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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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01 Jan 2007
TL;DR: In this paper, the authors present a rationale for using cooperation and competition in higher education classrooms and then provide an example of the application of these techniques in a capstone commercial recreation class.
Abstract: Many university level programs are obligated to prepare students for professional employment while simultaneously providing the academic rigor consistent with university level study. These programs include but are not limited to: commercial recreation, sport management, therapeutic recreation, marketing, accounting, and law. Consequently, an education in any of these areas has to not only foster student learning, but also enhance opportunities for students’ professional development. Professional studies classrooms provide exceptional opportunities to facilitate team-like cooperation in a competitive business-like environment. Instructors can utilize these unique instructional opportunities in order to maximize student learning and professional development, preparing them both to cooperate and compete by structuring learning activities that require them to cooperate in teams that compete against one another. This paper presents a rationale for using cooperation and competition in higher education classrooms and then provides an example of the application of these techniques in a capstone commercial recreation class.

107 citations


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

  • ...Problem-Based Learning (PBL) is “learning that results from the process of working toward the understanding or resolution of a problem” (Barrows & Tamblyn, 1980, p.18)....

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  • ...Problem-Based Learning (PBL) is “learning that results from the process of working toward the understanding or resolution of a problem” ( Barrows & Tamblyn, 1980, p.18 )....

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Journal Article
TL;DR: The present review draws on previous research into PBL in medical education, and elucidates the applications and outcomes of PBL as applied to pharmacy education, to recommend future directions for PBL research in pharmacy education.
Abstract: Problem-based learning has been increasingly used in pharmacy education. Problem-based learning serves to enhance such skills as problem-solving, critical thinking, clinical reasoning and self-directed learning. The present review draws on previous research into PBL in medical education, and elucidates the applications and outcomes of PBL as applied to pharmacy education. Thus, this article serves to: review the current status of PBL research in pharmacy education, identify trends and student outcomes from the pharmacy courses that have used PBL; present a brief review of PBL research in medical education; and recommend future directions for PBL research in pharmacy education.

106 citations

Journal ArticleDOI
TL;DR: A model of clinical problem solving based on actual performance of clinicians can be used to train physical therapy students and, perhaps, to refine clinical evaluation skills.
Abstract: The purpose of this descriptive study was to analyze physical therapists' clinical problem solving and compare the results with physicians' clinical problem solving. Ten skilled physical therapy clinicians were observed as they performed an initial interview with a patient. Their performance was audiotaped and later analyzed. The therapists defined their problem lists and developed treatment plans early in the interview, as they gathered data. This clinical problem-solving sequence is comparable to a method reported in the literature that is used by physicians. This model of clinical problem solving based on actual performance of clinicians can be used to train physical therapy students and, perhaps, to refine clinical evaluation skills.

105 citations

Book ChapterDOI
01 Jan 2005

105 citations


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

  • ...The key difference was the expectation that learners would be facilitated and guided rather than taught (Barrows and Tamblyn 1980; Neufeld 1983; Saarinen and Salvatori 1994)....

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Journal Article
TL;DR: Although the presented framework provides some consistency for educators interested in applying SDL methods, future studies are needed to standardise self-directed learning curricula and to determine the effectiveness of these components on educational outcomes.
Abstract: Introduction Self-directed learning has been recommended as a promising methodology for lifelong learning in medicine. However, the concept of self-directed learning continues to be elusive, with students and educators finding difficulty in defining it and agreeing on its worth. Methods In this paper we review the literature of self-directed learning in health professions education and present a framework based on Malcolm Knowles' key components of self-directed learning. Results The key components of self-directed learning are: the educator as a facilitator, identification of learning needs, development of learning objectives, identification of appropriate resources, implementation of the process, commitment to a learning contract and evaluation of learning. Several but not all of these components are often described in the published literature. Conclusion Although the presented framework provides some consistency for educators interested in applying SDL methods, future studies are needed to standardise self-directed learning curricula and to determine the effectiveness of these components on educational outcomes.

105 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.