|Editor:||Michael M. Grant, University of South Carolina|
|Co-Editor:||Krista Glazewski, Indiana University|
|Founding Editor:||Peggy A. Ertmer, Purdue University|
The Interdisciplinary Journal of Problem-based Learning (IJPBL) publishes relevant, interesting, and challenging articles of research, analysis, or promising practice related to all aspects of implementing problem-based learning (PBL) in K–12 and post-secondary classrooms.
IJPBL is an Open Access journal. This means that it uses a funding model that does not charge readers or their institutions for access. Readers may freely read, download, copy, distribute, print, search, or link to the full texts of articles.
Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education
Sara Abercrombie, Jay Parkes, and Teresita McCarty
A Qualitative Study on How Health Professional Students and Their PBL Facilitators Perceive the Use of Mobile Devices During PBL
Lap Ki Chan, Susan M. Bridges, Iain Doherty, Manwa L. Ng, Jun Jin, Neel Sharma, Nam Kiu Chan, and Henrietta Yan Yu Lai
Facilitating Facilitators: Enhancing PBL through a Structured Facilitator Development Program
Francine D. Salinitri, Sheila M. Wilhelm, and Brian L. Crabtree
The Validation of the Active Learning in Health Professions Scale
Rebecca Kammer, Laurie Schreiner, Young K. Kim, and Aurora Denial
Social Constructivism and Case-Writing for an Integrated Curriculum
Alison F. Doubleday, Blase Brown, Philip A. Patston, Pamela Jurgens-Toepke, Meaghan Driscoll Strotman, Anne Koerber, Colin Haley, Charlotte Briggs, and G. William Knight