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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01 Nov 2005
TL;DR: In this paper, the authors present a vaste champ de connaissances en psychologie cognitive appliquee a l’education medicale, which are used for mieux comprendre les processus du raisonnement, l'organisation des connaisances and le recueil de l'information clinique and developper certaines strategies pedagogiques fondees sur des donnees probantes.
Abstract: • Il existe un vaste champ de connaissances en psychologie cognitive appliquee a l’education medicale. • Ces connaissances ont permis de mieux comprendre les processus du raisonnement, l’organisation des connaissances et le recueil de l’information clinique et de developper certaines strategies pedagogiques fondees sur des donnees probantes. • Les medecins font appel a des processus mixtes de raisonnement, associant des strategies analytiques, comme le raisonnement hypothetico-deductif, et des strategies non analytiques telle la reconnaissance spontanee d’une conjonction de signes cliniques. • L’organisation des connaissances peut prendre diverses formes dont les plus elaborees consistent en des reseaux richement interconnectes. • L’activation des connaissances passe par le plus souvent une etape de representation mentale de la teneur du probleme clinique. • L’acquisition des donnees cliniques est conditionnee par la generation precoce d’hypotheses diagnostiques. • L’apprentissage des seuls processus de raisonnement n’est pas efficace s’il ne s’accompagne pas de l’acquisition simultanee des connaissances specifiques necessaires pour resoudre un probleme clinique.
114 citations
TL;DR: The authors explored the experiences of a group of academics learning to teach with problem-based learning (PBL) and how a community of practice (COP) supported this transition and found that teachers were enthusiastic about PBL but experienced a variety of problems during the transition.
Abstract: This research explores the experiences of a group of academics learning to teach with problem-based learning (PBL) and how a community of practice (COP) supported this transition. An action-research project evaluated both PBL experiences and group processes. Teachers were enthusiastic about PBL but experienced a variety of problems during the transition. Those new to teaching had particular difficulty taking on the PBL role of `facilitator'. All teachers struggled to work within the `rules' of PBL. Of specific concern was the varied input teachers provided for their tutor groups and possible inequalities for student learning. The COP enabled professional learning about teaching PBL, but the dynamics of the group were perceived as too hierarchical. The group could have functioned better if it had adopted the principles underpinning a COP so that teachers could take a more critical stance towards how they operated within the group and how they taught PBL.
113 citations
TL;DR: The introduction of POGIL pedagogy into the second half of a two-semester anatomy and physiology course significantly improved student performance on summative evaluations and student satisfaction with the method was high.
Abstract: Process-oriented guided-inquiry learning (POGIL), a pedagogical technique initially developed for college chemistry courses, has been implemented for 2 yr in a freshman-level anatomy and physiology course at a small private college. The course is populated with students with backgrounds ranging from no previous college-level science to junior and senior biology, biochemistry, and forensic science majors. Fifty percent of the lectures in the course were replaced with POGIL activities, performed in class by students working collaboratively in small groups. The introduction of POGIL pedagogy into the second half of a two-semester anatomy and physiology course significantly improved student performance on summative evaluations. Overall course scores increased from a mean score of 76% to 89% in the three semesters after POGIL was introduced. Performance on the same multiple-choice final exam rose from a mean of 68% to 88% over the same time period. Most significantly, the rate of students earning a D or F in the course was halved in the first two semesters after POGIL was introduced and was 0% in the third semester. Student satisfaction with the method was high, and most students perceived the value of this form of instruction.
112 citations
TL;DR: The authors argue that the content of the required MBA course in top-tier business schools has moved away from interdisciplinary thinking and practice toward an almost exclusive emphasis on theory and analysis, arguing that the once accepted Harvard model of capstone integration and learning-by-doing through case discussion is no longer in vogue.
Abstract: We contend that the content of the required MBA strategy course in top-tier business schools has moved away from interdisciplinary thinking and practice toward an almost exclusive emphasis on theory and analysis. The once accepted Harvard model of capstone integration and learning-by-doing through case discussion is now much less in vogue. Consequently, strategy students today tend to experience a rather abstract approach to learning about strategy presented through the limited prism of a theoretical discipline. Even classroom discussions of cases are often guided by instructors to confirm the utility of a particular theoretical framework, instead of serving as an open-ended discussion of problems and solutions. After presenting our evidence and arguments against the current trend, we present some examples of MBA programs that give more emphasis to practice, including USC's Executive MBA program, where priority is placed on integration and implementation without sacrificing, we believe, essential theories and analytical skills. Finally, we explore the implications from our analysis for additional solutions in other strategy teaching contexts.
112 citations
TL;DR: This Guide follows on from a previous review in the AMEE Guides in Medical education series, which provided an overview of PBL and attempts to emphasise the key role that students have in mastering their subject through PBL.
Abstract: This Guide discusses the considerable literature on the merits or shortcomings of Problem-based learning (PBL), and the factors that promote or inhibit it, when seen through the eyes of the student. It seems to be the case that PBL works best when students and faculty understand the various factors that influence learning and are aware of their roles; this Guide deals with each of the main issues in turn. One of the most important concepts to recognise is that students and Faculty share the responsibility for learning and there are several factors that can influence its success. They include student motivation for PBL and the various ways in which they respond to being immersed in the process. As faculty, we also need to consider the way in which the learning environment supports the students develop the habit of life-long learning, and the skills and attitudes that will help them become competent reflective practitioners. Each of these elements place responsibilities upon the student, but also upon the Faculty and learning community they are joining. Although all of the authors work in a European setting, where PBL is used extensively as a learning strategy in many medical schools, the lessons learned we suggest, apply more widely, and several of the important factors apply to any form of curriculum. This Guide follows on from a previous review in the AMEE Guides in Medical education series, which provided an overview of PBL and attempts to emphasise the key role that students have in mastering their subject through PBL. This should render the business of being a student a little less mystifying, and help faculty to see how they can help their students acquire the independence and mastery that they will need.
110 citations