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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TL;DR: In this article, the authors analyzed the effects of problem-based learning on academic achievement and self-regulated learning skills together, and undertake self-peer assessments that have been long neglected in PBL studies.
28 citations
Cites background from "Problem-based learning : an approac..."
...Some people are reported to have worried that students will not have equal academic development and there will be no controlled learning (Barrows & Tamblyn, 1980; Savery & Duffy, 1995; Schmidt, 1983)....
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...As in the studies found in literature, the real power of PBL can be seen in activities based on application and in real life problems encountered during their occupational experiences (Barrows & Tamblyn, 1980; Savery & Duffy, 1995; Schmidt, Vermeulen & Van Der Molen, 2006)....
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TL;DR: 12 practical tips to PBL students to enhance their skills in discussing a case in their group to become a winning team are provided.
Abstract: Problem-based learning (PBL) serves as an educational method to foster self-directed learning, integration across disciplines, small-group learning and decision-making strategies. The approach is student centred. During the discussion of a PBL case there are a number of important issues to be considered by students, such as keeping ground rules, knowing their roles, keeping group dynamics, becoming a purposeful learner, planning how to use tutors’ feedback to enhance group discussion and boost student's learning skills, as well as striving to become a winning team. This paper provides 12 practical tips to PBL students to enhance their skills in discussing a case in their group.
28 citations
TL;DR: Programmatic assessment comes very close to achieving the desired constructive alignment with PBL, but its wide adoption-just like PBL-will take many years ahead of us.
Abstract: Arguably, constructive alignment has been the major challenge for assessment in the context of problem-based learning (PBL). PBL focuses on promoting abilities such as clinical reasoning, team skills and metacognition. PBL also aims to foster self-directed learning and deep learning as opposed to rote learning. This has incentivized researchers in assessment to find possible solutions. Originally, these solutions were sought in developing the right instruments to measure these PBL-related skills. The search for these instruments has been accelerated by the emergence of competency-based education. With competency-based education assessment moved away from purely standardized testing, relying more heavily on professional judgment of complex skills. Valuable lessons have been learned that are directly relevant for assessment in PBL. Later, solutions were sought in the development of new assessment strategies, initially again with individual instruments such as progress testing, but later through a more holistic approach to the assessment program as a whole. Programmatic assessment is such an integral approach to assessment. It focuses on optimizing learning through assessment, while at the same gathering rich information that can be used for rigorous decision-making about learner progression. Programmatic assessment comes very close to achieving the desired constructive alignment with PBL, but its wide adoption-just like PBL-will take many years ahead of us.
28 citations
Journal Article•
TL;DR: In this paper, the authors employed correlational/predictive methods to investigate and explain relationships of students' physics grades with their expectations, attitudes, epistemological beliefs about physics and physics learning, and demographic variables.
Abstract: The purpose of this study was to determine the predictors of student grades in introductory physics courses utilizing problem-based learning (PBL) approach and traditional lecturing. The study employed correlational/predictive methods to investigate and describe/explain relationships of students’ physics grades with their expectations, attitudes, epistemological beliefs about physics and physics learning, and demographic variables. The subjects involved in this study were 264 freshmen engineering students (PBL, n = 100; traditional, n = 164) at Dokuz Eylul University (DEU) in Izmir, Turkey. All students were surveyed at the beginning and at the end of the spring 2007 semester using the Maryland Physics Expectations Survey (MPEX) to determine their expectations, attitudes, and epistemological beliefs about physics and physics learning. Students’ physics learning was measured via their end of semester physics grades. Correlational analyses indicated significant relationships between variables of the study. Forward stepwise linear regression analyses revealed the effort cluster and selected background variables (e.g., gender) as significant predictors of physics grades. Results suggest that further study is needed to investigate predictors and correlates of students’ physics learning using qualitative measures to support and more clearly interpret the numerical findings.
28 citations
Cites methods from "Problem-based learning : an approac..."
...Interactive engagement and problem-based instructional approach are widely accepted and used in physics education throughout the world (e.g., Barrows & Tamblyn, 1976, 1980; Edwards & Hammer, 2004; Fink, Enemark, & Moesby, 2002; Jones, 2006; McDermott & Redish, 1999; SaarinenRahiika & Binkley, 1998;…...
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TL;DR: An approach for analyzing the group discourse to understand how collective knowledge building facilitates co-regulation is introduced and a case study of a small group of medical student interactions during an on-line problem based learning activity (PBL).
Abstract: Learning to monitor and regulate one's learning in an academic setting is a task that all students must engage in. Learning in "group" situations requires both self- and co-regulation. This research examines a case study of a small group of medical student interactions during an on-line problem based learning activity (PBL) where students learn to co-regulate their performance as they construct their understanding of how best to communicate bad news to patients. This paper introduces an approach for analyzing the group discourse to understand how collective knowledge building facilitates co-regulation. A mixed method analysis was used to analyze the case study data. A qualitative data analysis of verbal interactions was conducted to examine co-regulatory episodes. Collective knowledge building was examined by analyzing the group discourse for indicators of co-regulatory processes. The study follows two quantitative analyses: a frequency count analysis of types of questions asked by facilitators and students; and a sequential pattern mining for patterns of co-occurrences of learners' discourse and co-regulation.
28 citations