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: In this paper, the authors revisited the subject of enhancing mathematics education through educational robotics kits and virtual robotic animations by proposing their simultaneous deployment at the school�university transition, and an evaluation framework for these technologies is proposed.
Abstract: LOGO and turtle graphics were an influential movement in primary school mathematics education in the 1980s and 1990s. Since then, technology has moved forward, both in terms of its sophistication and pedagogical potential; and learner experiences, preferences and ways of thinking have changed dramatically. Based on the authors� previous work and a literature review, this article revisits the subject of enhancing mathematics education through educational robotics kits and virtual robotic animations by proposing their simultaneous deployment at the school�university transition. The rationale for such an application is argued and an evaluation framework for these technologies is proposed. Two educational robotic kits and a virtual environment supporting robotic animations are evaluated both in terms of their feasibility of deployment and their educational effectiveness. Finally, the evaluation of learning experiences when deploying the proposed pedagogical approach is discussed.
18 citations
TL;DR: In this article, the authors examined the distinctive features of three team learning approaches (action learning, problem-based learning, and project based learning), compare and contrast them, and discuss implications for practice and research.
Abstract: Purpose – The purpose of this study is to examine the distinctive features of three team learning approaches (action learning, problem-based learning, and project-based learning), compare and contrast them, and discuss implications for practice and research Design/methodology/approach – The authors used Torraco ' s integrative literature review method and activity theory as a framework for analyzing commonalities and differences of the three learning approaches Findings – Action learning emphasizes the balance between action and learning, problem-based learning has evolved to develop knowledge acquisition, application, and reasoning skills, and project-based learning connects learning with work All three learning approaches are learner-centered, tackle real problems, emphasize collaboration, have a learning coach, and work through learning processes Research limitations/implications – Comparison of the three approaches has been done through a review of the literature only More qualitative analyses of
18 citations
TL;DR: Contextual factors related to the tutor experience when senior students served as tutors for sophomore students in a problem-based learning (PBL) course in a baccalaureate dental hygiene program are illuminated.
Abstract: This case study illuminates contextual factors related to the tutor experience when senior students served as tutors for sophomore students in a problem-based learning (PBL) course in a baccalaureate dental hygiene program. Data were collected using various sources and methods. Tutors and administrators were interviewed, those tutored completed an anonymous questionnaire, the tutorial process and tutor training sessions were observed, and related documents were examined. Data analysis included open and axial coding, creation of tutor profiles, and identification of patterns. Tutor training included experiencing the PBL student role, attending class, and weekly seminar sessions facilitated by a tutor supervisor. Analysis revealed that tutor behaviors could be distinguished by the nature of intended actions (e.g., telling, asking, clarifying, acknowledging), emphasis of comments (process, content, social), and facilitation style (directive, suggestive, empowering). Patterns in tutor behavior and attitudes emerged related to comfort or growth and persistence or lenience. Differences in tutor understanding and perception of their role and the purpose of PBL appeared to influence the role the tutor assumed. Other factors that influenced tutor behavior included tutor intentions, tutor training, and environmental factors (e.g., time). The study, incorporating Fishbein's integrative model, suggests points of influence on tutor behaviors.
17 citations
01 Jan 2016
TL;DR: Interdisciplinary Problem-based Learning (iPBL) as mentioned in this paper is a student-centered pedagogy, combining two different teaching methods: problem-based learning and interdisciplinary learning, where students work in interdisciplinary teams consisting of 8 to 10 members.
Abstract: This article presents a pilot project at Hamburg University addressing challenges of social sustainability to students of Psychology, Economics, and Business Administration. Especially developed for teaching sustainability, Interdisciplinary Problem-based Learning (iPBL) is a student-centered pedagogy, combining two different teaching methods: Problem-based Learning and Interdisciplinary Learning. Fostering a multi-perspective approach to highly complex problems like corruption, health inequality, and social inequity, students work in interdisciplinary teams consisting of 8 to 10 members. After reading the problem, they follow 8 steps to identify solution approaches: (1) clarification of terms and concepts throughout the disciplines, (2) formulation of an interdisciplinary problem statement, (3) brainstorming about monodisciplinary theories, models and methods related to the problem, (4) classification and structuring of brainstorming by identifying possible connections and discrepancies throughout the disciplines, (5) formulation of interdisciplinary learning objectives, (6) self-study by reading papers across disciplines, (7) interdisciplinary post-discussion, and (8) formulation of an integrative team statement. In each team, students assign roles (discussion leader, team member and secretary). Additionally, each team is supported by a tutor. While promoting interdisciplinary thinking to develop innovative solutions, iPBL is designed to enhance understanding of and competence in social sustainability.
17 citations
TL;DR: The authors explored the similarities between the assumptions within Howard Barrows' principles for the PBL tutor's actions with Dewey's theories that address teacher behaviors and with Carl Rogers's conceptual frameworks that support the therapeutic behaviors of the client-centered therapist.
Abstract: Scholars have noted PBL is consistent with John Dewey’s educational theories and with constructivist philosophies This paper explores the similarities between the assumptions within Howard Barrows’ principles for the PBL tutor’s actions with Dewey’s theories that address teacher behaviors and with Carl Rogers’s conceptual frameworks that support the therapeutic behaviors of the client-centered therapist In doing so it recognizes Barrows’ integration of the educational and cognitive psychology concepts of two psychologists who have influenced the psychology of education and provides an additional conceptual and theoretical anchor for PBL tutor facilitation skills
17 citations