Case-study teaching, a popular pedagogical approach in the disciplines of business, engineering and medicine, is a way of engaging the student with authentic workplace problems; it thus follows a problem-based pedagogy.
Therefore, qualitative studies, which explored the experiences and perceptions of students and tutors in programs that incorporated student-centred problem-based pedagogy, may not provide the best available evidence for the effectiveness of PBL curricula.
By moving "open/experiential" learning into this new academic territory it could be possible, as previous studies have suggested, that educational techniques such as puzzle-based and problem-based pedagogies are effective in a broad range of academic contexts [ 8].
The pedagogy was informed by group counselling [ 55], and a problem-based physiotherapeutic pedagogy, combining reflective discussions and BBAT, originally developed for adult women with psychosomatic and long-term pain problems in primary health care settings [ 56].
It is frequently rooted in project- and problem-based learning, student-centered pedagogy, and 21st century transferrable skills.
Problem-based learning (PBL) as a pedagogy uses authentic artefacts reflecting real-world situations for students to practice problem-solving skills through collaboration with their peers.
This is because the use of real-world content is both a higher-order thinking strategy (and thus, is part of more rigorous learning (Brundiers et al. 2010)), as well as a key part of the pedagogy underlying problem-based learning.
Problem-based learning is more than pedagogy – it is a curriculum [ 14].
While there are emerging trends in the use of more integrative alternatives to primarily lecture-based pedagogy [ 33- 36], such as problem-based learning, the usual approach to IPV education, certainly in medical schools, has been stand-alone lectures not truly integrated into important clinical training experiences [ 30].
We indicate that there is room for strengthening communication skills in the field of pharmacology, integrating them into programmes of education, by more widely implementing a problem-based, a case-oriented or role-playing pedagogy where final year students work across specialisations and there is a deliberate effort to evoke and assess advanced conceptions and skills.
In the contexts of flipped classroom research, Bishop and Verleger (2013) discuss various pedagogies (e.g., cooperative learning, problem-based learning) which can be used to enhance the design of flipped classrooms.
