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 article, a research methods course in geography is taught using a problem-based learning approach and the course evaluations improved markedly following the introduction of this approach, particularly through working in groups on authentic problems that were relevant to future workplace scenarios.
Abstract: This paper first describes problem-based learning; second describes how a research methods course in geography is taught using a problem-based learning approach; and finally relates student and staff experiences of this approach. The course is run through regular group meetings, two residential field trips and optional skills-based workshops. Course evaluations improved markedly following the introduction of this approach and students appreciated the benefits of the problem-based learning approach, particularly through working in groups on authentic problems that were relevant to future workplace scenarios. They were also able to further develop a range of transferable skills, particularly in teamwork. However, they may not have increased other transferable skills (such as in oral communication) as much as desired due to the tendency for groups to draw on individual strengths to complete collaborative group tasks. Other concerns were group size, the high workload and coping with group dynamics. Tutors fou...
158 citations
TL;DR: This article argued that the agenda and culture of reform about teaching and learning in UK medical schools needs to be underpinned by a similar liberalisation of medical education research, and in particular by the fostering of more interpretative and reflexive research paradigms.
Abstract: In this article it is argued that the agenda and culture of reform about teaching and learning in UK medical schools needs to be underpinned by a similar liberalisation of medical education research, and in particular by the fostering of more interpretative and reflexive research paradigms. The authors draw upon the sociology of medical education to illustrate how the key tensions inherent in the professional socialisation of doctors—between ‘objectifying˚s and ‘humanising˚s currents—construct and limit both the capacity to change medical schools and the capacity for medical schools to understand themselves. By illuminating the parallels and interactions between the contests that lie behind curriculum and research the authors indicate one possible way forward.
158 citations
TL;DR: It is shown that self-assessment of process is not an accurate measure, in line with the majority of research in this domain, but has an important role to play in supporting the development of skills in reflection and self-awareness.
Abstract: Objective: The purpose of this study was to explore self-, peer-, and tutor assessment of performance in tutorials among first year medical students in a problem-based learning curriculum.Methods: One hundred and twenty-five students enrolled in the first year of the Bachelor of Medicine and Bachelor of Surgery Program at the University of Queensland were recruited to participate in a study of metacognition and peer- and self-assessment. Both quantitative and qualitative data were collected from the assessment of PBL performance within the tutorial setting, which included elements such as responsibility and respect, communication, and critical analysis through presentation of a case summary. Self-, peer-, and tutor assessment took place concurrently.Results: Scores obtained from tutor assessment correlated poorly with self-assessment ratings (r = 0.31–0.41), with students consistently under-marking their own performance to a substantial degree. Students with greater self-efficacy, scored their PBL perform...
156 citations
TL;DR: The results reveal differences in how the students in the three professionaleducational programmesceive of their autonomy as learners, co-operation with their counterparts and the authenticity of the learning task.
Abstract: The present study is part of a comprehensive research project with the general aims of comparing how problem-based learning is realised in three different professional educational programmes. The s ...
155 citations
TL;DR: Although they did better in the active learning environment, physical therapist students in a basic sciences course (physiology) in the first year of their professional program perceived that they had learned less in active learning courses.
Abstract: Background and Purpose. Self-directed learning is believed to be an important aspect of the reflective clinical practitioner. This study was a comparison of student learning and student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections of a course. Subjects. Participants in this study were 170 physical therapist students in 3 sections of a physiology course in the first year of their professional program. Methods. Course grades and the results of teacher-course evaluations were compared between a lecture section and an active learning section. The students in the original active learning section were reassessed 1 year later to determine their perceptions of the course. The differences were analyzed using Kruskal-Wallis and Mann-Whitney U tests. Results. Course grades were higher in both active learning sections than in the lecture section. However, the students in both active learning sections perceived that they had learned less than students in the lecture section. Students' perceptions of course and instructor effectiveness were lower in the active learning sections than in the lecture section. There were no differences between the lecture and active learning sections on the students' perceptions of course difficulty. Conclusion and Discussion. Although they did better in the active learning environment, physical therapist students in a basic sciences course (physiology) in the first year of their professional program perceived that they had learned less in active learning courses. They also had lower perceptions of course and instructor quality.
154 citations