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 paper, a case study of a cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning is presented.
Abstract: In this case study, we researched one cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning. Through live and videotaped observations of the interactions of this community over 18 months, in addition to focused interviews with nine key community leaders, we considered the evaluative culture and actions of this community, and how these evaluative practices improved their creative problem solving. We describe their evaluation practices in the context of principles derived from the Joint Committees’ Evaluation Standards (Yarbrough, Shulha, Hopson, & Caruthers, 2011), which are well-respected standards used by professional evaluators. Specifically, we found that problem-based learning strategies were successful in part because the community members (1) established a context and culture of high expectations, collaboration, and evaluation; (2) united the students, teachers, and industry leaders as shared stakeholders in the success of the project; (3) identified early the key criteria for evaluating progress; and (4) asked questions to evaluate progress towards meeting the criteria, using many approaches to gathering information. We discuss the implications for applying these principles to other problem-based learning environments, particularly in higher education, as well as future research.
22 citations
TL;DR: The ability of process modeling to answer the actual needs in healthcare practices was showed, and the proposed methodology is useful to create high-quality models, and to detect and take into account relevant and tricky situations that can occur during process execution.
Abstract: Background: Healthcare processes, especially those belonging to the clinical domain, are acknowledged as complex and characterized by the dynamic nature of the diagnosis, the variability of the decisions made by experts driven by their experiences, the local constraints, the patient’s needs, the uncertainty of the patient’s response, and the indeterminacy of patient’s compliance to treatment. Also, the multiple actors involved in patient’s care need clear and transparent communication to ensure care coordination. Objectives: In this paper, we propose a methodology to model healthcare processes in order to break out complexity and provide transparency. Methods: The model is grounded on a set of requirements that make the healthcare domain unique with respect to other knowledge domains. The modeling methodology is based on three main phases: the study of the environmental context, the conceptual modeling, and the logical modeling. Results: The proposed methodology was validated by applying it to the case study of the rehabilitation process of stroke patients in the specific setting of a specialized rehabilitation center. The resulting model was used to define the specifications of a software artifact for the digital administration and collection of assessment tests that was also implemented. Conclusions: Despite being only an example, our case study showed the ability of process modeling to answer the actual needs in healthcare practices. Independently from the medical domain in which the modeling effort is done, the proposed methodology is useful to create high-quality models, and to detect and take into account relevant and tricky situations that can occur during process execution.
22 citations
TL;DR: Curriculum renewal provided an excellent starting point for the scholarship of teaching and learning within nursing education and was evaluated to evaluate the impact of curricular changes on students' deep learning.
22 citations
Cites background from "Problem-based learning : an approac..."
...While Barrows and Tamblyn (1980) originally identified a “learning problem”, not a “patient problem” as the basis for PBL, subtle shifts have occurred over time....
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TL;DR: The monthly virtual mystery as mentioned in this paper was developed to increase student engagement in a large (N = 725) first year undergraduate class in anthropology at the University of Toronto Mississauga, where students submitted comments or questions each week to identify the information they needed to solve the mystery.
Abstract: Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in anthropology at the University of Toronto Mississauga. The teaching challenge was to develop a participation component (worth 6% of the final grade) that would increase student engagement without incurring any additional resource costs. The goal of the virtual mystery was to incorporate the principles of problem-based learning to engage students in self-directed learning through an online medium. Groups of approximately 50 students collaborated on a series of “virtual” case studies in a discussion board. Students submitted comments or questions each week to identify the information they needed to solve the mystery. A facilitator oversaw the discussion board to guide students in collaboration and resource acquisition. The final grades of students who participated in the virtual mystery (N=297) were compared to students who participated in a passive online learning exercise that involved watching weekly online videos and answering questions in a course reader (N = 347). Student self-selection determined group participation. Participation completion for both the virtual mystery and the course reader were high (78.8% and 91.6% respectively). There were no significant differences in the distribution of final grades between the participation options. The high completion rate of the virtual mystery demonstrated that an active learning project can be implemented using problem-based learning principles through an online discussion board; however, the large online group collaborations were problematic. Students were frustrated with repetition and inequitable participation in such large groups; however, students evaluated the monthly mystery as a valuable learning tool that engaged them through the practical nature of the case scenarios.
Au premier cycle, les grandes classes de premiere annee presentent des defis uniques en ce qui concerne la promotion de la participation de l’etudiant et de l’apprentissage autonome en raison des contraintes au niveau des ressources qui empechent les discussions par petits groupes avec des instructeurs. Le Monthly Virtual Mystery (Le mystere virtuel mensuel) a ete cree afin d’ameliorer la participation des etudiants dans les tres grandes classes (N = 725) d’anthropologie de premiere annee, au premier cycle, a l’Universite de Toronto Mississauga. Ce defi en matiere d’enseignement avait pour but de developper une composante de participation (qui valait 6 % de la note finale) qui allait permettre d’augmenter la participation des etudiants sans que cela entraine des couts supplementaires en ressources. L’objectif du mystere virtuel etait d’incorporer les principes de l’apprentissage par problemes afin d’engager les etudiants dans un apprentissage autonome grâce a un support en ligne. Des groupes d’environ 50 etudiants ont collabore a une serie d’etudes de cas « virtuelles » dans un forum de discussion. Les etudiants ont envoye chaque semaine des commentaires ou des questions afin d’identifier les renseignements dont ils avaient besoin pour resoudre le mystere. Un animateur controlait le forum de discussion afin de guider les etudiants dans leur collaboration et leur acquisition des ressources. Les notes finales des etudiants qui avaient participe au mystere virtuel (N = 297) ont ete comparees a celles des etudiants qui avaient participe a un exercice d’apprentissage passif en ligne qui consistait a regarder des videos hebdomadaires en ligne et a repondre a des questions figurant dans un recueil des textes du cours (N = 347). L’auto-selection des etudiants avait determine la participation aux groupes. La participation, tant pour le mystere virtuel que pour le recueil des textes du cours, a ete tres elevee (78,8 % et 91,6 % respectivement). Aucune difference significative n’a ete notee entre les deux options de participation en ce qui concerne la repartition des notes finales. Le taux de reussite eleve du mystere virtuel a montre qu’un projet d’apprentissage actif peut etre mis en place si on utilise les principes de l’apprentissage par problemes dans un forum de discussion en ligne. Toutefois, les collaborations de grands groupes en ligne ont pose quelques problemes : les etudiants se sont sentis frustres par la repetition et la participation inequitable dans de tels grands groupes. Pourtant, les etudiants ont evalue le mystere mensuel comme un outil d’apprentissage utile qui leur a permis de participer grâce a la nature pratique des scenarios des etudes de cas.
22 citations