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: Perceptions of consistency among students and faculty within a PBL-based nursing program are explored to develop strategies to increase student satisfaction earlier in PBL programs.
20 citations
Cites background from "Problem-based learning : an approac..."
..., 2003; Norman and Schmidt, 2000) and proponents have called for its widespread adoption (Barrows and Tamblyn, 1980; Distlehorst and Robbs, 1998; Gijbels et al., 2005)....
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...Several studies have demonstrated the effectiveness of PBL, particularly within medical education (Dochy et al., 2003; Norman and Schmidt, 2000) and proponents have called for its widespread adoption (Barrows and Tamblyn, 1980; Distlehorst and Robbs, 1998; Gijbels et al., 2005)....
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TL;DR: A teaching innovation on how end-of-life care simulation can provide a successful and appreciated learning situation for nursing students, teaching them communication skills in challenging situations is described.
Abstract: There is minimal education on death and dying in undergraduate nursing programs, leaving the students unprepared to provide sufficient care to dying patients and their families. This article descri ...
20 citations
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30 Nov 2010
TL;DR: PBL enhanced students’ motivation to learn Biology more than the LBL, and it was proved that PBL-students, though particularly the boys, are more inclined to taking responsibility of their own learning.
Abstract: Problem-based learning (PBL) is an innovative method involving problem-first learning via work in small group and independent study. With its promises, PBL is gaining popularity in higher institutions. The purpose of this study, therefore, is to compare PBL and lecture-based learning (LBL) in Senior Secondary School (SSS) students’ motivation to learn science. Eight-hundred and ten (810) science SSS II students were used. Students’ interest inventory (SII) was used for data collection. The Statistical Package for Social Sciences (SPSS) software (version 9.0) aided data analysis using mean (X) and standard deviation (SD). The difference between two means was calculated using t-test, and the significance level was set at alpha 0.05. The findings show that PBL enhanced students’ motivation to learn Biology more than the LBL. It also proved that PBL-students, though particularly the boys, are more inclined to taking responsibility of their own learning. Thus, this study having proved that PBL is equally useful at secondary school level, it is expected that some fresh perspectives on applications of PBL on secondary school students would issue from here.
Key words: Intrinsic motivation, active-learning, constructivism.
20 citations
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TL;DR: An educational game was developed to promote student problem solving in the context of small group, problem-based learning (PBL) and the game's effects on hypothesis and issue generation in PBL were evaluated.
Abstract: An educational game was developed to promote student problem solving in the context of small group, problem-based learning (PBL). This study evaluated the game's effects on hypothesis and issue generation in PBL. Students in the Year III PBL course of a BScN program (N = 131) were stratified by program status and then randomly assigned to groups of 9 to 11 people per group. Half of the groups were randomly assigned to use the game (G); the remaining groups used the conventional method (CM) of generating issues and hypotheses. The G and CM groups crossed over for Term II. A Term I posttest demonstrated G groups had a higher proportion of accurate responses (85%) than CM groups (74%). A Term II posttest demonstrated no important differences between G and CM groups, suggesting the educational impact of the game persisted after students stopped using it. Strengths and limitations of the game as a learning aid also are addressed.
20 citations
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TL;DR: UMC Utrecht has made a continuous attempt to both develop its medical curriculum and to study and report on its development in the literature, regarding new methods found and insights derived.
Abstract: Aim: The aim of this report, written for the 40th anniversary issue of Medical Teacher, is to document 20 years of development of the Utrecht undergraduate medical curriculum, as both to exhibit accountability and to inform the community of the process and choices that can be made in long-term curriculum development.Methods: We used the SPICES model, created by Medical Teacher’s Editor Ronald Harden and colleagues in 1984.Results: The Utrecht six-year program, now called “CRU+”, has many distinct features that were introduced, most of which are well documented. A limited selection includes • A new 3+3 years Bachelor-Master structure following the EU Bologna rules leading to MD registration for cohorts of about 300. • Horizontally integrated classroom teaching of basic sciences with clinical disciplines predominantly in groups of 12 and limited lectures. • Mandatory knowledge retention tests, retesting the clinically relevant core knowledge from block tests of semesters one through four. • Vertical...
20 citations
Cites background from "Problem-based learning : an approac..."
...Features of problembased learning served as an inspiration for much of Utrecht’s small group teaching (Barrows and Tamblyn 1980; Schmidt 1983)....
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