Delivering legal education through an integrated problem-based learning model – the nuts and bolts

Richard Grimes

doi:10.19164/ijcle.v21i2.388

Abstract

Judging by the number of enquiries received, visits made and conference discussions wide interest has been shown by academics and students alike in the form and content of legal education at the York Law School (YLS). YLS has, since its inception, used a problem-based learning model for study across all foundation and most, if not all, optional modules and at both undergraduate (LLB) and postgraduate (LLM) levels. Following repeated requests to explain how PBL works in an integrated legal education context this contribution sets out to describe exactly how these programmes are structured and will hopefully promote further discussion on the rationale behind and effectiveness of such an approach to study

Highlights

Richard Grimes is Director of Clinical Programmes at the York Law School (YLS), University of York
2 A more detailed account of PBL including the educational theory underpinning it can be found in Problem-based learning and legal education – a case study in integrated experiential study, in A
At the start of Year 1 of the LLB programme each student at YLS is allocated to a group – the student law firm (SLF)

Summary

Introduction

Richard Grimes is Director of Clinical Programmes at the York Law School (YLS), University of York. 2 A more detailed account of PBL including the educational theory underpinning it can be found in Problem-based learning and legal education – a case study in integrated experiential study, in A. A more detailed description of the theory is set out in Clinical legal education and problem-based learning: an integrated approach to study - fit for purpose?

Results

Conclusion