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: Students have positive perceptions of tutors’ performance in PBL, particularly tutors who were faculty and those who had participated in the PBL tutor-training program, which indicates that exploring how tutor characteristics influence their performance can be used in planning P BL tutor recruitment and designing PBL mentor-training programs.
Abstract: Objectives: This study was conducted to investigate student perceptions of tutors’ group facilitation skills and to evaluate the difference in student perceptions of tutor performance according to the tutors’ background in problem based learning (PBL). Methods: This study used a cross sectional design. One hundred fifty third-year medical students at Chonnam National University Medical School, Gwangju, South Korea were asked to assess their tutors’ performance at the end of each PBL tutorial using a self-administered questionnaire. The information collected in the questionnaire addressed tutor performance with regard to constructive/active learning, self-directed learning, contextual learning, collaborative learning, and intrapersonal behavior as a tutor. Tutor background information, such as gender, age, basic or clinical science qualifications, faculty or non-faculty appointment status, and PBL tutor training program attendance was collected from secondary data provided by the school administration. We performed multiple linear regression analysis using the total student perception score as the dependent variable to compare student perceptions of tutor performance according to the tutors’ background. Results: The mean score for the 11 items on the questionnaire varied between 4.03 and 4.17 on a 5-point Likert scale. The assessment of student perspectives on tutor performance revealed that students have positive perceptions of tutors’ performance in PBL, particularly tutors who were faculty (β = 0.255, p = 0.035) and those who had participated in the PBL tutor-training program (β = 0.224, p = 0.046). Conclusions: The study results indicate that exploring how tutors’ characteristics influence their performance can be used in planning PBL tutor recruitment and designing PBL tutor-training programs.
16 citations
TL;DR: This paper argues that incorporation of an experiential curriculum into the residency training programme will achieve the goals listed above and allow maturation of the process of lifelong learning.
Abstract: The shift to direct entry into residency training from medical school for all graduates will offer new challenges for anaesthesia training programmes. In this paper we argue that it also offers us an opportunity to re-evaluate our current approach to anaesthesia education. Emphasis in the residency programmes should be to provide trainees with clinical experiences and stimulation that will develop the required traditional competencies. It should also cultivate competency in clinical decision-making, intuition and judgement. Our purpose is to generate discussion by proposing an alternate curriculum model, the experiential curriculum. The basic premise is that learning is a process and outcome is to a large extent related to what the learner does. The process begins with an experience that provides for observation and reflection. Integration of the thoughts provides the basis for executing either existing or new actions. In the experiential curriculum residency training and learning are enhanced by documenting and critically evaluating the experiences to which the resident is exposed. Included within such a structured programme are the methodologies of problem-based and evidence-based learning. Faculty development will be required to help the resident pursue these skills of self-evaluation and efficient learning. We believe that incorporation of an experiential curriculum into the residency training programme will achieve the goals listed above and allow maturation of the process of lifelong learning. It will also allow greater achievement of the application of new information to one's practice.
16 citations
TL;DR: In this article, a problem-based learning methodology versus a more traditional laboratory-based approach to teaching tutorials for electronics modules in undergraduate engineering classes at the University of Limerick, Ireland is evaluated.
Abstract: This paper presents an evaluation of a problem-based learning methodology versus a more traditional laboratory-based approach to teaching tutorials for electronics modules in undergraduate engineering classes at the University of Limerick, Ireland. First-hand qualitative and quantitative comparative feedback from students is assessed for the same module across successive cohorts using both learning pedagogies. The analysis suggests that a problem-based learning methodology offers significant benefits in an electronic engineering setting when compared with a more traditional didactic method.
16 citations
Dissertation•
01 Jan 2007
TL;DR: The findings from this study indicate that the opportunity to learn through self-direction already exists in the clinical setting and can be applied in nursing development plans in order to increase the self-directed learning potential of professional nurses.
Abstract: The aim of this research was to explain the process of nurses’ self-directed learning in
clinical practice according to their self-perceptions. The researcher applied a
phenomenological research approach as it enabled the researcher to discover and
understand the direct daily experiences of nurses as they relate to self-directed
learning in clinical practice. The research took place in a provincial Thai general
hospital with over 500 beds. The participants were seven nurses from seven wards
and four nurse educators from four departments of this hospital. Each participant had
at least one year of work experience in a general hospital with 500 patient-beds in
Thailand. Data were collected through semi-structured interviews, participant
observation and field notes over seven months from July 2003 to January 2004.
Inductive analysis was used to interpret participants’ perceptions, experiences and
behaviors. Data are presented to illustrate and substantiate interpretations of the selfdirected
learning process of nurses in clinical practices. The findings show that nurses
defined self-directed learners by four characteristics: 1) independent in learning, 2)
effective in learning, 3) accepting of responsibility for learning, and 4) able to use
problem solving skills. It was also found that nurses learned about patients, nursing
practice and nursing communications through self-direction by selecting their own
methods of learning, as well as choosing the sources of their learning. Nurse educators
have a role in encouraging and supporting nurses to learn through self-direction by
providing and suggesting how to use learning resources, building a conducive
atmosphere and environment for learning, and evaluating the effectiveness of nurses’
self-directed learning. The findings from this study indicate that the opportunity to
learn through self-direction already exists in the clinical setting. The nurses in this
study primarily utilized learning sources within the hospital setting when engaged in
self-directed learning, in particular human resources. Both structured and unstructured
activities contributed to learning opportunities for nurses in clinical practice. Critical
to their learning was the capability of identifying the learning opportunities that arise
in their work. These results can be applied in nursing development plans in order to
increase the self-directed learning potential of professional nurses. This effort may
then enhance lifelong learning among nursing personnel of hospitals. Nurses can use their knowledge and skills from self-development to provide higher quality nursing
care to patients. Eventually, their self-development will lead to their career
development and finally to the development of the organization.
16 citations