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: How the pharmacology of agents that act on the central nervous system (CNS) and endocrine system were incorporated into a case-based, multidisciplinary, integrated sophomore medical curriculum at Southern Illinois University School of Medicine is described.
Abstract: We have described how the pharmacology of agents that act on the central nervous system (CNS) and endocrine system were incorporated into a case-based, multidisciplinary, integrated sophomore medical curriculum at Southern Illinois University School of Medicine (SIUSM). Faculty members from the Departments of Pharmacology, Pathology, Internal Medicine, Psychiatry, and Neurology were major participants in the CNS block, and faculty with primary expertise in radiology, epidemiology, and immunology also participated. Integrated sessions involving the entire class were organized around brief patient cases, which were given to the students in advance of the session. During the sessions, each patient case was presented by a physician or pathologist who briefly described symptoms, history, physical findings, differential diagnosis, and the classification of the subtypes of the particular class of disorder. The pathophysiology of the disease was discussed, and the pharmacology of agents to be considered for therapy was presented in the context of the Pharmacology Mental Algorithm, a systematic and rational approach to drug therapy. The session was completed by a clinician who added further clinically relevant information, which was followed by a question-and-answer period involving all faculty participants. The CNS block was presented over a 1-month period and included standardized patients and real patients who consistently exhibited specific disease findings, and these patient-oriented sessions were followed with small group tutorial sessions. Single discipline large-group sessions were also used to present material that is introductory or unique to a particular discipline. Student knowledge was assessed, using integrated evaluations based on case vignettes with multiple-choice questions provided by each discipline. The goal of the examination was to evaluate knowledge base in the discipline areas and its application to clinical problem-solving. A practical evaluation of each student's patient examination skills in CNS was also performed by clinicians. Feedback from the students on the organ system activities was obtained using a questionnaire. Development of these sessions required leadership and a considerable amount of time to organize, improve, and update sessions. The integrated approach largely eliminated the use of conflicting terminology and redundancy of material common with separate presentations on the same subject by different disciplines. The multidisciplinary, case-based sessions were perceived to be instructive, valuable learning experiences, based on formal and informal student and faculty feedback.
20 citations
Additional excerpts
...The small-group tutor sessions helped to foster development of techniques for life-long learning (Albanese and Mitchell 1993; Barrows and Tamblyn 1980; Thomas 1997)....
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Journal Article•
TL;DR: In this article, the authors report on the progress of an interdisciplinary approach to develop, implement and evaluate IOL practicals in first year biology, chemistry and physics laboratory teaching programs, which has involved professional development of teaching associates, collaboration in the design and branding of inquiry-oriented practicals, and a degree of interdisciplinary alignment of practical assessments.
Abstract: The benefits of inquiry-oriented learning (IOL) in undergraduate science courses have been validated through a considerable range of studies incorporating observation and examination data, as well as qualitative and quantitative feedback from students and employers. However, IOL initiatives often occur in single subject or discipline areas, meaning that students may experience IOL in isolated or disjunct forms, without the synergies made possible through interdisciplinary collaboration by educators. This paper reports on the progress of an interdisciplinary approach to develop, implement and evaluate IOL practicals in first year biology, chemistry and physics laboratory teaching programs. This initiative, founded on principles of collegiality and mentorship among the team members, has involved professional development of teaching associates (aka demonstrators), collaboration in the design and branding of inquiry-oriented practicals, and a degree of interdisciplinary alignment of practical assessments. The initiative has generated a more student-centred and coherent approach to enhancement of scientific literacy and a range of associated skills, provided greater clarity and transparency for students, and scaffolded inquiry-oriented approaches throughout the degree.
20 citations
Additional excerpts
...Closely related approaches include problem-based learning (Barrows & Tamblyn, 1980; Hmelo-Silver, 2004), scenario-based learning (Herrington, Oliver & Reeves, 2003) and case-based learning (Christensen & Hansen, 1981)....
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Journal Article•
TL;DR: In this article, a modular-staged problem based active learning system for engineering education at Dokuz Eylul University has been presented, which is based on real engineering problems which values teamwork and the integration of information from different disciplines and places the student at the center of the learning process.
Abstract: In 2001, Engineering Faculty of Dokuz Eylul University has started to change its undergraduate education in a radical way. As being among the first examples in the world, the Departments of Electrical and Electronics, Geological and Geophysics Engineering in 2002 and Mining Engineering Department in 2003 have adopted the so-called "modular-staged problem based active learning system". The system is based on real engineering problems which values teamwork and the integration of information from different disciplines and it places the student at the center of the learning process. The faculty has learned many things and it needs to learn many other things on how to write a real world engineering scenario, to facilitate the construction of learning environment that the students must do by themselves, to assess students' performances in a compatible way to the implemented education system, to evaluate educational programs for continuous improvement and to integrate educational activities with research done in the departments for mutual benefits of students and faculty staff.
20 citations
Cites background from "Problem-based learning : an approac..."
...Since 2002, the faculty has adopted Problem Based Learning (PBL) [1] in four pilot undergraduate programs: Electrical and Electronics, Geological, Geophysics, Mining Engineering....
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...The scenarios are designed so that students are motivated for learning, supported for producing hypotheses and then eliminating them in the group discussion [1], [8]....
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01 Jan 2007
TL;DR: This paper summarizes the results of an evaluation of students' perspectives comparing learning from a multimedia case-based learning object with learning from text-based case studies, indicating strong support for the use of multimedia case scenarios in social work education.
Abstract: This paper summarizes the results of an evaluation of students' perspectives comparing learning from a multimedia case-based learning object with learning from text-based case studies. A secondary goal of the study was to test the reusability of the learning object in different instructional contexts. The learning object was deployed in the context of a problem-based learning approach to teaching social work students in three different courses in two different countries: Scotland (N=39) and Canada (N=57). Students completed a structured survey form including a series of statements using a five point Likert scale to quantify their views of the different case types (text-based and multimedia). Results indicate strong support for the use of multimedia case scenarios in social work education. Students felt their learning was enhanced using multimedia case studies compared to text-based case studies. A number of benefits, disadvantages and recommendations were identified that will help guide the future development, (re)use, and exchange of digitized learning resources in social work education.
20 citations