University of Hertfordshire

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Original languageEnglish
Pages (from-to)197-206
JournalReflective Practice
Volume9
Issue2
DOIs
Publication statusPublished - 2008

Abstract

Problem-based learning (PBL) has been employed for over 30 years by a variety of disciplines and professional training programmes. Nevertheless, introducing PBL into a professional training programme for the first time can present many challenges for both trainers and trainees. This paper reports on the process of introducing PBL into a doctoral training programme in clinical psychology at a university in the UK. In particular, it provides some personal reflections from both trainees and trainers on the uncertainties created by doing PBL for the first time. These reflections are used as a foundation to discuss the role of the facilitator, strategies of dealing with uncertainty, and implications for clinical psychology training.

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