This study used Piaget’s constructivism – learning is a self-regulating process of struggling with conflicts between existing personal world and discrepancies between the observed or experienced so assimilation and accommodation. Also Vygotsky’s social learning was relevant.

This was focused on a 35 week curriculum which had:

• Case based learning 7 weeks
• Experiential learning in placements 20 weeks
• Problem based learning 8 weeks

These students had been using case based learning in the first two years of their programme. Case based learning prepared students with skills to solve cases and lectures were given, experiential learning prepared students for the real world and problem based learning provides skills for problem solving but n lectures are given. Case based learning scaffolds learning using a template with guiding questions. Kolb’s learning cycle is used and FILA which equals facts, ideas, learning issues and action plan. This design was used from 2006 – 2012. Then due to placement issues the design had to change in 2013 to Case based learning 7 weeks, problem based learning 4 weeks, experiential learning 20 weeks and problem based learning for another 4 weeks.

The study then focused on the change and the question – How has the pedagogical structure planned been effective in encouraging students to engage in meaningful learning? Ausubel’s 2000 definition of meaningful learning was used as a basis.

The methodology was:

• Case based learning students were surveyed but not anonymously because students wanted for interview needed to be identified.
• Interviews were undertaken one after the case based learning, one after the first problem based learning and then one after the experiential learning.
• In total there were five students who took part in the interviews and interpretative phenomenological analysis was used.

The findings were that all approaches developed information literacy, problem based learning, analytical skills and collaborative skills. However when looking at communication skills case based learning enabled rapport to be built, experiential learning enabled students to ask questions and problem based learning enabled good all round communication skills to be developed. In addition higher order skills may develop in all but experiential learning skills enabled students to solve real life skills.

Overall the project supported the change.