Experiences of problem-based learning: issues for community specialist practitioner students

In this paper, the findings from a descriptive study exploring community practitioner students’ experiences of Problem-Based Learning are presented. The study was completed as part of an extended evaluation of a core module included in a post-registration community specialist practitioner programme. Data were collected via a self-completion questionnaire. The findings identify issues relating to the learning process and its influence on the knowledge gained. They illustrate that whilst the journey taken to acquire new knowledge had been difficult for students, they had benefited from the opportunity to learn with others. The findings from this small survey are discussed in conjunction with experiential learning theory and the particular needs of students being prepared for specialist practitioner roles in the community setting where collaborative practices are increasingly understood as essential for quality care.