To what extent does problem-based learning contribute to students' professional identity development?

Abstract

This study applied a comprehensive professional identity development framework to understand how problem-based learning (PBL) contributed to students' development. Data were collected at a polytechnic that prepares students in a wide range of professions using PBL as the baseline pedagogy. From 709 students, we obtained descriptions of significant influences at the polytechnic that helped them understand what it meant to work in their chosen profession. Six educator–practitioners were interviewed for their preferred teaching approaches that were influenced by their professional learning journeys. The key finding was: to comprehensively promote professional identity development, PBL has to include experience with the profession.