Seven-step Maastricht PBL tutorial cycle with progressive case disclosure and group presentation¶

Design · All designs
Evidence · 5 claims (4 for, 1 mixed) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The course used a hybrid form of the 7-step Maastricht PBL model in which a case 'story' unfolds progressively over tutorials through 'pages' of information following a trigger scenario. Table 1 structures the cycle: whole-class work on clarification, definition, analysis and review; small groups establishing learning goals; self-directed study; reconvening to report and synthesise; a non-contact preparation week; a 15-minute group presentation with anonymous peer and tutor feedback; and a post-presentation debrief with self-assessment against a four-dimension tutorial performance survey.

Design Implications¶

Context¶

Requirements¶

Constraints¶

Target Learners¶

Learning Goals¶

Claims¶

Examples¶

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Key Sources¶

Murray-Harvey, R., Pourshafie, T., & Santos Reyes, W. (2013). What teacher education students learn about collaboration from problem-based learning. Journal of Problem Based Learning in Higher Education, 1(1), 114-134. https://eric.ed.gov/?id=EJ1108330

Page metadata

Field	Value
`type`	`design`
`id`	`maastricht-seven-step-pbl-tutorial-cycle`
`title`	`Seven-step Maastricht PBL tutorial cycle with progressive case disclosure and group presentation`
`description`	`The course used a hybrid form of the 7-step Maastricht PBL model in which a case 'story' unfolds progressively over tutorials through 'pages' of information following a trigger scenario.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-07`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `murray-harvey-2013`

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