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Problem-based learning : an approach to medical education

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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Journal ArticleDOI
TL;DR: A teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them is described.
Abstract: The study describes a teaching action undertaken in the belief that the use of methodologies based on active and cooperative learning could obviate some of the most worrying deficiencies in current scientific teaching, while at the same time supporting the validity of the constructivistic theory that prompted them. A teaching action on genetically modified organisms (GMOs) was planned which involved the setting up of tools (diagnostic tools, strategies imbued with problem-based learning and concept cartoons), a teaching sequence and laboratory materials (replica-plating aimed at the recognition of transformed bacteria, Nicotiana cultures, electrophoresis comparing protein patterns of GM and non-GM plants). It was then carried out in 10 classes of six upper secondary schools (three specialising in classical and three in scientific studies) in Rome, with a total of 144 students ranging in age from 16 to 19. The written texts of students' views and arguments were analysed statistically and conceptually, whic...

23 citations

Journal ArticleDOI
TL;DR: The findings implied that the increase in students' PBL experience paralleled the development of their discussion skills using different learning resources and may be related to the improvement of their abilities in reaching relevant learning resources.
Abstract: Background The objective of this study is to investigate the perceptions of first and third year medical students on self-study and reporting processes of Problem-based Learning (PBL) sessions and their usage of learning resources.

23 citations

Journal ArticleDOI
TL;DR: The results of a comparative trial in which a structured curriculum was introduced into an internal medicine clerkship at one of three teaching hospitals of a single medical school support the use of curricular guidelines and objectives as a means of enhancing students’ cognitive experience during clinical clerkships.
Abstract: Third-year clerkships, organized around clinical experiences, may provide students with an uneven or narrowly focused fund of clinical knowledge. This paper describes the results of a comparative trial in which a structured curriculum, based on learning objectives, was introduced into an internal medicine clerkship at one of three teaching hospitals of a single medical school; the other two hospitals, providing similar patient care experiences, were used for comparison purposes. Students who did their clerkship at the hospital using the structured curriculum scored significantly higher on the Medicine section of the National Board Part II examination when scores were adjusted for past academic performance. The structured curriculum was very well received and, according to student perceptions, achieved the goal of expanding their basic clinical knowledge beyond that derived from reading only in connection with patient care. These results support the use of curricular guidelines and objectives as a means of enhancing students’ cognitive experience during clinical clerkships.

23 citations

Journal Article
TL;DR: This descriptive report illustrates the philosophy and curricular design of the Idaho State University College of Pharmacy problem-based learning (PBL) methodology and summary of the PBL stages and clinical problem-solving process.
Abstract: This descriptive report illustrates the philosophy and curricular design of the Idaho State University College of Pharmacy problem-based learning (PBL) methodology. A four semester course sequence was initiated in the spring of 1993. The model, originally developed for use in medical education, features use of an illstructured problem format and parallels a well established critical thinking process. The curricular objectives are to: (i) emphasize fundamental basic science concepts; (ii) develop a systematic process for identifying drug-related problems, termed pharmaceutical diagnosis; (iii) facilitate development of clinical problemsolving skills prior to clerkship entry; (iv) foster development of team-oriented interactive communication skills; and (v) inculcate a process for life-long learning. An abbreviated case example is presented to summarize the PBL stages and clinical problem-solving process.

23 citations

Journal ArticleDOI
TL;DR: A new interdisciplinary concept of medical and health care education has been introduced at Karolinska Institute in collaboration with the County Council in Stockholm under the motto Learning together to be able to work together.
Abstract: A new interdisciplinary concept of medical and health care education has been introduced at Karolinska Institute in collaboration with the County Council in Stockhom under the motto Learning together to be able to work together. Centres of Clinical Education are built up in four major hospitals to promote meeting places during clinical education for students from different categories. During a three-year project more than 5000 students from four educational programmes have been involved medicine, nursing, occupational therapy and physiotherapy. The project started in 1998 and will turn into regular activities in 2002. The Centres consist of three parts. First is the Clinical Training Ward, a ward without patients where manual skills as well as skills in communication are taught, practised and videotaped. Second is the Clinical Education Ward, a student-driven ward where students during two-week periods experience their own professional roles in day-to-day work and learn how to work together. Third is the Multidisciplinary Team, where teachers from the four programmes plan and provide opportunities for students to learn together. Opportunities to meet and learn together have promoted a wider understanding of each professional in health care teams among students and staff. The Centres of Clinical Education provide excellent opportunities to bridge professional borders and to coordinate undergraduate studies and clinical reality.

23 citations

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Problem-based learning in medical education?

Problem-based learning is an effective approach in medical education that focuses on problem-solving skills rather than memorization.