ABSTRACT
The other educational theory used in the Adelaide BDS is problem-based learning (PBL) (Mullins et al, 2001a). In the clinical arena, students are confronted by new problems each session. The educator’s role is to guide students through the problem-solving process by asking appropriate questions. Within the trusting environment, students are therefore encouraged to take responsibility for their thoughts and actions. Students will discover what they know, but more importantly, what they don’t know, hence an active learning experience is created.
