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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 Jan 1996
TL;DR: GPA in clerkship rotations was used as measure of practice capability to compare students who were taught using PBL versus DL before the rotations and demonstrated that the average GPA for both required and elective clerkshiprotations in the PBL group was significantly higher (P<0.05) than theaverage GPA in the DL group.
Abstract: With the advent of pharmaceutical care and a tumultuous health care environment, there is a need for pharmacy educators to produce pharmacists that not only possess knowledge but the skills necessary to adapt to the changes and challenges that the future holds for the profession. Problem-based learning (PBL) is a teaching method that has been used in medical and pharmacy school curricula that gives students knowledge through an active learning process which requires students to problem solve, make decisions, and communicate effectively. PBL offers an advantage over the traditional didactic lecture (DL) where students learn through a passive rote method. Drawbacks of PBL include the fact that the approach is time and labor intensive, not well described in the literature, and controversy exists as to the potential benefits of PBL over conventional DL curricula. In this study, grade point average (GPA) in clerkship rotations was used as measure of practice capability to compare students who were taught using PBL versus DL before the rotations. The study group consisted of 118 students who graduated from a four-year PharmD program. All students went through similar course work for the first two years of the curriculum and then were randomly assigned to one of two groups which were taught by PBL or DL in the third year. The students then all completed six clerkships (four required and two elective) in the final year of the program. There were 58 students in the PBL group and 60 students in the DL group. The results demonstrated that the average GPA for both required and elective clerkship rotations in the PBL group was significantly higher (P<0.05) than the average GPA in the DL group.
28 citations
01 Jan 2000
TL;DR: A major characteristic of PBL is that the problem is presented to the students before the material has been learned rather than after, as in the more traditional ‘problem-solving approach’.
Abstract: PBL is an instructional method in which students work in small groups to gain knowledge and acquire problem-solving skills. A major characteristic of PBL is that the problem is presented to the students before the material has been learned rather than after, as in the more traditional ‘problem-solving approach’. A second notable feature of PBL is that the problems are presented in the context in which students are likely to encounter the given (or a similar) problem in real life. It is this contextualisation of material which makes PBL an attractive strategy for the education of professionals (cf. Chapter 1).
28 citations
TL;DR: This article found that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved higher-order cognitive skills (HOCS) than students with low GPAs.
Abstract: Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher-order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.
28 citations
Cites methods from "Problem-based learning : an approac..."
...PBL is a strategy that has been used extensively in medicine and has had a major impact on thinking and practice in medical education for the past 20 years ( Barrows & Tamblyn, 1980; Hmelo, 1998)....
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01 Jan 2002
TL;DR: In this paper, the experimental tradition in educational research is examined and an attempt is made to provide a sense of the background assumptions and everyday details that are involved in the process of experimental research.
Abstract: This chapter examines the experimental tradition in educational research. With it an attempt is made to provide a sense of the background assumptions and everyday details that are involved in the process of experimental research. Of course a chapter cannot be comprehensive and this chapter is not intended to be prescriptive. Rather it is intended to be a guide an approach to thinking about experimental paradigms. Thus issues and examples are selected that are particularly relevant and helpful in the role of an experimental researcher and a teacher.
28 citations