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ERIC Number: EJ1087828
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1470-3297
The Guinea Pigs of a Problem-Based Learning Curriculum
Reddy, Sarasvathie; McKenna, Sioux
Innovations in Education and Teaching International, v53 n1 p16-24 2016
Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as "Guinea pigs" at the mercy of a curriculum experiment. This article interrogates and problematises the "Guinea pig" identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants' reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the "Guinea pig" characterisation.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa