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: A simulation environment design according to the Simulation, User, and Problem-based Learning SUPL approach is presented for a problem-solving task within the context of an underground mine emergency evacuation of the Dominion Mining's Challenger mining operation.
Abstract: Problem-based learning is an instructional strategy that emphasises the accumulation and development of knowledge via an active and experiential based approach to solving problems. This pedagogical framework can be instantiated using gaming technology to provide learners with the ability to control their learning experience within a dynamic, responsive, and visually rich three-dimensional virtual environment. In this regard, a conceptual framework referred to as the Simulation, User, and Problem-based Learning SUPL approach has been developed in order to inform the design of 3D simulation environments based on gaming technology within a problem-based learning pedagogy. The SUPL approach identifies a series of design factors relative to the user, the problem-solving task, and the 3D simulation environment that guide the learning process and facilitate the transfer of knowledge. This paper will present a simulation environment design according to this conceptual framework for a problem-solving task within the context of an underground mine emergency evacuation. The problem-solving task will be designed to satisfy learning objectives that relate to the development of knowledge and skills for emergency evacuation of the Dominion Mining's Challenger mining operation located in South Australia.
16 citations
Cites background from "Problem-based learning : an approac..."
...Problem-based learning promotes active, transferable learning whereby learners use the task to develop a strategic model that can go beyond the specific problem to solve future problems (Barrows & Tamblyn, 1980)....
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...Problem-based learning scenarios should also facilitate the learner’s ability to evaluate their skills and knowledge in working with the problem (Barrows & Tamblyn, 1980; Hmelo-Silver, 2004)....
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...These scenarios need to be provided in a format that allows the learner to challenge and develop their reasoning skills and stimulate their self-directed study (Barrows & Tamblyn, 1980)....
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...Two fundamental postulates drive problem-based learning; that learning through problem solving is more effective in the creation of bodies of knowledge usable in the future, and that problem-solving skills are more important than memory skills (Barrows & Tamblyn, 1980)....
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01 Jan 2001
TL;DR: In this paper, the authors discuss a selection of experience-based pedagogical designs, which stand to make the most of the opportunities afforded by information and communications technology (ICT) and examine the potential role of ICT from two angles: • the sources of experience and stories, and • the need for peers to support t he building of experience a nd whether such peer group support can be organized in a technological environment.
Abstract: In this paper, we discuss a selection of experience-based pedagogical designs, which stand to make the most of the opportunities afforded by information and communications technology. In the literature on experience-based p edagogical designs there is no clear distinction made between first person experience a nd third person experience (also seen as s tories). In an information and communications technology-based learning (ICT) environment, reference to the first person is inherent in the design, and stories are seen as learning resources. Hence, in this paper we examine the potential role of ICT from two angles: • the sources of experience and stories, and • the need for peers to support t he building of experience a nd whether such peer group support can be organized in a technological environment.
16 citations
Cites background from "Problem-based learning : an approac..."
...The analysis and study of this problem comprises several phases that are spread over periods of group work and individual study ((Barrows & Tamblyn, 1980); (Evensen & Hmelo, 2000); (Schmidt, 1983))....
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TL;DR: The challenges of teaching physiology in a PBL curriculum is examined and a database needs to be generated that can be easily accessed by traditional institutions to see the rationality and easy implementation of the P BL curriculum.
Abstract: A problem-based learning (PBL) curriculum was introduced at McMaster University more than three decades ago. Not many schools have adopted the system despite its distinct advantages. The present paper examines the challenges of teaching physiology in a PBL curriculum and gleans through the literature supporting PBL. It appears that one of the reasons why PBL is not becoming readily acceptable is the lack of concrete reports evaluating the curricular outcomes. The suggestion (R.E. Thomas. Med Educ. 31:320-329, 1997) to standardize and internationalize all components of validated PBL curricula is quite valid. A database needs to be generated that can be easily accessed by traditional institutions to see the rationality and easy implementation of the PBL curriculum.
16 citations
TL;DR: In this article, the authors investigate whether clinical teachers share a common concept of what constitutes good clinical reasoning performance for a set of three teaching cases and ask expert teachers to reflect on their problem-solving performances to extract specific expectations regarding the assessment of learners.
Abstract: To explore the assessment challenge related to case based learning we study how experienced clinical teachers—i.e., those who regularly teach and assess case-based learning—conceptualize the notion of competent reasoning performance for specific teaching cases. Through an in-depth qualitative case study of five expert teachers, we investigate whether they share a common concept of what constitutes a good reasoning performance for a set of three teaching cases. We ask expert teachers to reflect on their problem-solving performances to extract specific expectations regarding the assessment of learners. Using visual representations of their performance, experts inspect and identify whether key elements are considered critical, necessary, and useful for the assessment of learners’ performance. Findings indicate that despite solving cases differently, expert teachers share a common concept regarding the key elements that demonstrate good clinical reasoning for specific cases. These results and methods used to trigger assessment criteria from expert clinical teachers show potential for the development of process measures in the assessment of clinical reasoning.
16 citations
Journal Article•
TL;DR: Barab et al. as mentioned in this paper extended the links between science education and problem-based learning to consider computer-based games and suggest biotechnology applications as one area of content for game-based PBL.
Abstract: The state of education in the United States, particularly in the areas of science, mathematics and technology, has been a consistent source of concern since at least the early 1980s when student performance on the 1986 National Assessment of Educational Progress (NAEP) revealed that science proficiency was lower than comparable measures from the 1970's (Alvarado, 1994). For many students, science education continues to be presented primarily through didactic lectures and rote memorization of information. These outdated modes of teaching create un-motivating learning contexts that can significantly impede learner development of deep conceptual understandings (Barab, Sadler, Heiselt, Hickey & Zuiker, 2007). Researchers, teachers and parents are looking for strategies and technologies that create opportunities for students to not just learn the basic principles of science but understand the relationships that govern these principles and their applications. Science is based on inquisitive, collaborative and disciplined investigation in which individuals, and the groups they form, critically analyze the nature of how and why things work. Problem-Based Learning (PBL) is an instructional strategy that supports this perspective on science education. PBL facilitates learner development of collaborative, problem solving skills and promotes scientific reasoning (Barrows, 1996). In this article, we extend the links between science education and PBL to consider computer-based gaming. We examine the use of gaming as a delivery method for PBL opportunities and suggest biotechnology applications as one area of content for game-based PBL. In the final section we introduce Mission Biotech, a game that we have recently developed, as an example of using gaming as a context for PBL. Key words: problem-based learning, PBL, problem solving, scientific reasoning, computer-based gaming, biotechnology Introduction The state of education in the United States, particularly in the areas of science, mathematics and technology, has been a consistent source of concern since at least the early 1980s when student performance on the 1986 National Assessment of Educational Progress (NAEP) revealed that science proficiency was lower than comparable measures from the 1970's (Alvarado, 1994). Throughout the 1990's and 2000' s, science proficiency as measured through NAEP has remained startlingly low (U.S. Department of Education). A 2008 Brookings Institute Report, "Changing the Game: The Federal Role in Supporting 21st Century Educational Innovation," on education reform in the 21st century points to trends among U.S. students in educational attainment placing them far below that of their peers in industrialized nations. Results from recent international comparative assessments, including TIMSS and PISA, (Organisation for Economic Co-operation and Development, 2010) rank U.S. student performance in science around the overall average for industrialized nations and significantly below the highest performing nations. Other reports also lament the lack of success in science and mathematics of many students and cite these issues as among the most significant, long-term economic challenges for the nation (Fleischman, Hopstock, Pelczar & Shelley, 2010). For many students, science education continues to be presented primarily through didactic lectures and rote memorization of information. These outdated modes of teaching create unmotivating learning contexts that can significantly impede learner development of deep conceptual understandings (Barab, Sadler, Heiselt, Hickey & Zuiker, 2007). Researchers, teachers and parents are looking for strategies and technologies that create opportunities for students to not just learn the basic principles of science but understand the relationships that govern these principles and their applications. Science is based on inquisitive, collaborative and disciplined investigation in which individuals, and the groups they form, critically analyze the nature of how and why things work. …
16 citations