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Exploring project-based learning: a case study of a first-year medical education course
This study describes the eleven-year period of preparation and implementation of a project-based learning programme within a first year course for medical students, at the University of Cape Town. The methodology was descriptive reflection using case study research. The study first describes current...
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| Format: | Thesis |
| Language: | English English |
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Humanities Education Development Unit
2025
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| _version_ | 1867613176946753536 |
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| access_status_str | Open Access |
| author | Weir,Gavin |
| author2 | Saddington, Tony |
| author_browse | Saddington, Tony Weir,Gavin |
| author_facet | Saddington, Tony Weir,Gavin |
| author_sort | Weir,Gavin |
| collection | Thesis |
| description | This study describes the eleven-year period of preparation and implementation of a project-based learning programme within a first year course for medical students, at the University of Cape Town. The methodology was descriptive reflection using case study research. The study first describes current understandings of student approaches to learning, learning assumptions and styles of learning and the link with deep learning. Included is also a discussion on ways in which teaching approaches and methods can influence student learning. Linked to this is a review of notions of project-based learning and its place in the spectrum of teaching and learning activities encountered by students at university. The study then describes the challenges / issues that arose during the eleven-year period and the various ways in which they were responded to. The provided description also outlines ways in which the programme attempted to foster [or hinder] deep learning amongst students, since such learning is regarded as a key outcome of learning at university. The research ends with an attempt to address why the programme did not foster deep learning amongst students to the extent it could have. It proposed that for project-based learning to foster deep learning amongst students [and particularly amongst first year students] various key elements have to be in alignment. Secondly it argues for the fact that project-based learning amongst first year students should be viewed in terms of an 'apprenticeship in deep learning'. By viewing project-based learning in such terms the advantages advanced for project-based learning can be more candidly recognised. The research ends with 'implications for practice' for those prospective project-based learning practitioners who would like to harness the power of project-based learning to foster deep learning amongst their students. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/42049 |
| institution | University of Cape Town (South Africa) |
| language | English eng |
| last_indexed | 2026-06-10T12:31:58.458Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Humanities Education Development Unit |
| publisherStr | Humanities Education Development Unit |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/42049 Exploring project-based learning: a case study of a first-year medical education course Weir,Gavin Saddington, Tony Edcuation course First-year This study describes the eleven-year period of preparation and implementation of a project-based learning programme within a first year course for medical students, at the University of Cape Town. The methodology was descriptive reflection using case study research. The study first describes current understandings of student approaches to learning, learning assumptions and styles of learning and the link with deep learning. Included is also a discussion on ways in which teaching approaches and methods can influence student learning. Linked to this is a review of notions of project-based learning and its place in the spectrum of teaching and learning activities encountered by students at university. The study then describes the challenges / issues that arose during the eleven-year period and the various ways in which they were responded to. The provided description also outlines ways in which the programme attempted to foster [or hinder] deep learning amongst students, since such learning is regarded as a key outcome of learning at university. The research ends with an attempt to address why the programme did not foster deep learning amongst students to the extent it could have. It proposed that for project-based learning to foster deep learning amongst students [and particularly amongst first year students] various key elements have to be in alignment. Secondly it argues for the fact that project-based learning amongst first year students should be viewed in terms of an 'apprenticeship in deep learning'. By viewing project-based learning in such terms the advantages advanced for project-based learning can be more candidly recognised. The research ends with 'implications for practice' for those prospective project-based learning practitioners who would like to harness the power of project-based learning to foster deep learning amongst their students. 2025-10-28T08:43:08Z 2025-10-28T08:43:08Z 2003 2025-10-28T08:30:24Z Thesis / Dissertation Masters Masters http://hdl.handle.net/11427/42049 en eng application/pdf Humanities Education Development Unit Faculty of Humanities University of Cape Town |
| spellingShingle | Edcuation course First-year Weir,Gavin Exploring project-based learning: a case study of a first-year medical education course |
| thesis_degree_str | Master's |
| title | Exploring project-based learning: a case study of a first-year medical education course |
| title_full | Exploring project-based learning: a case study of a first-year medical education course |
| title_fullStr | Exploring project-based learning: a case study of a first-year medical education course |
| title_full_unstemmed | Exploring project-based learning: a case study of a first-year medical education course |
| title_short | Exploring project-based learning: a case study of a first-year medical education course |
| title_sort | exploring project based learning a case study of a first year medical education course |
| topic | Edcuation course First-year |
| url | http://hdl.handle.net/11427/42049 |
| work_keys_str_mv | AT weirgavin exploringprojectbasedlearningacasestudyofafirstyearmedicaleducationcourse |