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: Videoconferencing has the potential to bring the benefits of small‐group, practice‐based learning to many physicians; however, strict attention to videoconFerencing techniques is required.
Abstract: Introduction:Small-group, practice-based learning is an effective and well-accepted method of continuing medical education (CME). However, one limitation is that many physicians work in communities with fewer than the minimum number recommended for an effective learning group. Videoconferenc
97 citations
TL;DR: The clinical reasoning of pain by the participants in this study appeared to reflect the integration of diverse models and theories of pain into current clinical practice, which was found to be grounded in a number of established models of pain.
97 citations
Cites methods from "Problem-based learning : an approac..."
...Before viewing the three videotaped patient-therapists interviews, each study participant was given written instructions similar to those used by Barrows and Tamblyn (1980) whereby they were asked to verbalize their thoughts regarding the nature of the patients’ pain presentation....
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01 Jan 2009
TL;DR: This paper summarized three decades of Problem Based Learning (PBL) research and highlighted the conclusions of the articles and their unique contributions to our understanding of PBL and the breadth of its impact.
Abstract: The articles in this issue eff ectively summarize three decades of Problem Based Learning (PBL) research. The meta-analysis (Walker & Leary) and meta-synthesis (Strobel & van Barneveld) articles review outcomes of studies conducted from 1976 to 2007 that compared a PBL curriculum to a traditional curriculum. The third article off ers a critique of assessments used in these studies. This commentary highlights the conclusions of the articles and their unique contributions to our understanding of PBL and the breadth of its impact. Issues to be addressed in future research are discussed. Overview Walker and Leary’s meta-analysis is the most recent attempt to quantify the eff ect of PBL across a range disciplines, including an increasing number of studies outside of medical education. It also tries to account for specifi c features of PBL and the types of problems that were used. Strobel and van Barneveld provide a qualitative summary of previously conducted meta-analyses, resulting in an extensive list of outcomes that largely favor PBL over other teaching methods. All three articles emphasize the importance of assessing depth of learning, not just basic content knowledge on standardized tests. Belland, French, and Ertmer, in particular, highlight the diffi culty of measuring diff erent kinds of PBL outcomes and raise concerns about the quality of measures that have been used.
96 citations
TL;DR: Problem-based learning (PBL) is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition, and some key attributes associated with Asian culture are in fact consistent with, and aligned to, some of the basic tenets of PBL.
Abstract: Problem-based learning (PBL) is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition. PBL was implemented almost four decades ago as an innovative and alternative pathway to learning in medical education in McMaster University Medical School. Since then, PBL has spread widely across the world and has now been adopted globally, including in much of Asia. The globalization of PBL has important cross-cultural implications. Delivery of instruction in PBL involves active peer teaching-learning in an open communication style. Consequently, this may pose an apparent serious conflict with the Asian communication style generally dominated by a cultural reticence. However, evidence available, especially from the PBL experience of some senior Korean medical students doing an elective in the University of Toronto Medical School and the cross-cultural PBL experience initiated by Kaohsiung Medical University, strongly suggests creating a conducive and supportive learning environment for students learning in a PBL setting can overcome the perceived cultural barriers; that is, nurture matters more than culture in the learning environment. Karaoke is very much an Asian initiative. The Karaoke culture and philosophy provide a useful lesson on how to create a conducive and supportive environment to encourage, enhance and motivate group activity. Some key attributes associated with Asian culture are in fact consistent with, and aligned to, some of the basic tenets of PBL, including the congruence between the Asian emphasis on group before individual interest, and the collaborative small group learning design used in PBL. Although there are great expectations of the educational outcomes students can acquire from PBL, the available evidence supports the contention the actual educational outcomes acquired from PBL do not really match the expected educational outcomes commonly intended and specified for a PBL program. Proficiency in the English language can pose serious problems for some Asian medical schools, which choose to use English as the language for discussion in PBL tutorials. A novel approach that can be applied to overcome this problem is to allow students to engage in discussions using both their native language as well as English, a highly successful practice implemented by the University of Airlangga, Surabaya, Indonesia. As PBL is a highly resource-intensive pedagogy, Asian medical educators need to have a clear understanding of the PBL process, philosophy and practice in order to be able to optimize the educational outcomes that can be derived from a PBL curriculum.
96 citations
TL;DR: In this paper, three lecturing styles are described and their differences are highlighted in the context of current conceptions of teaching and pedagogical principles, and three lecture styles are subsequently characterized as content-driven, context-driven and pedagogogy-driven.
Abstract: Many factors contribute to the way a lecture is conceptualized and delivered. These include one's philosophy and beliefs about teaching, knowledge of pedagogical principles, availability of resources, and the realities surrounding the instructional situation. In this paper three types of lecturing styles are described and their differences are highlighted in the context of current conceptions of teaching and pedagogical principles. The three lectures are subsequently characterized as content-driven, context-driven, and pedagogy-driven. Evaluation data suggest that the more pedagogically oriented the lecture, the higher it is rated by students.
96 citations
Cites background from "Problem-based learning : an approac..."
...The lecture has been criticized for not promoting higher order skills such as conceptual understanding, independent learning, and problemsolving abilities (Kimmel 1992; Puett and Braunstein 1991) which are better seen as fostered by more innovative instructional methods like problem-based learning ( Barrow and Tamblyn 1980; Kaufman 1985)....
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