QEP-Real World Problem Solving

Psychology Learning & Teaching 2016, 15(2):136–154.
Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however, received very limited attention. The aim of this paper is therefore to review published accounts of how PBL is being used to deliver psychology curricula in higher education and to highlight psychological research that offers practical strategies for PBL theory and practice. The paper is divided into three sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section, we outline the results of a systematic literature review of published examples of PBL used within psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of the ways in which psychological research can provide practical guidance for PBL teaching practice. We conclude this paper with some recommendations for future research across all these areas, and call for the further development of PBL curricula in psychology higher education course provision.
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Teaching of Psychology2017, 44(3): 232-239.
This study contributes to the service learning (SL) literature by providing new empirical evidence of learning from a problem-based SL research project conducted in a developmental research methods course. Two sections of the course taught in a traditional manner were compared to two sections of the course taught with an integrated SL project involving a local Boys & Girls Club. Pre- and posttest scores of the groups were compared in regard to content knowledge, civic engagement, and perceptions of the course. Results indicated that the SL students outperformed the control courses in learning outcomes. Civic engagement did not significantly change over the course of the semester. Student preference data indicated that most enjoyed the SL course, found it helpful, and thought it contributed to their understanding of the course material. The findings are related to past research and theoretical underpinnings that support SL.
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Australasian Psychiatry 2019, 27(3): 234–240.
This literature review aimed to outline the evidence regarding the outcomes of formal mentoring programs for training psychiatrists. An electronic search of Ovid MEDLINE, EMBASE, Ovid PsycINFO and The Cochrane Library was conducted. A total of 17 articles fulfilled inclusion criteria. Positive outcomes of mentorship include promotion of research, perpetuation of further mentorship, increased perceived support and enhancement of teaching skills. One article reported a negative outcome. Current evidence regarding mentorship in psychiatry is limited and there is a lack of clarity regarding the relationship between positive outcomes and mentorship. Components of the included programs may act as confounders. Mentorship, protected teaching time, and didactic teaching may be important to encourage research. Other potential benefits of mentorship include enhanced career guidance, perceived support, and enriched teaching skills.
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Psychology Learning & Teaching 2016, 15(3): 310–328.
This paper summarizes a pilot study of an experiential learning technique that was designed to give undergraduate students a greater understanding of the principles and theories of learning and behavior, which is traditionally taught only in a lecture-based format. Students were assigned the role of a dog trainer, and they were responsible for designing and administering empirically- and theoretically-based training regimens to shelter dogs to teach them new behaviors that would make them more adoptable. Results from student feedback and their performance on assessments suggest that this activity was well-received by the students both for the learning benefit and enjoyment aspect, and this translated to a moderate level on their assessments. Details about how the learning and behavior class was made into an experiential learning course, the outcomes of this experience, and suggestions for improving the educational benefit of this experiential activity are discussed. This hands-on program offers a new alternative for teaching learning and behavior. Future offerings of this course and others like it present ideal opportunities for researching the effectiveness of more experiential methods of teaching and learning.
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Psychology Learning & Teaching 2018, 17(1): 73–83.
This article presents a unique approach for teaching crisis intervention in that it involves students reading novels and autobiographies to use as case studies in order to apply the theories and concepts. A rationale for the use of literature as a projective device to help students experience personal growth and to target the affective domain of learning is presented. Guidelines for how to structure the assignment are outlined, including a written paper and a group presentation. Examples of relevant novels and autobiographies are listed along with practical tips for maximizing the usefulness of this learning activity. The article concludes with a summary of students' reactions to the project.
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