This is the first of three papers which explores the growing influence of problem-based learning (PBL) within professional curricula. A qualitative study was undertaken to examine the expectations and experiences of staff and students in different professional and educational environments who were involved in using PBL (Savin-Baden, 1996). What emerged from this work was a new model -Dimensions of Learner Experience – for understanding the nature of learner experience on PBL programmes, characterised by significant diversity between espoused aims and values, and what happened in practice and in relationships between staff and students. Part 1 documents the emergence of PBL in the climate of worldwide change in order to contextualise the growing influence of PBL within professional curricula.
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