H
Howard S. Barrows
Researcher at Southern Illinois University School of Medicine
Publications - 51
Citations - 11618
Howard S. Barrows is an academic researcher from Southern Illinois University School of Medicine. The author has contributed to research in topics: Problem-based learning & Higher education. The author has an hindex of 28, co-authored 51 publications receiving 11240 citations. Previous affiliations of Howard S. Barrows include Purdue University.
Papers
More filters
Book
Problem-based learning : an approach to medical education
Howard S. Barrows,Robyn Tamblyn +1 more
TL;DR: This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem- based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.
Journal ArticleDOI
A taxonomy of problem-based learning methods
TL;DR: A taxonomy is proposed to facilitate an awareness of differences in quality and in the educational objectives that can be achieved and to help teachers choose a problem‐based learning method most appropriate for their students.
Journal ArticleDOI
Problem‐based learning in medicine and beyond: A brief overview
TL;DR: The authors reviewed the motivation for the change to problem-based learning, its definition, and the educational objectives it can serve, and discussed changing an established curriculum to Problem-Based Learning and asked whether problembased learning is worth the trouble.
Journal ArticleDOI
An overview of the uses of standardized patients for teaching and evaluating clinical skills. AAMC.
TL;DR: Skeptics are urged not to make judgments about the value of SPs until they have experienced the technique firsthand and reviewed the literature concerning the extensive and often high-quality research about this assessment tool.
Journal ArticleDOI
Goals and Strategies of a Problem-based Learning Facilitator
TL;DR: In this paper, an analysis of facilitation of a student-centered problem-based learning group was performed through interaction analysis using video data and stimulated recall to examine two PBL group meetings, and specific strategies were used to support the PBL goals of help ing students construct causal explanations, reason effectively, and become self-directed learners while maintaining a student centered learning process.