Problem Based Learning (PBL) is a recent introduction into the training of clinical psychologists and seems to be a promising strategy for supporting the development of competencies in trainees on doctoral programmes. This paper reports on the introduction and assessment of PBL in a hybrid curriculum and relates this to competence and learning outcomes. Issues in evaluation are considered. Early indications suggest that both trainees and programme staff recognise the value of PBL in acquiring skills required in clinical practice. PBL is being developed in a variety of ways that will provide more information on the transferability and generalisability of this approach.
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