Abstract
Design:
80 students were asked about their experiences with problem-based learning (PBL), including the student and tutors role. The questionnaires had scales from 1–7, best score was 7. Data from the study were analysed quantitatively with a computer programme, SPSS and results presented in one table. A student assessment was conducted two years later, following some improvements in the programme.
Results:
The students assessed their own activity with higher scores than the tutors role in the tutorials. The results showed that the students experienced a secure atmosphere in the group and felt that the climate in the tutorials was of great importance for the learning process.
In the student assessment two years later, the students answered that the tutors role was good, but the students wanted more challenges, feedback and critical comments from the tutors.
The results indicate that the perceptions of the tutors role had developed in a positive way and PBL had enhanced interdisciplinary learning. The students answers also indicated that they got to know each other professions better after working in the tutorials. The intensions of PBL in the programme have been fulfilled to a greater extent after two years, but interdisciplinary learning needs to be further developed.