Problem-based learning in an undergraduate Psychology course: a description of a possible implementation

Problem-based learning (PBL) is an instructional learner-centred approach successfully implemented in numerous undergraduate courses around the world. It is an active and self-directed learning strategy where students work collaboratively in learning teams to achieve a solution for a presented problem related to their course and syllabus content. In a PBL learning environment, faculty takes the role of learning facilitators/tutors. Over the years, the use of PBL has widespread through all areas in higher education, including Psychology, showing positive influences on students’ employability competencies, as well as engagement and quality of learning. This poster presents a description of the application of a Hybrid Problem-Based Learning Model, adapted to large undergraduate classes in the 1st year of a Bachelor in Psychology course (Learning, Memory and Motivation) in Universidade Católica Portuguesa, Faculty of Education and Psychology. A total of 63 students participated in this course (consent forms signed) with one Faculty member and one Teaching Assistant. Data was collected throughout the semester with the help of one researcher with no teaching contact with the students. The main goals were to understand the faculty’s and the students’ perceptions of the use of PBL for students’ learning and skills' development (discipline-specific skills and generic/transversal skills).