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: It was concluded that the physical therapy students possess desirable approaches to studying and were more desirable than the normative values.
Abstract: The purpose of this study was to investigate the approaches to studying of first- and second-year students in a problem-based physical therapy program. The Short Inventory of Approaches to Studying was administered to 112 first-year students (66 female, 46 male) and 100 second-year students (62 female, 38 male). Ninety-nine first-year students and 88 second-year students responded to the inventory, representing a return rate of 88%. The results of both groups were compared. Further comparisons were made with reported normative inventory scores and with inventory results reported of first-year students in a medical problem-based school. All comparisons were made using two-tailed t tests. The inventory scores proved similar in both year groups of physical therapy students and were more desirable than the normative values. The first-year physical therapy students' scores were similar to those of the first-year medical students reported to be desirable. It was concluded that the physical therapy students possess desirable approaches to studying.
26 citations
Journal Article•
TL;DR: In this article, a sociocultural perspective was outlined as a theoretical point of departure to describe and analyse aspects of students' experiences of PBL within three different academic contexts; computer engineering, psychology and physiotherapy respectively.
Abstract: The present investigation aims at describing and analysing aspects of students’ experiences of PBL within three different academic contexts; computer engineering, psychology and physiotherapy respectively A sociocultural perspective was outlined as a theoretical point of departure Altogether 58 students participated in the study Semi-structured interviews were used as the method of data collection Data were analysed qualitatively The results showed differences between how problem-based learning is realised and understood by the students in the three programmes These differences are discussed in relation to the perspectives of knowledge and learning embedded in the programmes as reflected through the students' experiences
26 citations
Book•
31 Mar 2014
TL;DR: Overcoming Challenges in Software Engineering Education: Delivering Non-Technical Knowledge and Skills combines recent advances and best practices to improve the curriculum of software engineering education.
Abstract: Computer science graduates often find software engineering knowledge and skills are more in demand after they join the industry. However, given the lecture-based curriculum present in academia, it is not an easy undertaking to deliver industry-standard knowledge and skills in a software engineering classroom as such lectures hardly engage or convince students.Overcoming Challenges in Software Engineering Education: Delivering Non-Technical Knowledge and Skills combines recent advances and best practices to improve the curriculum of software engineering education. This book is an essential reference source for researchers and educators seeking to bridge the gap between industry expectations and what academia can provide in software engineering education.
26 citations
TL;DR: In 1991, the College of Human Medicine at Michigan State University, E. Lansing, MI, USA implemented a curriculum that married a lecture-based first-year program with a problem-based curriculum in the second year.
Abstract: In 1991, the College of Human Medicine at Michigan State University, E. Lansing, MI, USA implemented a curriculum that married a lecture-based first-year program with a problem-based curriculum in the second year. The achievement of the original curricular goals was evaluated using student surveys, alumni surveys, residency director surveys, and student performance measures. The preponderance of indicators demonstrates that this unusual curricular structure was successful in improving students' perceptions of and performance in basic sciences without sacrificing the school's tradition of a strong psychosocial orientation. Based on constructivist views of learning theory, it is hypothesized that the curriculum promotes solid knowledge construction by providing the introduction to each basic science discipline in the first year upon which integrated conceptions are more readily built during the second year.
26 citations
Cites methods from "Problem-based learning : an approac..."
...PBL, as used at CHM, is more structured and faculty centered than is the prototypical PBL described by Barrows (Barrows & Tamblyn, 1980), emphasizing independent learning but not self-directed learning....
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TL;DR: In this article, the authors revisited the hugging-bridging framework to explore the relationship between EAP instructors' methods and transfer of learning to the disciplines in an undergraduate program in Thailand.
26 citations