Looking at the elements for the design of authentic tasks in web-based learning environments it appears to mirror the concepts that are employed in PBL sessions. The scenarios employed deal with medical conditions that they will encounter with varying frequency giving them 'real-world relevance'. The history is initially ill-defined and therefore open to several interpretations. They have to determine their task, either a diagnosis or management plan, by performing a number of 'sub-tasks' with taking a history, performing an examination and interpreting the findings of these and subsequent investigations.
The students are encouraged to work in a collaborative environment and hopefully, over the course of the three sessions, have the ability to reflect on their learning. It is anticipated that the students will acquire the necessary skills of analysis, evaluation etc leading to clinical reasoning that will be transferable to future career situations.
With the number of features in common between the concept of PBL and the framework for the design of authentic tasks, it would seem appropriate to look at better ways of incorporating a web-based learning environment into the current practice.
A seamlessly integrated assessment still may be a work in progress.
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