Book•
Problem-based learning : an approach to medical education
01 Jan 1980-
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.
Abstract: In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences Students in most medical schools, especially in basic science courses, are required to memorize a large number of ""facts,"" facts which may or may not be relevant to medical practice Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills 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
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01 May 2008
TL;DR: In this paper, the question of the motivation for engagement in formation and investissement in the activites d'apprentissage of a learner in the sciences is investigated.
Abstract: • L’environnement d’apprentissage des etudiants des filieres de sante est en mutation dans un contexte d’usage croissant de methodes d’enseignement actives et d’introduction massive des technologies de l’information et de la communication. • Dans cet environnement incitant l’etudiant a s’impliquer activement dans la construction de ses connaissances, la question de la motivation – c’est-a-dire des facteurs a l’origine de son engagement en formation et de son investissement dans les activites d’apprentissage – devient centrale. • La motivation a fait l’objet d’etudes sous l’angle de multiples cadres conceptuels, influences par les paradigmes successifs de la psychologie et des sciences de l’apprentissage. • Les theories recentes, qui s’appuient notamment sur les perspectives des sciences cognitives, et les travaux de recherche realises dans ce champ d’etude autorisent a formuler un certain nombre de recommandations permettant aux concepteurs et aux responsables de dispositifs de formation de prendre en compte cette dimension majeure de la reussite.
29 citations
TL;DR: In this article, a qualitative analysis of the transcripts yielded a set of 14 pedagogical elements appearing across courses, including open-ended projects and skill-building activities, and less frequently, risk taking experiences and self-reflection.
Abstract: While there is great interest in higher education about teaching creative process, there have been relatively few studies of how courses can facilitate the development of creative skills. The goal of this study was to document how college instructors structure courses intended to develop students’ creative processes. The study data included interviews from instructors and students using a critical case sample of fifteen courses at a single U.S. University. A qualitative analysis of the transcripts yielded a set of 14 pedagogical elements appearing across courses. Common elements were open-ended projects and skill-building activities, and less frequently, risk taking experiences and self-reflection. The sample included undergraduate courses in engineering, education, the liberal arts, and the arts, and the elements observed were often shared across courses from different disciplines. These findings provide a diverse set of pedagogical approaches and opportunities for building creative process skills within undergraduate courses.
29 citations
Cites background from "Problem-based learning : an approac..."
...…approach can be characterized as problem-based or project-based learning experiences that are open-ended, and resemble challenges the students are likely to encounter as professionals (Barrows & Tamblyn, 1980; de Graaff & Kolmos, 2003; Helle, Tynj€al€a, & Olkinuora, 2006; Prince & Felder, 2006)....
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TL;DR: In this article, the authors describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and learning in simulation-based learning environments (SBLEs), and measure students' expectations of instructors, their academic self-perception, and atmosphere.
Abstract: Expectations for simulations in healthcare education are high; however, little is known about healthcare students' expectations of the learning process in virtual reality (VR) and simulation-based learning environments (SBLEs). This research aims to describe first-year healthcare students' (N=97) expectations regarding teaching, studying, and learning in such environments. In addition, it measures students' expectations of instructors, their academic self-perception, and atmosphere, as well as whether there are differences between the expectations of adult and young students. Data was collected through a questionnaire from two different universities of applied sciences in Finland in spring 2009, and analysed using statistical and qualitative methods. Overall, students have quite high expectations of the activities that take place in VR and SBLEs. Adult learners in particular seem to have high expectations compared to younger students.
29 citations
Cites background from "Problem-based learning : an approac..."
...Nowadays, problem-based learning (PBL) has become a popular approach to teaching in medical and healthcare education (e.g., Barrows & Tamblyn, 1980)....
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...As Barrows and Tamblyn (1980) have stated, students need to learn to recognise their own knowledge gaps - what they know and what they do not know....
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TL;DR: This study used content analysis and sequential analysis to ascertain how learner interaction differed when participants had access to success- and failure-based case libraries and suggested failure- based cases may serve as a catalyst for learner-learner interaction when compared with success-based cases.
Abstract: Studies have found that students struggle to challenge their peers and engage in co-construction of knowledge when in asynchronous problem-based learning (PBL) contexts. In other settings, case libraries have been shown to support problem solving competencies, such as argumentation and problem representation. However, research has yet to study how the design and types of cases impact learner-learner interaction. To accommodate that gap, this study used content analysis and sequential analysis to ascertain how learner interaction differed when participants had access to success- and failure-based case libraries. Results found the failure-based condition had higher overall number of postings and differed in terms of the number of elicitations and planning (meta) interactions. Finally, results of the sequential analysis indicated participants in the success-based condition were more likely to begin planning their final assignment earlier, while the failure condition was more likely to continue engaged in collaborative problem-solving with their peers. Given these differences, the findings suggest failure-based cases may serve as a catalyst for learner-learner interaction when compared with success-based cases. Implications for practice, case-based reasoning, and failure-driven memory theory are discussed.
29 citations
Cites background from "Problem-based learning : an approac..."
...Despite being efficient models of teaching, critics have suggested didacticbased approaches fail to represent the complexity required to solve complex, domain-specific problems (Barrows & Tamblyn, 1980; Hmelo-Silver, 2004; Jonassen & Hung, 2008)....
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...Thus, PBL is an instructional strategy used to overcome the pedagogical limitations of didactic teaching by allowing novice learners to solve representative domain problems with peers (Barrows & Tamblyn, 1980; HmeloSilver, 2004)....
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15 Jan 2015
29 citations