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: The authors examined how facets of elementary teachers' pedagogical content knowledge are "engaged in practice" in the context of Problem-Based Learning (PBL) and identified challenges teachers experienced during the development and implementation of PBL learning experiences.
Abstract: This study examined how facets of elementary teachers' pedagogical content knowledge are “engaged in practice” in the context of Problem-Based Learning (PBL). A secondary objective was to identify challenges teachers experienced during the development and implementation of PBL learning experiences. Collaborative Inquiry (Bray, Lee, Smith, & Yorks, 2000), a participatory, action-based inquiry approach was used as a means to develop and implement PBL. Outcomes report on how teachers developed and engaged various facets of their pedagogical content knowledge, including orientations to teaching science, and knowledge of and beliefs about curriculum, student learning, instruction, and assessment.
25 citations
Cites background from "Problem-based learning : an approac..."
...Problem-based learning (PBL) is premised upon the notion that students are able to reflect upon and make sense of a particular problem so that it can be resolved ( Barrows & Tamblyn, 1980 )....
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Journal Article•
TL;DR: The scientific production of PBL in medical education during the last 10 years from January 2003 to October 2013 in different countries has been investigated and visualizations of the implementation of Problem Based Learning at the levels of curriculum, course, or lesson of medical education are visualize.
Abstract: Introduction In recent years, crucial changes have taken place in the field of clinical education. Now, the emphasis of medical education is on applying learner-centered approaches based on problem solving and students' active learning. (1) The aim of such methods is to involve students in teaching-learning process in order to make learning more effective, tangible, reflective, sel-directed, (2) and community based (3-5). Problem Based Learning (PBL), as one of learner centered adult-like based methods of education, tries to involve students' persuasion and encouragement to determine their learning goals and peer-learning and teaching (6) to increase their ability in deep learning (7-8) and decision making. (9, 10) Since 1990, various studies have investigated the effectiveness of PBL, (11-14) even on medical competencies of students after their graduation, especially with regard to their social and cognitive skills (15), to achieve basic knowledge, critical thinking. (16) Since 2008, the PBL has gradually entered Iranian medical education, but there are still doubts about shifting all the curriculum to PBL or the use of PBL partially. A need for a basic scientometric analysis of the contribution of world literature may create evidence for this dilemma in Iran or other countries with a similar history of implementing PBL in medical education. Scientometrics visualizations bring in the light whether other different countries have changed all of their medical education curriculum to the problem-based learning or have applied PBL in some courses beside traditional curriculum. In this study, the scientific production of PBL in medical education during the last 10 years from January 2003 to October 2013 in different countries has been investigated. Objectives The main aim of this study was to visualize the implementation of Problem Based Learning (PBL) at the levels of curriculum, course, or lesson of medical education in the scientific productions indexed in Web of Science (WoS) and PubMed and Iranian Databases of IranMedex, SID and MagIran during 2003-2013, to create evidence on most implemented level of education concerning PBL. Key Words: Problem Based Learning, Evidence based education, Scientometrics, Medical Education Methods A cross sectional observation and descriptive method was employed to measure the scientific productions of PBL in medical education with scientometrics and bibliometrics perspective. Focus question: Which levels of medical education (curriculum, course or lesson) mostly utilize the Problem Based Learning? Secondary outcomes: The proportion of articles with the primary aim of implementation of PBL in educational levels, The leading country in producing the articles with the mentioned primary aim The highly cited articles and active authors in the subject. The Share of Iranian authors and journals in producing articles related to PBL in Medical education with the emphasis on the educational levels of curriculum, course, and lesson. Search Strategy: Pub Med and ISI Web of Science / WoS (world's largest citation database) and Iranian Databases of IranMedex, SID and MagIran were searched in order to extract all the studies about PBL in medical education on 24th of September 2013. The 'problem based learning' AND 'Medical education' terms with appropriate search strategies and phrases were searched in both the databases; 'all field' feature was applied to explore all of works in the subject. The confounding phrase of 'problem solving' was excluded. Inclusion and Exclusion Criteria: only studies were eligible to inclusion that reported use of PBL in one of three levels (curriculum, course and lesson) of medical education without limitation in study design. As problem based medical education is a new educational method for Iranian medical education, and it emerged since 2008, we limited our search to 5 years before and after PBL was introduced into Iran's medical education (from 2003 to 2013). …
25 citations
TL;DR: This paper investigated how teacher education students responded to a particular suite of educational products that involved media based educational learning objects, and their attitudes to them in fostering student centred learning in general, and problem based learning in particular, with the ultimate goal of enhancing and improving the quality of teacher training.
Abstract: This study investigates how teacher education students responded to a particular suite of educational products that involved media based educational learning objects, and their attitudes to them in fostering student centred learning in general, and problem based learning in particular, with the ultimate goal of enhancing and improving the quality of teacher training. Two lines of inquiry have been followed throughout the investigation: to identify and describe student attitudes to the newly developed video rich PBL courseware for teacher education; and to explore how such educational courseware can be used, enhanced, and presented as examples of learning objects in actual teaching situations. The implications and recommendations arising from the findings obtained in this research project will provide teacher educators with some initial insights when using similar media based products in teacher education.
25 citations
Cites background from "Problem-based learning : an approac..."
...As Barrows and Tamblyn (1980) have stated, “many critics of PBL see the procedure as an inefficient way to learn because when students are confronted with an unfamiliar problem they require inordinate amounts of time to understand the terminology and the dynamics associated with the problem” (p.…...
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TL;DR: This article investigated the effect of problem-based learning (PBL) on the environmental attitudes of preservice science teachers and found that the effects of PBL on the attitudes of teachers were significant.
Abstract: This study attempted to investigate the effect of problem-based learning (PBL) on the environmental attitudes of preservice science teachers. In the study, an experimental design was used with a pr...
25 citations
TL;DR: In this article, an extensive scheme for both formative and summative assessment of medical students was described and discussed, and the revelation of the incongruence of the program with the educational philosophy of the school showed the necessity for involvement of consumers in such programs.
Abstract: The extensive scheme for both formative and summative assessment of medical students established at a new new medical school is described and discussed. The establishment of multi‐disciplinary project groups and the involvement of educationalists and psychometricians are unique features of the project. The wide range of testing procedures, including self‐assessment units, indicate the complexity of an evaluation program which attempts to cover ALL the competency domains relevant to medicine. The revelation of the incongruence of the program with the educational philosophy of the school shows the necessity for involvement of “consumers” in such programs.
25 citations