Problem-based learning training and implementation: an analysis using semantics in legitimation code theory

Abstract

This article reports on the analysis of problem-based learning (PBL) training within a teaching development programme (TDP) and the subsequent experiences of implementing PBL by respondents who participated in the training. The semantic dimension of legitimation code theory (LCT) was applied as a conceptual tool in the study. The data for the study was gathered through face-to-face interviews with 10 respondents who were alumni of the TDP; document analysis and reflective journal entries of the researcher. The findings are explained in terms of strengthening and weakening the organising principles of semantics, namely, semantic density (SD) and semantic gravity (SG). It was found that the adoption of the medical model for PBL training might have been overly contextualised within the medical field. As a result, it was often challenging for the respondents from other disciplinary backgrounds to transfer knowledge gained during the PBL training to their respective disciplines. The findings also showed that respondents found it challenging to implement PBL in its pure form and needed to adapt the application of PBL to meet the unique requirements of their discipline. Therefore, it is important to consider the diverse nature of disciplines when implementing PBL training. The PBL training should be designed and implemented specifically for the discipline concerned. Also, semantic waves that pertain to the movements between context-dependent knowledge and condensed meaning, should be addressed during PBL training to expedite the transfer of knowledge of PBL.