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
Citations
More filters
Journal Article•
14 citations
TL;DR: The authors analyse the design and implementation of a course about learning management systems (LMS) that was first given in Cuba and then in Guatemala and Peru, within the context of the post-conflict period.
Abstract: In this paper the authors analyse the design and implementation of a course about learning management systems (LMS). The course was first given in Cuba and then in Guatemala and Peru, within the pr ...
14 citations
Additional excerpts
...(Barrows & Tamblyn, 1980; Björck, 2004; Boud & Feletti, 1991)....
[...]
14 citations
21 Oct 2015
TL;DR: An interpretative phenomenological analysis (IPA) was developed to learn the essences of being a PBL teacher, using a qualitative research methodology, and the four first essences were described in detail.
Abstract: Problem-based learning (PBL) is a well-known active learning approach, and it is becoming increasingly popular in computing. The Computer Engineering undergraduate program at UEFS adopts PBL since 2003. Previous studies thoroughly describe PBL course design and practices, but there is a lack of reports about the teaching experience, i.e., how faculty live the process of teaching PBL courses. Thus, we took advantage of this PBL experience to uncover such issues. We developed an interpretative phenomenological analysis (IPA) to learn the essences of being a PBL teacher, using a qualitative research methodology. Data collection and analysis entailed semi-structured interviews with five UEFS computer engineering professors, interview transcription and memo writing, open coding, code memo writing, code grouping and abstraction, and description of essences. Results led to the following essences: 1) feedback is essential for student success; 2) PBL develops better students and professionals; 3) assessment is complex and multifaceted; 4) developing good problems is a difficult skill; 5) PBL requires strong teacher engagement and background; 6) it is essential to keep a motivating scenario; and 7) good coordination and group dynamics is required. In this paper, we describe the four first essences in detail.
14 citations
Cites background from "Problem-based learning : an approac..."
...Problem-based learning (PBL) is a student-centered, active learning approach envisioned by physician Howard Barrows, between the 1960s and 1970s [1]....
[...]
...It usually follows a learning cycle, repeated for the duration of the problem [1], [2]:...
[...]
...Problem-based learning (PBL) is an active learning approach conceived between the 1960s and the 1970s in the Faculty of Medicine of McMaster University, Canada [1]....
[...]
Dissertation•
01 Jan 2009
TL;DR: Through an understanding of the lived experience of change by medical faculty in a medical school undergoing significant curriculum reform and governance restructure, it will be possible to better appreciate the complexity of change in the medical education setting.
Abstract: This study investigates curriculum reform in an Australian Medical School which has taken the decision to significantly reform its medical curriculum. The thesis elucidates the lived experience of key members of the curriculum reform team that was established in support of this decision.
The study is located in the three year curriculum planning phase leading up to the decision by the external accrediting body to permit the medical school to replace the long standing 6-year traditional program with a shorter better (5-year) integrated and case based medical curriculum.
The major premise of this study is that through an understanding of the lived experience of change by medical faculty in a medical school undergoing significant curriculum reform and governance restructure, it will be possible to better appreciate the complexity of change in the medical education setting. The aim is to enhance (and problematise) established theoretical understanding of change management in a medical school using narrative inquiry which permits a more in depth and detailed understanding of curriculum reform in the context of the medical school.
Data collected over the three years of the study included the author's personal reflexive journal, interviews with contemporary colleagues on the curriculum reform team, all text data generated by the curriculum planning project over the three years and interviews with former Deans of the same medical school from the school's inception in 1965.
A greater awareness of the lived experience of curriculum reform in medical education is particularly relevant as medical schools nationally and internationally seek to adopt best practice in training future doctors. Increased accountability as well as educational and health care developments call for increased sophistication on the part of medical teachers within medical schools who are called upon to continually examine how best to educate future health professionals.
14 citations