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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: In this article, a study of students' preparedness for problem-and project-based learning (PBL) has been conducted to bridge the knowledge gab between education and work.
Abstract: Problem- and project-based learning (PBL) has been seen as one of the pedagogical models to bridge the knowledge gab between education and work. This article reports a study of students’ preparedne...

21 citations


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

  • ...…a broader contextual understanding, self-directed or participant-directed learning, team or group work, new teacher roles as facilitators, interdisciplinary approaches, and an emphasis on exemplary learning (Barrows and Tamblyn 1980; Barrows 1986; Algreen-Ussing and Fruensgaard 1992; Kolmos 1996)....

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Journal ArticleDOI
TL;DR: It is shown that where holistic care, time management, prioritization of care, working as a team member, and sophisticated clinical reasoning were introduced as deliberate strategies in students' learning, the transition to the workplace was more successful.

21 citations

Journal ArticleDOI
TL;DR: It is argued that VWs can support a constructionist approach to PBL for blended-practice-based courses of design and engineering, and an instructional design framework and its application at an HCI (humancomputer interaction) design course are described.
Abstract: There are a growing number of problem-based learning (PBL) studies in virtual worlds (VWs); however, the suitability of these approaches is still unknown for particular knowledge domains and in full-time courses. In this paper, we argue that VWs can support a constructionist approach to PBL for blended-practice-based courses of design and engineering, and we describe an instructional design framework and its application at an HCI (human--computer interaction) design course. The approach places emphasis on learning by doing, and enables students to collaboratively work in authentic and ill-defined situations, follow self-directed routes to address problems, and construct digital artifacts as candidate solutions. The proposed approach translates the principles of PBL into guidelines for setting up a VW as a learning environment, building supporting tools, and implementing learning activities that require that students create digital models that reflect their understanding about their learning. We have applied the framework in a blended postgraduate course in HCI design that involved various PBL activities and the application of methods related to the lifecycle of interactive product development (including user research, conceptual design, prototyping, and usability evaluation). The results were encouraging with respect to the applicability of the approach, students' acceptance, as well as perceived usability of the VW environment and tools in the long term.

21 citations

Journal Article
TL;DR: Implementation of PBL is feasible even in a traditional set-up despite limited resources, rigid time schedules and little interaction among various disciplines.
Abstract: BACKGROUND Problem-based learning (PBL) is a widely acclaimed student-centred learning method However, there are few reports of its use in the traditional lecture-practical-tutorial model of learning We used PBL for teaching one module of Physiology to first-year medical undergraduate students who had no prior exposure to PBL METHODS One hundred first-year medical undergraduates enrolled in a medical college, which follows the traditional teaching-learning methods, participated in the exercise The scheduled classes on 'Physiology of the thyroid gland' were converted into a PBL block to be covered over a week An orientation of the teachers and students to PBL was done, clinical cases selected and tutor guides prepared before the actual PBL week During the PBL week, students were exposed to small group discussions and Interactive resource sessions, and were given time for self-study The PBL week concluded with a review session and evaluation of the PBL block using questionnaires RESULTS A comparison of the pre- and post-PBL questionnaire showed a clear preference for PBL over the conventional curriculum for the interactive resource sessions and group discussions Both students and teachers found PBL rewarding CONCLUSION Implementation of PBL is feasible even in a traditional set-up despite limited resources, rigid time schedules and little interaction among various disciplines We hope our experience would encourage other teachers to introduce appropriately modified PBL in their ongoing curriculum

20 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examined the impact of a hybrid-flipped model utilizing active learning techniques in an undergraduate fluid mechanics course and found that enrolment in the hybrid flipped section had a marginally significant negative impact on the total course score and a significant negative effect on homework performance.
Abstract: To examine the impact of a hybrid-flipped model utilising active learning techniques, the researchers inverted one section of an undergraduate fluid mechanics course, reduced seat time, and engaged in active learning sessions in the classroom. We compared this model to the traditional section on four performance measures. We employed a propensity score method entailing a two-stage regression analysis that considered eight covariates to address the potential bias of treatment selection. First, we estimated the probability score based on the eight covariates, and second, we used the inverse of the probability score as a regression weight on the performance of learners who did not select into the hybrid course. Results suggest that enrolment in the hybrid-flipped section had a marginally significant negative impact on the total course score and a significant negative impact on homework performance, possibly because of poor video usage by the hybrid-flipped learners. Suggested considerations are also ...

20 citations

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.