| 000 -LEADER |
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| fixed length control field |
02024nam a22002177a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
GY-GeU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20240813105358.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
240813b xxu||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
UG |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Lam. B. O. Debbie |
| 245 ## - TITLE STATEMENT |
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| Title |
Impact of problem- based learning on social work students: |
| Remainder of title |
growth and limits / |
| Statement of responsibility, etc |
Debbie O. B. Lam |
| 246 ## - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Impact of problem- based learning on social work students: |
| Remainder of title |
growth and limits / |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
Oxford, UK, |
| Name of publisher, distributor, etc |
Oxford University Press, |
| Date of publication, distribution, etc |
December, 2009. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
1499- 1517 p. |
| 310 ## - CURRENT PUBLICATION FREQUENCY |
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| Current publication frequency |
Monthly |
| 362 ## - DATES OF PUBLICATION AND/OR SEQUENTIAL DESIGNATION |
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| Dates of publication and/or sequential designation |
December, 2009. |
| 490 ## - SERIES STATEMENT |
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| Volume number/sequential designation |
Volume 39, Number 8 |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
Social workers are expected to constantly improve their knowledge and experience and respond quickly to new challenges. Educators appreciate the significance of learning how to learn to prepare students for real- life demands at work. For these reasons, problem- based learning (PBL) has been used experimentally in the training of different disciplines including social work. In recent years, the University of Hong Kong implemented PBL to cultivate social work students' self- directed learning and group learning/ collaboration abilities. A PBL Questionnaire was devised to assess the growth of students in these areas. Students were invited to fill in the PBLQ at the beginning and at the end of the PBL programme. Two focus groups of graduates and agency supervisors were also conducted to see how PBL training might affect work performance. The PBLQ scores reflected a varied personal growth profile across the different student cohorts. The training stimulated their growth in employing multiple sources of learning, directing their own learning goals and activities, and teamwork collaboration. But growth in group learning abilities was not found. While there was not found. While there was positive feedback from the graduates and supervisors, generalization of the findings requires more rigorous exploration. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name as entry element |
Problem- based learning |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
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