References
Parallels between seminars and problem-based learning
Dear Editor,
We read with interest the article by Morgan (2019) analysing the use of seminars in undergraduate nurse education. As medical students at Imperial College London, we found that there were many parallels that could be drawn between this style of education for nursing students and the various interactive learning techniques that are implemented in our curriculum.
During our pre-clinical years, we received teaching in didactic forms such as large group lectures, as well as small group tutorials and problem-based learning (PBL) seminars. PBL seminars were similar to those described by Morgan (2019), the main difference being that the sessions were structured around clinical scenarios, with students working through learning objectives together, guided by a facilitator. However, Morgan's seminars were more focused around the application of the 6Cs in nursing practice.
Morgan (2019) describes the values of discussion-based learning, constructive alignment, and developing teamwork and presenting skills, all of which were also covered during our PBL sessions. We found this style of training extremely useful when we entered our clinical years and were able to apply these skills to ward-based learning.
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