Problem-Based Learning is often praised for its ability to develop work-related competencies in students (Chu et al., 2017; Kek & Huijser, 2017). These competencies are often developed from group work and through the engagement of a real-life problem relevant for the students’ professional practice. By engaging in real-life problems students gain abilities to utilize their gained knowledge to different contexts (Bransford et al., 2000). When explaining students how to engage in PBL we tend to explain it in different phases and what methods and types of knowledge are relevant for these different phases. However, limited knowledge exists on how students actually engage with PBL when working in groups. On the other hand, workplace studies suggest that different types of epistemics are used interchangeably when engaged in professional practice
(Markauskaite & Goodyear, 2017). But what about the students doing PBL? How do they use epistemics in their groupwork? And which types of epistemics are deemed more relevant than others through their interaction? In this extended scientific abstract video recordings of students doing Problem Based Project work will be analyzed from an interactional perspective to focus on what kind of epistemics are deemed relevant by the students themselves. Findings show that students fluently change between different kinds of epistemics when having discussions relevant for the nature of the project they engage in.

The effects of a Biomedical Sciences curriculum reform on students’ perceived competence development

[Conference proceedings](https://vbn.aau.dk/en/publications/transforming-pbl-through-hybrid-learning-models-timely-challenges)