Reaching the journey’s end: reflections on the final phase of a problem‐based learning group

Conlan²,

Adlington³

et al. 2016

Self Cite

In the UK Clinical Psychologists (CPs) work in a variety of settings within the National Health Service (NHS), often within MultiDisciplinary Teams (MDTs). Problem-Based Learning (PBL) within CP training at the University of Hertfordshire (UH) offers unique opportunities to combine scientist-practitioner and reflective-practitioner models to learn about group dynamics from the personal experience of working within an experiential learning group. Further, given Trainees work three days per week on placement within MDTs in the NHS the learning gained within a 'safer' PBL context can be utilised within these clinical settings. For two years Trainees at UH have to work in small PBL groups with five or six members learning to work together to achieve a goal (four assessed presentations) negotiating their own personal and professional journey, as well as a group journey. Consequently, PBL offers trainees opportunities to learn a) how individuals work within a group; b) how personal experiences influence this process; c) how others influence them and are influenced by them; and d) how a group of diverse individuals conceptualise, understand and convey case vignettes to an audience. Within these groups many Trainees learn to speak out, reflect, listen attentively, empathise, validate and accept diverse experiences. Further, when differences dominate they often learn to negotiate these, finding a way to maintain effective team working in order to complete the presentation. Focusing on the conflict that can occur within (any) group this paper explores themes from the reflective narratives of 6 trainees: parallels and differences between MDTs and PBL groups, striving for and achieving authenticity; and conflict as a 'swear' word. We conclude that exploring the role PBL can play in training individuals to work effectively in teams may be of benefit within the training of other professional groups.

Section: Personal and Professional Development (Ppd) Within Clinical mentioning

confidence: 99%

Can voicing conflict within experiential learning groups facilitate connection? building and developing effective multi-disciplinary team-working skills

Conlan²,

Adlington³

et al. 2016

Self Cite

“…To facilitate this, we once again include some reflections provided by the same group of trainees who participated in our two previous publications (Nel et al, 2008;Keville et al, 2009). As before, each of the trainees were asked and agreed independently to participate in this, the third and final write-up of their PBL journey.…”

Section: Making Space For the In-betweenmentioning

confidence: 99%

“…As part of reflecting on this experience, we published some of our views on starting off and ending this process together with one of our PBL training groups (Nel et al, 2008;Keville et al, 2009). Overall, PBL at UH currently comprises a formative exercise (small group presentation plus individual reflective essays), followed by four further summative exercises.…”

Section: In 2006 We Introduced Problem-based Learning (Pbl) Within Thmentioning

confidence: 99%

In the eye of the storm: should I stay or should I go? Reflections on the middle phase of a problem‐based learning group

Nel

Jeffrey

et al. 2010

Self Cite

This paper reports on the middle phase of a problem-based learning (PBL) group undergoing clinical psychology training at the University of Hertfordshire (UH).Trainers and trainees involved in PBL at UH provide some personal reflections on their experiences, highlighting some of the unique characteristics and dilemmas of participating in this middle phase of PBL. We explore themes around the dynamics within the group, the emotional experiences evoked for participants, and some of the strategies used to manage these emotions. We conclude with implications of this type of learning for clinical training.

“…In our experience, it is often a minority that actively maintain disconnection (consciously or unconsciously). By facilitating openings to discuss struggle(s), those who wish to connect, do so, unblocking the stagnation (Keville et al, 2009). Further, sometimes just naming the disconnection can facilitate connection.…”

Section: Connecting With Disconnectionmentioning

confidence: 99%

A river runs through it: enhancing learning via emotional connectedness. Can problem-based learning facilitate this?

Davenport

Adlington

et al. 2013

Self Cite

The ability to undertake therapeutic work either directly or indirectly is central to many Clinical Psychology posts. This paper focuses on the acquisition of skills and knowledge gained through experiential learning components of a Clinical Psychology doctoral training programme following the introduction of Problem-Based Learning (PBL) into its academic curriculum in 2006 (Nel et al., 2008). At UH, PBL began life for many Trainees as a content-focussed exercise developed to highlight how one might assess, formulate and intervene with issues presented within a case. Over time the task has increasingly incorporated a process focus, in which the content facilitates PBL groups to reflect on a broad range of concurrent processes, including personal contexts, interactions with others, and the influence of wider systems. This paper explores the overall learning experiences of PBL for Trainees within one PBL group and how the exploration of underlying personal and group processes may facilitate a personal and emotional connection with the 'client'. Further, we consider modes of conveying this information to enable an audience to emotionally connect with the case and the experiences of the group members. We conclude with a consideration of what we may learn for the benefit of future PBL groups within other disciplines.