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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 authors examined how the three target outcomes of problem-based learning were measured in 33 empirical studies and found that few studies included theoretical frameworks for the assessed variables and constructs, rationales for how chosen assessments matched the constructs measured, or other information required for readers to assess the validity of authors' interpretations.
Abstract: Problem-based learning (PBL) spread from the medical school to other university and K-12 contexts due, in part, to the stated promise that PBL produces the target outcomes of deep content learning, increased problem-solving ability, and increased self-directed learning (Hmelo-Silver, 2004). However, research results have been unclear. This paper examines how the three target outcomes of PBL were measured in 33 empirical studies. Results indicate that few studies included 1) theoretical frameworks for the assessed variables and constructs, 2) rationales for how chosen assessments matched the constructs measured, or 3) other information required for readers to assess the validity of authors’ interpretations. Implications for future research are discussed. In problem-based learning (PBL), students generate and pursue learning issues to understand an ill-structured problem and develop a feasible solution (Hmelo-Silver, 2004). Initially developed to improve medical students’ problem-solving and self-directed learning abilities (Barrows & Tamblyn, 1980), PBL has since spread to many levels of education (K-12, undergraduate, and graduate) and a variety of disciplines, ranging from language arts to biology (Barrows & Tamblyn; Chin & Chia, 2005; Gallagher, Stepien & Rosenthal, 1992; Reiter, Rasmann-Nuhlicek, Biernat, & Lawrence, 1994; Torp & Sage, 1998). This increase in PBL use has been due largely to PBL’s stated promise to promote deep content learning (Hmelo-Silver) as well as students’ problem-solving and self-directed learning abilities. While many authors have described the diffi culty in achieving these outcomes (Colliver, 2000; Dochy, Segers, Van den Bossche, & Gijbels, 2003; Vernon & Blake, 1993), few have discussed the diffi culty in operationalizing and measuring these outcomes. Even when researchers tackle this task, their eff orts are not always as transparent as they could be, thus making it diffi cult if not impossible, for others to benefi t from their work. The purpose of this paper is to examine how these intended outcomes have been measured and to determine how we might improve and benefi t from work in this area.

108 citations

Journal ArticleDOI
TL;DR: By combining elements of PBL and TBL, this paper could create varied instructional approaches that are in keeping with current instructional design principles, thereby combining the best of both worlds to optimize student learning.
Abstract: Background: To meet changes in society and health care, medical curricula require continuous improvement. A relatively new development in medical education is team-based learning (TBL). In the previous century, problem-based learning (PBL) emerged as an exciting new method.Aims: What are the similarities and differences between PBL and TBL? How do both approaches fit with current design principles? How might PBL and TBL benefit from each other’s unique strengths?Methods: Analysis of the literature.Results: The overall similarities between PBL and TBL relate to the use of professionally relevant problems and small group learning, both fitting well with current instructional design principles. The main difference is that one teacher in TBL can run twenty or even more study teams, whereas in PBL each small group is run by one teacher.Conclusion: In this paper we advocate for a joining of forces. By combining elements of PBL and TBL, we could create varied instructional approaches that are in keeping ...

108 citations


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

  • ...It is characterized by: (1) learning through problems, (2) small group sessions, (3) group learning facilitated by a teacher, and (4) learning through self-study (Barrows & Tamblyn 1980; Barrows 1996; Hmelo-Silver 2004)....

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Journal ArticleDOI
TL;DR: In this article, the authors explored the perceptions held by a group of students about their self-directed learning during a university semester, and found significant changes in their perception of the importance of selfdirected learning.
Abstract: In a climate of rapid change and proliferating knowledge, there is an onus on teachers in higher education to assume more responsibility for helping students to develop as self-directed learners in their courses. In particular, problem-based learning is a potential educational framework within which to provide this assistance. From its theoretical basis, the paper reports on a study which explored the perceptions held by a group of students about their self-directed learning during a university semester. The professional course within which the students were enrolled implemented problem-based learning, and overtly encouraged the development of self-directed learning ability as one of the published objectives of the course. Results showed significant changes in their perception of the importance of self-directed learning; and highly significant changes in their perceptions of their ability as self-directed learners. It is suggested that the results are most likely due to the influence of the educa...

108 citations

Journal ArticleDOI
TL;DR: In this paper, the authors focus on two self-regulated learning strategies, namely time planning and self-monitoring, and investigate how these strategies are related to actual individual study time, un-prepared participation in the tutorial group and cognitive achievement.
Abstract: In problem-based learning (PBL) students are encouraged to take responsibility for their own self-regulated learning process. The present study focuses on two self-regulated learning strategies, namely time planning and self-monitoring. Time planning involves time management, scheduling and planning one’s study time. Self-monitoring involves setting goals, focusing attention and monitoring study activities. The aim of this study was first, to assess students’ time planning and self-monitoring skills and second, to investigate how time planning and self-monitoring skills are related to actual individual study time, (un)prepared participation in the tutorial group and cognitive achievement. 165 first-year psychology students, enrolled in a problem-based curriculum, filled in a questionnaire (response 77%) and their scores on two tests of cognitive achievement were used. Results showed that students who are better time-planners and who have better self-monitoring skills were more efficient in allocating thei...

107 citations

Journal ArticleDOI
TL;DR: In this article, the authors report on a three-year follow-up evaluation of an experimental problem-based learning (PBL) integrated curriculum directed to second-year engineering students, which brought together the contents of physics, mathematics and computer science courses into a single course.
Abstract: The aim of this paper is to report on a three‐year follow‐up evaluation of an experimental problem‐based learning (PBL) integrated curriculum directed to second‐year engineering students. The PBL curriculum brought together the contents of physics, mathematics and computer science courses into a single course. Instead of the students having to enroll in each course separately, they had the opportunity to enroll in a single course in which they learned the contents of those subjects by solving real‐life engineering problems. In order to evaluate the effects of the program on the students’ academic achievement, three data sources were taken: pre‐test–post‐test scores on two physics tests: students’ grade point average (GPA); and students’ grades in advanced engineering courses. With respect to the first source of data, results showed that while PBL students’ improvements in scores were significantly higher than control students’ improvements on the Mechanics Baseline Test, improvements were similar in both ...

107 citations

Trending Questions (1)
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.