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, a learner-centred pedagogy for training student teachers is described and a rationale for using problem-based learning for teacher training in technology education is provided.
Abstract: This article describes a learner-centred pedagogy for training student teachers. The inquiry was guided by two questions: 1) Is problem-based learning (PBL) an effective strategy when training prospective Technology teachers? 2) To what extent do student teachers transfer their own experiences of PBL to the authentic classroom situation? After exploring the cognitive dimensions and characteristics of PBL, a rationale is provided for using PBL particularly for teacher training in Technology Education. Data collected through quantitative and qualitative methods suggest that the training was perceived as a relevant, creative and satisfying professional development learning experience. However, when having to transfer PBL competencies to real schools, the student teachers experienced uncertainty about their new roles as learning facilitators in a less structured and less predictable PBL environment.
(South African Journal of Higher Education: 2003 17 (1): 39-46)
23 citations
Cites background from "Problem-based learning : an approac..."
...…``results from the process of working towards resolution of a problem ... (that has been) encountered first in the learning process and serves as a trigger for the application of problem-solving or reasoning skills'' (Barrows & Tamblyn 1980:2) can be applied quite readily in a non-PBL programme....
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TL;DR: In this paper, the authors trace the evolution of a problem-based learning (PBL) project in a first-year geography course with large student enrolments and find that while the adoption of PBL was challenging, the majority of students found the approach rewarding and enjoyable.
Abstract: Problem-based learning (PBL) is one of a suite of strategies based on the premise that placing students at the centre of the learning process ultimately improves skills, knowledge and understanding. To date, however, there remain relatively few reports on the application of PBL within geography curricula. This paper traces the evolution of a PBL project in a first-year geography course with large student enrolments. It shows that while the adoption of PBL was challenging, the majority of students found the approach rewarding and enjoyable. Student feedback indicated that the most valuable components of the project were independent learning and working “hands on”, while the least enjoyable included a sense of disorganisation and uncertainty that accompanied independence. The paper also reflects on the more general lessons drawn from the PBL project, focusing on issues such as assessment, staffing, resources and departmental culture.
23 citations
TL;DR: Educational research is reviewed to assist educators to select the best teaching technique to meet the learning objectives.
23 citations
TL;DR: There is an urgent need to address issues using a combination of administrative, educational and research approaches to provide a strong basis for the further development of this educational programme that could serve as a unique South African example of medical education in the community.
Abstract: The creation of the independent black state of Transkei, under the apartheid regime, resulted in inadequate allocation of resources to the region. These inequalities were translated into health care. Despite these limitations, over the last five years an innovative community-based educational programme involving medical students, nurses and health educators is evolving at the relatively new medical school in this region. This programme, however, has not been free of difficulties. There is an urgent need to address these issues using a combination of administrative, educational and research approaches. This would provide a strong basis for the further development of this educational programme that could serve as a unique South African example of medical education in the community.
23 citations
TL;DR: The authors explored the use of discourse analysis and conversation analysis as an evaluation tool in problem-based learning and found that these methods could enable an understanding of how effective problembased learning communication is constructed.
Abstract: This article explores the use of discourse analysis and conversation analysis as an evaluation tool in problem‐based learning. The basic principles of the methods are discussed and their application in analysing talk in problem‐based learning considered. Findings suggest that these methods could enable an understanding of how effective problem‐based learning communication is constructed. For example, by analysing patterns of group communication and considering how participants give meaning to problem‐based learning talk, problem‐solving sequences and facilitation devices can be highlighted. Moreover, emotional and behavioural action such as cognitive dissonance and readiness for the individual within the group experience can be elucidated through talk which otherwise may remain hidden. In this way both discourse and conversation analysis can be an effective means of reflexive and evaluative practice for both tutors and students.
23 citations