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Abstract
In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master’s of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work knowledge, values, and skills; confidence in practice skills; confidence in learning skills; motivation to engage in deep learning and use deep-learning strategies; and satisfaction with their MSW education. PBL and non-PBL approaches were equally effective in helping students learn social work skills, knowledge, and values and in developing learning skills; the non-PBL group reported a significant shift to a more situational approach to their learning.
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Notes on contributors
Anne Westhues
Anne Westhues is professor, Chia Barsen is research associate, and Nancy Freymond is associate professor at Wilfrid Laurier University.
Chia Barsen
Anne Westhues is professor, Chia Barsen is research associate, and Nancy Freymond is associate professor at Wilfrid Laurier University.
Nancy Freymond
Anne Westhues is professor, Chia Barsen is research associate, and Nancy Freymond is associate professor at Wilfrid Laurier University.
Patricia Train
Patricia Train is a private practitioner.