- Title
- The Guinea pigs of a problem-based learning curriculum
- Creator
- Reddy, Sarasvathie
- Creator
- McKenna, Sioux
- Date Issued
- 2016
- Date
- 2016
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/66730
- Identifier
- vital:28987
- Identifier
- ISSN 1470-3300
- Identifier
- https://doi.org/10.1080/14703297.2014.959542
- Description
- Publisher version
- Description
- Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation.
- Format
- 9
- Format
- Publisher
- Routledge
- Language
- English
- Relation
- Innovations in Education and Teaching International
- Relation
- McKenna, S. (2017) The Guinea pigs of a problem-based learning curriculum. Innovations in Education and Teaching International, 53 (1) p 16-24. https://doi.org/10.1080/14703297.2014.959542
- Relation
- Innovations in Education and Teaching International volume 53 number 1 16 24 2016
- Rights
- Routledge
- Rights
- Use of this resource is governed by the terms and conditions of the Innovations in Education and Teaching International Copyright Options Statement (https://www.tandfonline.com/action/authorSubmission?journalCode=riie20&page=instructions)
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McKenna, Sioux (Prof)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
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