Optimising inter-disciplinary problem-based learning in postgraduate environmental and science education: Recommendations from a case study

As the value of multi-disciplinary working in the business and research worlds is
becoming more recognised, the number of inter-disciplinary postgraduate environmental
and health sciences courses is also increasing. Equally, the popularity of problem-based
learning (PBL) is expected to grow and influence instructional approaches in many
disciplines. However, very limited research has been conducted to explore the
perception of students of PBL in inter- or multi-disciplinary environments; particularly
wide-ranging multi-disciplinary courses which cross the natural-social science barrier.
The findings from this case study evidence the difficulties and benefits students derive
from group PBL, many of which stem from working in multi-disciplinary and multiskilled
groups on a part-time basis. Acknowledging, accepting and overcoming conflicts
based upon prior experience that influences epistemological and ontological beliefs may
be key to the development of effective PBL in inter-disciplinary and multi-disciplinary
programmes. Recommendations for good pedagogic practice to maximise learning in
postgraduate environmental and science education are made.