scispace - formally typeset
Search or ask a question
Book

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
Citations
More filters
Journal ArticleDOI
TL;DR: This paper explores the potential of this synergy with DomoSim-TPC, a synchronous distributed collaborative environment for the teaching and learning of Domotics, which supports an active, simulation-based and problem-based approach for learning house automation design.

23 citations

Journal ArticleDOI
TL;DR: In this article, the authors applied a comprehensive professional identity development framework to understand how problem-based learning (PBL) contributed to students' development and found that to comprehensively promote professional identity, PBL has to include experience with the profession.

22 citations

13 May 2010
TL;DR: Differences in diagnostic strategies and concepts existed within clearly delimited types of cognitive processes; such processes were largely compatible with the analytic and (in particular) non-analytic approaches to clinical decision-making identified in the medical field.
Abstract: Background: It is uncertain whether the range and frequency of Diagnostic Thinking Processes (DTP) and pieces of information (concepts) involved in dental restorative treatment planning are different between students and expert clinicians. Methods: We video-recorded dental visits with one standardized patient. Clinicians were subsequently interviewed and their cognitive strategies explored using guide questions; interviews were also recorded. Both visit and interview were content-analyzed, following the Gale and Marsden model for clinical decision-making. Limited tests used to contrast data were t, χ 2 , and Fisher's. Scott's π was used to determine inter-coder reliability. Results: Fifteen dentists and 17 senior dental students participated in visits lasting 32.0 minutes (± 12.9) among experts, and 29.9 ± 7.1 among students; contact time with patient was 26.4 ± 13.9 minutes (experts), and 22.2 ± 7.5 (students). The time elapsed between the first and the last instances of the clinician looking in the mouth was similar between experts and students. Ninety eight types of pieces of information were used in combinations with 12 DTPs. The main differences found in DTP utilization had dentists conducting diagnostic interpretations of findings with sufficient certainty to be considered definitive twice as often as students. Students resorted more often to more general or clarifying enquiry in their search for information than dentists. Conclusions: Differences in diagnostic strategies and concepts existed within clearly delimited types of cognitive processes; such processes were largely compatible with the analytic and (in particular) non-analytic approaches to clinical decision-making identified in the medical field. Because we were focused on a clinical presentation primarily made up of non-emergency treatment needs, use of other DTPs and concepts might occur when clinicians evaluate emergency treatment needs, complex rehabilitative cases, and/or medically compromised patients.

22 citations

26 Sep 2004
TL;DR: In this article, the authors describe efforts in promoting the implementation of problem-based learning (PBL) in Universiti Teknologi Malaysia (UTM), Johor Bahru, Malaysia, which is essentially the groundwork phase of the universitywide PBL project.
Abstract: In this paper, the authors describe efforts in promoting the implementation of problem-based learning (PBL) in Universiti Teknologi Malaysia (UTM), Johor Bahru, Malaysia, which is essentially the groundwork phase of the university-wide PBL project. The move to train a core-group of lecturers to implement PBL was initiated in 2002. The litmus test on the effectiveness and the possible applicability of PBL in engineering courses at UTM was conducted in the 2003/04-1 semester in Process Control and Dynamics, a required subject for fourth year students in the Department of Chemical Engineering, Faculty of Chemical and Natural Resources Engineering. The outcome of the pilot implementation was highly successful, that the department allowed PBL to be implemented in other classes. This also encouraged other faculties to promote PBL implementations. Since then, there have been several implementations in the Faculty of Chemical and Natural Resources Engineering, the Faculty of Mechanical Engineering, the Faculty of Electrical Engineering and the Faculty of Civil Engineering.

22 citations

Journal ArticleDOI
TL;DR: Occupational therapy practice has become more complex and fast-paced in a managed care environment for third-party reimbursement, and fieldwork supervisors are now expecting students to be able to deal with more complex situations in order to provide the highest quality of care to their clients or patients.
Abstract: March/April 2004, Volume 58, Number 2 Occupational therapy practice has become more complex and fast-paced in a managed care environment for third-party reimbursement. Where once clinical supervisors had time to train students and allow observation time prior to having students begin treatment, students are now expected to be immediately ready to deal with the complexities of practice on their Level II fieldwork experiences (B. Miller, personal communication, October 1, 2002). Twenty years ago, it may have been acceptable for students to go to their Level II fieldwork at what Benner (1984) would consider the novice level (rigid, rule-based application of textbook knowledge and cases), but fieldwork supervisors are now expecting students to be able to deal with more complex situations in order to provide the highest quality of care to their clients or patients. Most clinical supervisors expect that the students function on at least what Benner would consider an advanced beginner level when they begin their Level II fieldwork. They are expected to be able to modify rules and principles to account for the specifics of a clinical situation.

22 citations


Cites background from "Problem-based learning : an approac..."

  • ...Medical educators have used problembased learning for over 25 years and claimed that it prepared students to be better problem-solvers and more competent practitioners (Barrows & Tamblyn, 1980)....

    [...]

Trending Questions (1)
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.