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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23 May 2016
TL;DR: A precise analysis of medical school business processes allows identification of unfinished, unclear and inadequate points in these processes, and subsequently the respective improvements and increase of the QM level and ultimately a rationalization of the institution's work.
Abstract: Objective . Our aim was to describe a comprehensive model of internal quality management (QM) at a medical school founded on the business process analysis (BPA) software tool. Methods . BPA software tool was used as the core element for description of all working processes in our medical school, and subsequently the system served as the comprehensive model of internal QM. Results . The quality management system at the University of Split School of Medicine included the documentation and analysis of all business processes within the School. The analysis revealed 80 weak points related to one or several business processes. Conclusion . A precise analysis of medical school business processes allows identification of unfinished, unclear and inadequate points in these processes, and subsequently the respective improvements and increase of the QM level and ultimately a rationalization of the institution’s work. Our approach offers a potential reference model for development of common QM framework allowing a continuous quality control, i.e. the adjustments and adaptation to contemporary educational needs of medical students.
15 citations
TL;DR: Saulsbury and Campbell's data provide important information on physician attitudes, which should ultimately help guide the needed development of educational curricula in medical schools, residency training, and continuing education programs.
Abstract: Sir .—We read with interest the article by Saulsbury and Campbell 1 entitled "Evaluation of Child Abuse Reporting by Physicians." Saulsbury and Campbell's data provide important information on physician attitudes, which should ultimately help guide the needed development of educational curricula in medical schools, residency training, and continuing education programs. Becuase of the results of a similar survey, we recently conducted in Illinois (unpublished data), several comments seem germane. It is easy to understand our colleagues' hesitancy to report suspected cases of child abuse and neglect when the diagnoses are uncertain. In other areas of medical problem solving, a physician establishes hypotheses based on empirical suspicions and cues. 2 His/her next step is to test the hypotheses using historical information in conjuction with clinical and laboratory data. Closure and therapeutic intervention usually occur only after the physician is reasonably certain of the diagnosis. In cases of child abuse and neglect, however, closure for
15 citations
01 Jan 2009
TL;DR: In this article, the authors argue that a framework for learning can be developed that more closely models the experiences of practitioners, and addresses their expectations of novice Software Engineers, and show that a relationship also exists between learner and learning model, and that this relationship can be exploited in the development of competent discipline practitioners.
Abstract: Practitioner studies suggest that formal IT-related education is not developing the skills and knowledge needed by graduates in daily work. In particular, a shift in focus from technical competency to the soft and metacognitive skills is identified. This chapter argues that a framework for learning can be developed that more closely models the experiences of practitioners, and addresses their expectations of novice Software Engineers. Evaluation of a study incorporating three Action Research cycles shows that what is needed is a mapping between the characteristics of professional practice and the learning model that is applied. The research shows that a relationship also exists between learner and learning model, and that this relationship can be exploited in the development of competent discipline practitioners.
15 citations
TL;DR: This group has used existing knowledge, personal experiences and current literature together with some of the material from the DentEd visits to form the theoretical foundation for the philosophies, principles and methods underlying the dental education system.
Abstract: This theme is concerned with the relevance and efficacy of educational methods adopted in dental schools while recognizing the influence of geopolitical issues in different countries and regions. Particular emphasis will be given to examples of best practices and innovations. Cognition and learning are dealt with in many different research areas such as education, psychology, cognitive sciences, brain research, neurolinguistics, gender, etc. and comprise the theoretical foundation for the philosophies, principles and methods underlying the dental education system. Educational methods are many and mixed. This group has used existing knowledge, personal experiences and current literature together with some of the material from the DentEd visits.
15 citations
TL;DR: The aprendizaje basado en proyectos (ABPt) as discussed by the authors is a metodologia of aprendício activo in Espana.
Abstract: La Declaracion de Bolonia supuso el punto de partida para la construccion del Espacio Europeo de Educacion Superior (EEES). Entre las directrices que emanan de la Declaracion de Bolonia (y sucesivas) figuran, entre otras: el aprendizaje por competencias, la ensenanza centrada en el estudiante y el aprendizaje activo. Entre las metodologias de aprendizaje activo tiene un lugar singular el aprendizaje basado en proyectos (ABPt). En Espana, esta metodologia ha tenido un exito relativo. En las ultimas decadas se han llevado a cabo un numero importante de iniciativas, pero, en la mayoria de los casos, se limitan a implementaciones en asignaturas individuales, sin alcance en el curriculo de las titulaciones. Y es que esta metodologia no esta exenta de dificultades.
15 citations