An evaluation of problem based learning in the multiprofessional education curriculum for the health professions

Abstract

Multiprofessional education (MPE) in the undergraduate curriculum for the health profession has been delivered using problem based learning (PBL). The first of three modules has been evaluated over a two-year period. The evaluations measure student perception of whether the objectives of MPE and PBL have been met, tutor performance and the quality of the working problems. The overall perception is that both the message (MPE) and the messenger (PBL) have been evaluated positively.