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 small-scale study comparing the effects of problem-based learning (PBL) and traditional methods on student teachers’ satisfaction with an introductory physics course indicates that the experimental group was more satisfied than the control group.
15 citations
Journal Article•
TL;DR: The authors draw upon clinically relevant behavioral and social science research and propose several biopsychosocial hypotheses that have proven useful in the management of family practice patients.
Abstract: Recent studies of the clinical problem-solving process have demonstrated the importance of hypothesis generation and testing in shaping the nature of information gathering, differential diagnosis, and therapeutic decision making. Family physicians and other primary care physicians are often faced with complex and undifferentiated illness problems that require them to go beyond the traditional biomedical model and entertain an expanded range of psychosocial hypotheses. In this paper the authors draw upon clinically relevant behavioral and social science research and propose several biopsychosocial hypotheses that have proven useful in the management of family practice patients. Seven illustrative case studies are presented, and some implications of this biopsychosocial paradigm for practice, research, and teaching are discussed.
15 citations
21 Oct 2015
TL;DR: Evidence of the applicability of xPBL is demonstrated as is how the behavior should be understood of all stakeholders involved in the process of teaching and learning in one of the most complex disciplines of Software Engineering.
Abstract: The Software Engineering sector has been demanding an education model that targets real market practices more and more exactly. This includes bearing in mind that, in the market, a software project is subject to numerous restrictions of time, budget and other resources required for its development. In this context, this article describes the application of a learning methodology based on problems, called xPBL. This methodology consists of elements that enable a learning environment to be built that in its essence is practical and contains real learning, and that ensure that this is supported by processes that make it possible to evaluate the effectiveness of the PBL approach from various perspectives: namely, the student's, the teacher's and that of the methodological approach itself. Based on this case study, evidence of the applicability of xPBL is demonstrated as is how the behavior should be understood of all stakeholders involved in the process of teaching and learning in one of the most complex disciplines of Software Engineering.
15 citations
01 Jan 2009
TL;DR: Process education (PE) as mentioned in this paper is built upon a foundation of educational philosophies and approaches centered in active and facilitated learning, and it has been widely used in higher education, especially in the sciences.
Abstract: Process Education (PE), a term that came into being twenty-fi ve years ago, is built upon a foundation of educational philosophies and approaches centered in active and facilitated learning. As background, we defi ne Process Education, as well as identify some of its underlying concepts and related efforts. We describe the evolution of Process Education and provide examples of its impact within higher education. Finally, we explore potential future directions of Process Education.
15 citations