Introducing problem‐based learning into a traditional lecture course

Abstract

Abstract We have developed a short program of problem‐based learning (PBL) sessions for third year nutrition science, integrated within a traditional lecture and practical format. This course was designed to develop additional generic skills without losing the benefits of the existing course. The inherent flexibility of problem‐based sessions allows the time to both reinforce and expand the original course material. PBL has proved popular with our students, and we have measured a high degree of satisfaction with the format. Many students have requested an extension of the PBL program throughout the year.