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Graduate Entry Students' Reflection on Alternating Problem-Based Learning and Clinical Placements

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Title: Graduate Entry Students' Reflection on Alternating Problem-Based Learning and Clinical Placements
Language: English
Authors: Enjy Abouzeid, Rita Wassef, Julia Blitz, Patricia Harris
Source: Journal of Problem Based Learning in Higher Education. 2025 13(1):270-309.
Availability: Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
Peer Reviewed: Y
Page Count: 40
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Student Attitudes, Problem Based Learning, Medical Students, Medical Education, Student Placement, Clinical Experience, Reflection, Case Method (Teaching Technique), Barriers, Experiential Learning, Thinking Skills, Pattern Recognition, Sequential Approach, Authentic Learning
ISSN: 2246-0918
Abstract: Problem-based learning (PBL) and early clinical placements (CP) are recognised as complementary strategies for developing clinical reasoning (CR) in medical education. However, how alternating between these formats influences the CR process from students' perspectives remains underexplored. This qualitative-led exploratory mixed-methods study examined how curriculum sequencing shapes Graduate Entry Medical students' perceptions of their CR process. Fourteen Year-2 students participated across two pre-existing streams: one began with PBL and the other with CP before switching. Across these alternating phases, students completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR), applied reasoning through vignette-based single-best-answer (SBA) questions to prompt reflection on their reasoning processes. Students' reflections were further explored through in-depth semistructured interviews. Thematic analysis formed the primary interpretive strand, supported by descriptive quantitative data. Interview findings revealed that alternating PBL and CP encouraged students to reflect on, apply, and progressively refine their reasoning skills. Students valued the complementary relationship between classroom discussion and authentic clinical exposure, citing case-based dialogue, GP teaching, and supportive environments as key enablers, while heavy workloads, examination pressures, and over-guided PBL sessions were perceived as barriers to CR process. Overall, CR development emerged as a gradual, experiential process enhanced by the dynamic interplay of PBL and clinical learning. These findings underscore the importance of integrating structured discussion with authentic patient encounters rather than privileging one learning format or sequence over the other.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492493
Database: ERIC
FullText Text:
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  Data: Graduate Entry Students' Reflection on Alternating Problem-Based Learning and Clinical Placements
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  Data: <searchLink fieldCode="AR" term="%22Enjy+Abouzeid%22">Enjy Abouzeid</searchLink><br /><searchLink fieldCode="AR" term="%22Rita+Wassef%22">Rita Wassef</searchLink><br /><searchLink fieldCode="AR" term="%22Julia+Blitz%22">Julia Blitz</searchLink><br /><searchLink fieldCode="AR" term="%22Patricia+Harris%22">Patricia Harris</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Problem+Based+Learning+in+Higher+Education%22"><i>Journal of Problem Based Learning in Higher Education</i></searchLink>. 2025 13(1):270-309.
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  Data: Aalborg University Press. Skjernvej 4A, 2.sal, 9000, Aalborg, Denmark. Web site: http://journals.aau.dk/index.php/pbl
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  Data: 40
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  Data: <searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Based+Learning%22">Problem Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Students%22">Medical Students</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+Education%22">Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Placement%22">Student Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Clinical+Experience%22">Clinical Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Method+%28Teaching+Technique%29%22">Case Method (Teaching Technique)</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Pattern+Recognition%22">Pattern Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Sequential+Approach%22">Sequential Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink>
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  Data: 2246-0918
– Name: Abstract
  Label: Abstract
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  Data: Problem-based learning (PBL) and early clinical placements (CP) are recognised as complementary strategies for developing clinical reasoning (CR) in medical education. However, how alternating between these formats influences the CR process from students' perspectives remains underexplored. This qualitative-led exploratory mixed-methods study examined how curriculum sequencing shapes Graduate Entry Medical students' perceptions of their CR process. Fourteen Year-2 students participated across two pre-existing streams: one began with PBL and the other with CP before switching. Across these alternating phases, students completed the Self-Assessment of Clinical Reflection and Reasoning (SACRR), applied reasoning through vignette-based single-best-answer (SBA) questions to prompt reflection on their reasoning processes. Students' reflections were further explored through in-depth semistructured interviews. Thematic analysis formed the primary interpretive strand, supported by descriptive quantitative data. Interview findings revealed that alternating PBL and CP encouraged students to reflect on, apply, and progressively refine their reasoning skills. Students valued the complementary relationship between classroom discussion and authentic clinical exposure, citing case-based dialogue, GP teaching, and supportive environments as key enablers, while heavy workloads, examination pressures, and over-guided PBL sessions were perceived as barriers to CR process. Overall, CR development emerged as a gradual, experiential process enhanced by the dynamic interplay of PBL and clinical learning. These findings underscore the importance of integrating structured discussion with authentic patient encounters rather than privileging one learning format or sequence over the other.
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  Data: EJ1492493
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 40
        StartPage: 270
    Subjects:
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Problem Based Learning
        Type: general
      – SubjectFull: Medical Students
        Type: general
      – SubjectFull: Medical Education
        Type: general
      – SubjectFull: Student Placement
        Type: general
      – SubjectFull: Clinical Experience
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Case Method (Teaching Technique)
        Type: general
      – SubjectFull: Barriers
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      – SubjectFull: Experiential Learning
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      – SubjectFull: Thinking Skills
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      – SubjectFull: Pattern Recognition
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      – SubjectFull: Sequential Approach
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      – SubjectFull: Authentic Learning
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    Titles:
      – TitleFull: Graduate Entry Students' Reflection on Alternating Problem-Based Learning and Clinical Placements
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            NameFull: Julia Blitz
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              Y: 2025
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