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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Journal Article•
TL;DR: In this paper, a qualitative study examines the attributes of effective teachers in a problem-based learning (PBL) classroom, specifically in a polytechnic context in Singapore, and reveals three themes influencing the quality of teaching and learning in the PBL classroom: questioning techniques of facilitators, timeliness of facilitator response, and facilitator awareness of unique learning goals and situations.
Abstract: This qualitative study examines the attributes of effective teachers in a problem-based learning (PBL) classroom, specifically in a polytechnic context in Singapore. The educational beliefs, approaches and strategies of a group of PBL facilitators who have received teaching awards are examined to understand how critical thinking, collaborative and self-directed learning are promoted in a PBL environment. Data from classroom videos, teaching portfolios, student feedback, and certification feedback letters of 12 award recipients are analysed and coded using the constant comparative method to identify common themes in facilitation attributes and actions. Findings reveal three themes influencing the quality of teaching and learning in the PBL classroom: [1] questioning techniques of facilitators; [2] timeliness of facilitator response; and [3] facilitator awareness of unique learning goals and situations. The result of this study suggests that staff development programmes in PBL settings should focus on creating opportunities for reflection on practice, guided practice through feedback, and clearer articulation of standards and exemplars of good facilitation as resources for peer learning.
19 citations
Cites background from "Problem-based learning : an approac..."
...These attributes are well-documented by PBL researchers in the area of medical training (Barrows & Tamblyn, 1980; Dolmans et al.2003; Schmidt & Moust, 2000) and higher education (Evensen & Hmelo-Silver, 2000; Savin-Baden, 2003; Wilkerson & Gijselaers, 1996): they cite an effective PBL tutor as one…...
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...…modelled after work, social, and industry contexts into a structured curriculum requires leaners to distil learning issues, scope the parameters of the problem, find relevant resources, and collaborate in small teams to develop sound solutions (Barrows & Tamblyn, 1980; Savin-Baden & Major, 2004)....
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Book Chapter•
01 Jan 1999
TL;DR: The purpose of this paper is to report on the pretest findings, and to show how PBL may help to address deficits in critical thinking.
Abstract: Problem-based learning (PBL) has been advocated as a promising strategy to promote students’ critical thinking but supportive empirical evidence is lacking. The desire to ascertain the effect of PBL on students’ critical thinking led to this study. Measurements of the students’ critical thinking dispositions and skills were taken before the implementation of PBL. The results indicated that overall they did not have a positive disposition to critical thinking although they demonstrated promising signs in some elements of the construct. They were also weak in their critical thinking skills. These pretest results were significant as they allowed deficits in the students’ critical thinking to be identified and targeted for improvement. The purpose of this paper is to report on the pretest findings, and to show how PBL may help to address deficits in critical thinking.
19 citations
Journal Article•
TL;DR: In this paper, the authors advocate the adoption of ideas from the Russian psychologist, Lev Vygotsky, in the study of problem-based learning (PBL) for future generations.
Abstract: Background: Problem-based learning (PBL) is widely accepted as an educational approach that allows students to cope with a growing and dynamic body of knowledge and also to learn ways of applying this knowledge to real life practice situations. However, there is a growing sense that the theoretical basis underlying PBL is inadequate, and that this is preventing progress in understanding and developing PBL for future generations. Discussion: In this paper we advocate the adoption of ideas from the Russian psychologist, Lev Vygotsky, in the study of PBL. Some relevant constructs include the artefact-mediated nature of human consciousness and the 'zone of proximal development'. These ideas can be combined with Vygotsky's emphasis on a developmental approach and his use of dialectics. Vygotskian ideas offer a way to develop a theoretical framework that can provide much-needed conceptual breadth and depth in the study and future progress of PBL.
19 citations
Cites background from "Problem-based learning : an approac..."
...Champions such as Howard Barrows (Barrows 1994; Barrows & Tamblyn 1980) developed PBL into a formal teaching and learning method and began what was essentially a revolution in health care education....
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TL;DR: It is concluded that learning in a student-centred, problem-based curriculum constitutes ‘meaningful occupation’ for occupational therapy students and is more consistent with principles of client- Centred practice than traditional, lecture-based educational approaches.
Abstract: The need for meaningful occupation in various roles throughout the lifespan is central to the philosophy of occupational therapy. Client-centred practice is another core concept that occupational therapists embrace; however, the use of such an approach when interacting with occupational therapy students as ‘clients’ is not evident in the occupational therapy literature. The purpose of this descriptive paper is to compare the principles of client-centred practice and student-centred learning and to describe how the occupational therapy programme at McMaster University in Canada has designed, organized and implemented a student-centred, problem-based curriculum. The educational research literature provides evidence that learning in such a curriculum is not only more enjoyable for students but also achieves positive outcomes in terms of self-directed learning, transfer of learning to clinical practice and long-term retention of knowledge. Feedback from McMaster students suggests that they are well prepared for professional practice and very satisfied with their education. It is concluded that learning in a student-centred, problem-based curriculum constitutes ‘meaningful occupation’ for occupational therapy students and is more consistent with principles of client-centred practice than traditional, lecture-based educational approaches. Although further research is needed, specifically in the field of occupational therapy education, occupational therapy educators throughout the world are encouraged to apply the values and beliefs that they espouse as occupational therapists and take up the challenge of providing more meaningful occupation for their students. Copyright © 1999 Whurr Publishers Ltd.
19 citations
TL;DR: The proposition is that a survey of the usage of anatomical knowledge in use in a typical dental general practice needs to be conducted and the results of such a survey need to be evaluated with the intention of determining what should be taught in a dental clinical anatomical sciences curriculum.
Abstract: The anatomical sciences form one of the major building blocks of the basic medical sciences in the professional training of dentists. This paper defines the courses and classifies the formats of teaching for each course within the anatomical sciences curriculum. Information was gathered from the Internet, specifically the American Dental Education Association (ADEA) website links to U.S. and Canadian dental schools and their online catalogues or bulletins as well as online course syllabi. The results demonstrate the distribution of schools in the United States and Canada teaching anatomical sciences in the following categories: stand-alone, sequential, and multifaceted courses for gross anatomy; stand-alone and integrated courses for histology; stand-alone, integrated, incorporated, and no course for neuroanatomy; and stand-alone, incorporated, and no course in embryology. This paper concludes with the proposition that a survey of the usage of anatomical knowledge in use in a typical dental general practice needs to be conducted. The results of such a survey need to be evaluated with the intention of determining what should be taught in a dental clinical anatomical sciences curriculum.
19 citations