Inquiry based learning in the health sciences: Countering the limitations of ‘problem based’ learning

Abstract
Background: While the demand for pedagogical strategies to promote better
links between teaching and research is growing, such strategies are often
perceived as hard to find. Problem based learning (PBL) is one widely promoted strategy that has been given much attention in the medical education
literature for its ability to promote many of the skills required by health
professionals for their future practice: self-directed learning, critical thinking,
clinical reasoning and interpersonal skills to name a few; however, the sustained
adoption of PBL practices has been largely limited to the medical curricula
in the health sciences.
Outcome: This paper reports on a study (comprising a literature review,
a survey of 53 Australasian university teachers in the health sciences, and
critical reflections by members of a multi-professional research team) which
identified some barriers to the uptake of PBL.
Conclusions: Broadening the discourse by exploring a more flexible and
adaptable framework termed Inquiry Based Learning (IBL) can help to reduce
those barriers.
Keywords: health science education, higher education, research led teaching