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: An international virtual medical school with a high-quality education programme embodying a hybrid model of a blended curriculum of innovative e-learning approaches and the best of traditional face-to-face teaching is one response to these challenges.
Abstract: The introduction of new learning technologies, the exponential growth of Internet usage and the advent of the World Wide Web have the potential of changing the face of higher education. There are also demands in medical education for greater globalization, for the development of a common core curriculum, for improving access to training, for more flexible and student-centred training programmes including programmes with multi-professional elements and for maintaining quality while increasing student numbers and working within financial constraints. An international virtual medical school (IVIMEDS) with a high-quality education programme embodying a hybrid model of a blended curriculum of innovative e-learning approaches and the best of traditional face-to-face teaching is one response to these challenges. Fifty leading international medical schools and institutions are participating in a feasibility study. This is exploring: innovative thinking and approaches to the new learning technologies including e-l...
154 citations
TL;DR: In this article, the authors apply constructivism to problem-based learning and incorporate the following variables: prior knowledge, quality of problems, tutor performance, group functioning, time spent in individual study, interest in subject matter, and assessment in a model of students' learning in a medical course.
Abstract: Constructivism is a philosophy based on the fundamental assumption that knowledge cannot exist outside our minds. Knowledge cannot be given from one mind to another. New knowledge is ‘constructed’ or created from within individuals through experience. In higher education, problem‐based learning (PBL) is an accepted instructional method or strategy for structuring learners’ experiences. We apply constructivist philosophy to PBL and incorporate the following variables: prior knowledge, quality of problems, tutor performance, group functioning, time spent in individual study, interest in subject matter, and assessment in a model of students’ learning in a medical course. Regardless of the specific teaching methods adopted in higher education, students’ creation of high levels of understanding and competence are promoted when arousal is optimised, self‐efficacy is maximised and anxiety is minimised. An optimal learning environment in a PBL course includes teaching that supports reflection and coopera...
154 citations
TL;DR: In this paper, a review explores the literature that has developed around the definition of the teacher or tutor role in facilitating the learning of students in a problem-based learning (PBL) setting.
Abstract: Despite the structural heterogeneity of problem-based learning (PBL) curricula, most PBL schools have embraced self-directed learning, emphasizing the use of small-group discussion and integration of the basic medical sciences with clinical problems. Self-directed learning is but one of the many terms such as discovery method or study-centred education adopted by authors since Dewey to describe an educational approach that places the learner in control of his or her learning (Knowles, 1975). The putative bene® ts of self-directed learning include enhanced opportunities to elaborate one’s knowledge through active involvement and verbalization, enhanced motivation through an increase in relevance and personal control, and the practice of skills needed in lifelong learning (Schmidt, 1983). In this educational milieu, the role of the `teacher’ requires revision; new skills are required of the teaching faculty so that they are willing and competent to allow students to take an active role in guiding their own learning and in teaching one another (Barrows & Tamblyn, 1980). This review explores the literature that has developed around the de® nition of the teacher or tutor role in `facilitating’ the learning of students in a PBL setting. Several controversies have arisen over the optimal role of the faculty person in facilitating a PBL tutorial group, including level of participation, content knowledge and involvement in student evaluation. While it appears that there is probably no completely satisfactory resolution of these controversies, from a review of the frequently con icting pieces of evidence, an attempt will be made to synthesize from the literature a coherent picture of an effective tutor in the PBL setting.
152 citations
Cites background from "Problem-based learning : an approac..."
...The PBL tutor: issues de® ning the debate on roles Barrows has claimed that the task of the tutor in a problembased tutorial group should be to facilitate the learning of students rather than to convey knowledge (Barrows & Tamblyn, 1980)....
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...Barrows stated bluntly, ª A faculty person who is a good tutor can successfully tutor in any areaº (Barrows & Tamblyn, 1980, p. 107)....
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...Rather than telling students what they should learn and in what sequence they should learn, the tutor must help students determine this for themselves (Barrows & Tamblyn, 1980)....
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...From all that has been reviewed to this point, one may perhaps need to take issue with Barrow’s comment, quoted earlier: ª A faculty person who is a good tutor can successfully tutor in any areaº (Barrows & Tamblyn, 1980)....
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...In this educational milieu, the role of the `teacher’ requires revision; new skills are required of the teaching faculty so that they are willing and competent to allow students to take an active role in guiding their own learning and in teaching one another (Barrows & Tamblyn, 1980)....
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TL;DR: Self-report data suggested that Intermediate coercion resulted in the least common ground; the more coercion, the more participants would negotiate the meaning of contributions to the ICT-tool, and the more common ground they would have.
152 citations
TL;DR: It is demonstrated that students’ attitudes about working within teams, their sense of professional development, and comfort and satisfaction with peer evaluation change in a curriculum using Team-Based Learning.
Abstract: Background: Team-Based Learning is relatively new in medical education. Team-Based Learning was integrated into one medical school’s pre-clinical curriculum in 2002. Purpose: This study compared how medical students’ attitudes about the Team-Based Learning process changed between the first and second year of medical school. Method: 180 students responded to 19 statements regarding their attitudes about Team-Based Learning during their first and second year of medical school. Data were analyzed using a MannWhitney U test. Results: Significant changes in attitudes occurred in the areas of Professional De velopment, Satisfaction with Team Experience, and Satisfaction with Peer Evaluation but not in the areas of Team Impact on Quality of Learning and Team Impact on Clinical Reasoning Ability. Conclusion: This study demonstrates that students’ attitudes about working within teams, their sense of professional development, and comfort and satisfaction with peer evaluation change in a curriculum using Team-Based Learning.
152 citations