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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: Peterson and Zikmund as mentioned in this paper presented six short, open-ended internal control cases, addressing the following control issues: hiring practices, weaknesses in credit authorization procedures, benefits and risks of new technology, remote access, disaster recovery/business continuity plans, and procedures for employee reimbursements.
Abstract: The importance of a strong internal control system is a central theme in auditing and accounting information systems courses, taking on even more importance with the enactment of the Sarbanes-Oxley Act of 2002. Effective enterprise governance, the fulfillment of management objectives, and minimizing the opportunity for fraudulent activity are positively associated with the strength of the internal control system of a company (Peterson and Zikmund 2004). Six short, open-ended internal control cases are presented here. One or more of the cases can be utilized in auditing or accounting information systems courses. These cases address the following control issues: (1) hiring practices, (2) weaknesses in credit authorization procedures, (3) benefits and risks of new technology, (4) benefits and risks of remote access, (5) disaster recovery/business continuity plans, and (6) procedures for employee reimbursements. The cases can be used in small group or individual settings in traditional auditing clas...

19 citations

Journal ArticleDOI
Joy Higgs1
TL;DR: Results indicate that the course has succeeded in stimulating students' interest and enjoyment in clinical reasoning and promoting students' understanding of and competence in this complex ability.
Abstract: This paper presents a clinical reasoning course for postgraduate physiotherapy students, conducted at the University of Sydney. The course was designed to foster the development of students' clinical reasoning skills and clinical knowledge. The rationale and nature of the course are discussed, along with evaluation findings. Results indicate that the course has succeeded in stimulating students' interest and enjoyment in clinical reasoning and promoting students' understanding of and competence in this complex ability.

19 citations

Journal ArticleDOI
TL;DR: The present concept analysis tries to clarify the concept of clinical reasoning in medicine and reduces the ambiguity of this concept to design successful interventions and use it easily in future research.
Abstract: Background: Clinical reasoning plays an important role in the ability of physicians to make diagnoses and decisions. It is considered the physician’s most critical competence, but it is an ambiguous concept in medicine that needs a clear analysis and definition. Our aim was to clarify the concept of clinical reasoning in medicine by identifying its components and to differentiate it from other similar concepts. It is necessary to have an operational definition of clinical reasoning, and its components must be precisely defined in order to design successful interventions and use it easily in future research. Methods: McKenna’s nine-step model was applied to facilitate the clarification of the concept of clinical reasoning. The literature for this concept analysis was retrieved from several databases, including Scopus, Elsevier, PubMed, ISI, ISC, Medline, and Google Scholar, for the years 1995– 2016 (until September 2016). An extensive search of the literature was conducted using the electronic database. Accordingly, 17 articles and one book were selected for the review. We applied McKenna’s method of concept analysis in studying clinical reasoning, so that definitional attributes, antecedents, and consequences of this concept were extracted. Results: Clinical reasoning has nine major attributes in medicine. These attributes include: (1) clinical reasoning as a cognitive process; (2) knowledge acquisition and application of different types of knowledge; (3) thinking as a part of the clinical reasoning process; (4) patient inputs; (5) contextdependent and domain-specific processes; (6) iterative and complex processes; (7) multi-modal cognitive processes; (8) professional principles; and (9) health system mandates. These attributes are influenced by the antecedents of workplace context, practice frames of reference, practice models of the practitioner, and clinical skills. The consequences of clinical reasoning are the metacognitive improvement of reasoning and tacit knowledge production. Conclusion: The present concept analysis tries to clarify the concept of clinical reasoning in medicine and reduces the ambiguity of this concept to design successful interventions and use it easily in future research. Keywords: CLINICAL REASONING, MEDICINE, CONCEPT ANALYSIS, MCKENNA’S MODEL

19 citations


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

  • ...Clinical reasoning defining attributes include the following: (1) Clinical reasoning as a cognitive process (2) Knowledge acquisition and apply different types of knowledge (3) Thinking as a part of clinical reasoning process (4) Patient inputs (5) Context-dependent and domain- specific process (6) Iterative and complex process (7) Multi-modal cognitive process (8) Professional Principles (9) Health system mandates...

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  • ...These attributes include: (1) clinical reasoning as a cognitive process; (2) knowledge acquisition and application of different types of knowledge; (3) thinking as a part of the clinical reasoning process; (4) patient inputs; (5) contextdependent and domain-specific processes; (6) iterative and complex processes; (7) multi-modal cognitive processes; (8) professional principles; and (9) health system mandates....

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  • ...It refers to ‘the cognitive process that is necessary to evaluate and manage a patient’s medical problem’ (5)....

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Journal ArticleDOI
TL;DR: The acceptance of PBL among the surveyed medical students was low, which suggests that more rigorous and practical training should be given to tutors and students in order to understand the philosophy of P BL.
Abstract: Aim: The objective of this study is to determine the acceptance of Problem Based Learning (PBL) among medical students. Material and Methods: This study was conducted among 350 Medical students at the Management and Science University (MSU), Malaysia, during the academic year 2011-2012. A cross sectional study was carried out among first, second, third and fourth year medical students. Students were explained the objective of the study and were invited to participate. Informed verbal consent to participate was obtained and all participants were assured. Data obtained were analyzed using SPSS version 13. T-test and ANOVA test which were conducted to determine if there was a significant difference between the study parameters. Multiple linear regressions were used in multivariate analysis. Results: The majority of the surveyed students were older than, or equal, to 22 years old, Malays, from year 2, with Cumulative Grade Point Average (CGPA) more than 3.3 and family monthly income less than 10,000 Malaysian ringgits (60.3%, 52.3%, 44.0%, 37.1%, 85.4% respectively). Race, year and CGPA were found to be significantly associated with PBL acceptance among medical students (p = 0.001, p = 0.003, p = 0.003; respectively). Overall, the acceptance of PBL among medical students was quite low (39.7%). In multivariate analysis, age and race were significantly associated with PBL acceptance. Conclusion: The acceptance of PBL among the surveyed medical students was low. This suggests that more rigorous and practical training should be given to tutors and students in order to understand the philosophy of PBL.

19 citations


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

  • ...PBL consists of 7-jumps; the 7-jump process is formally designed so that the students solve the problem in a coherent manner and also achieve their course objectives around which the problem is designed [30,31]....

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  • ...Also, for this strategy to be accepted, students must be assessed via PBL not only by formative assessment but also by summative assessment [31]....

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  • ...Here, however lies the weakness of PBL that in spite of major efforts there are only a few assessment tools reflecting learning outcomes particularly attributed to PBL [31]....

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  • ...Therefore, provision of adequate resources meeting the needs of different learning styles is important [31,58,59]....

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  • ...New attitudes and skills are required of the teaching faculty so that they are willing and competent to allow students to take an active role in guiding their own learning [31]....

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Journal ArticleDOI
TL;DR: This pessimistic evaluation is tempered by events that, if properly addressed, may lead to improvement and requires a vigorous effort by the Society and its members to become involved in the reform movement.

19 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.