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Problem-based learning : an approach to medical education

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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Journal ArticleDOI
TL;DR: In this paper, the importance of becoming a self-directed learner as a learning process, and the need for teachers to take part in the learning, is discussed and put forward a more profound meaning.
Abstract: Self-directed learning (SDL), is an essential concept in problem-based learning (PBL), and, in a broader sense, student-centred learning. Considering the complex nature of SDL, it has been taken for granted and given a shallow meaning, i.e. self-study. In order to develop a deeper understanding and make use of the potential in SDL, this paper discusses and puts forward a more profound meaning. The importance of regarding becoming a self-directed learner as a learning process, and the need for teachers to take part in the learning, is crucial. Two ‘thinking models’, one concerning the PBL tutorial work and one the relationship between tutorial work and self-study, are introduced. The unifying idea behind the reasoning is to emphasise the essence of providing opportunities for, as well as stimulating, the students’ inquiring approach and responsibility.

151 citations


Cites methods from "Problem-based learning : an approac..."

  • ...Their curriculum was based on Knowles’ (1975) theories about androgogy and self-directed learning, and the ideas for the application of PBL presented by Barrows and Tamblyn ( 1980 )....

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Journal ArticleDOI
TL;DR: A qualitative study of students’ attitudes to, and perceptions of, peer assessment with first-year medical students at the University of Queensland indicated the existence of six main themes: increased responsibility for others, improved learning, lack of relevancy, challenges, discomfort, and effects on the PBL process.
Abstract: Peer assessment provides a powerful avenue for students to receive feedback on their learning. Although student perceptions of peer assessment have been studied extensively in higher education, little qualitative research has been undertaken with medical students in problem-based learning (PBL) curricula. A qualitative study of students' attitudes to, and perceptions of, peer assessment was undertaken within the framework of a larger study of metacognition with first-year medical students at the University of Queensland. A highly structured format for provision of feedback was utilised in the study design. Many recommendations from the higher education literature on optimal implementation of peer-assessment procedures were put into practice. Results indicated the existence of six main themes: (1) increased responsibility for others, (2) improved learning, (3) lack of relevancy, (4) challenges, (5) discomfort, and (6) effects on the PBL process. Five of these themes have previously been described in the literature. However, the final theme represents a unique, although not unexpected, finding. Students expressed serious concerns about the negative impact of peer assessment on the cooperative, non-judgmental atmosphere of PBL tutorial groups. The practical implications of these findings are considered.

150 citations


Cites background from "Problem-based learning : an approac..."

  • ...Recognition of this need was responsible, in part, for the development of problem-based learning (PBL) (Barrows and Tamblyn, 1980)....

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Journal ArticleDOI
TL;DR: The present predicament of higher education resulting from government-imposed reforms is, it is argued, partly a consequence of the education to which members of government have themselves been subject; consequently, higher education carries some responsibility for the nature of the reforms as mentioned in this paper.
Abstract: The present predicament of higher education resulting from government-imposed reforms is, it is argued, partly a consequence of the education to which members of government have themselves been subject; consequently, higher education carries some responsibility for the nature of the reforms. Government and higher education share a conception of knowledge, understanding and education which, paradoxically, predisposes the parties to act in opposed ways in regard to educational reform. Problem-based learning, understood in a problem-focused way, avoids significant features of the conception and points to more constructive ways of thought and action. Problem-focused understanding is significant for the light it throws on the general nature of current reforms and their implementation, for the prospect it offers of dealing constructively with changes resulting from reforms, and for longer-term benefits for both education and the wider community.

148 citations

Journal ArticleDOI
TL;DR: In this article, the authors argue that competence development involves change in the structure of the meaning for practice, which involves both a significant shift from one way of experiencing practice to another, as well as refinement and elaboration of the way of experience practice.
Abstract: In educating for the professions, teachers seek to enable students to engage in professional practice as competent practitioners. In this paper we question the adequacy of traditional approaches for promoting competent practice. These traditional approaches typically view competence in terms of attributes, such as knowledge, skills and attitudes. Competence development is then seen in terms of acquiring the necessary attributes. From an alternative view of competence as based on ways of experiencing practice, we argue that competence development focus on enriching experience of practice. More specifically, we point out that competence development involves change in the structure of the meaning for practice. Change in meaning structure for practice involves both a significant shift from one way of experiencing practice to another, as well as refinement and elaboration of the way of experiencing practice. Implications of this view of competence development for professional education are discussed. In particular, we deal with implications relating to the teaching-learning relation and the form the educational programme takes. In summay, we argue that enabling students to develop competence through experience of engaging in practice is most closely directed to the aims of education for the professions.

147 citations


Cites background from "Problem-based learning : an approac..."

  • ...Problem-based learning in a range of educational programmes has demonstrated, for example, that cases can be productively used from the beginning and throughout undergraduate education (see, for example, Barrows & Tamblyn, 1980; Boud & Feletti, 1991; Kjellgren et al., 1993)....

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Journal ArticleDOI
TL;DR: It is proposed that physical verisimilitude to real situations is of less importance in learning than “cognitive realism,” provided by immersing students in engaging and complex tasks.
Abstract: THE DEVELOPMENT of immersive learning technologies in the form of virtual reality and advanced computer applications has meant that realistic creations of simulated environments are now possible. Such simulations have been used to great effect in training in the military, air force, and in medical training. But how realistic do problems need to be in education for effective learning to occur? Some authors and researchers argue that problems should be real, or that simulations should have ultrarealistic physical similarity to an actual context. This paper proposes that physical verisimilitude to real situations is of less importance in learning than “cognitive realism,” provided by immersing students in engaging and complex tasks. The paper presents a description of the theory and research that provide the foundations for this approach. Examples of courses employing cognitive, rather than physical, realism are presented together with the views of teachers, authors and instructional designers. Finally, the implications of this approach are discussed.

145 citations

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Problem-based learning in medical education?

Problem-based learning is an effective approach in medical education that focuses on problem-solving skills rather than memorization.