Problem Based Learning in an MSW Programme: A Study of Learning Outcomes

Abstract

This article reports research undertaken as part of the curriculum development of a Master of Social Work programme at the University of Hong Kong. It was decided to switch four out of five core subjects to a problem based method of teaching and learning. Two student self‐assessment measures were used to track learning skills acquisition and professional knowledge acquisition. The Problem Based Skills Learning Inventory covered problem solving, interpersonal and group skills, self‐directed learning skills, self‐assessment and knowledge building. The Competence and Aptitude in Social Work Scale included knowledge, social awareness, communication skills, leadership and self‐concept. Results indicated that for most students there were significant gains over the course of the academic year in most areas. Serendipitous findings throw light on the issue of students' response to pure and hybrid PBL methods and the acceptability of this more active approach to learning to Chinese students.

Keywords:

• Problem Based Learning
• Social Work
• Chinese Learners
• Learning Outcomes

Acknowledgements

The research on which this study is based was supported by a grant from the Leung Kau Kui Teaching and Research Endowment Fund.