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: In this paper, the effects of problem-based learning on students' beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics were investigated, and a significant positive correlation was found between beliefs and conceptual understand.
Abstract: This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55, traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS) and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs. A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the semester. Suggestions are presented regarding the implementation of the PBL approach.
96 citations
Cites background from "Problem-based learning : an approac..."
...Berkson (1993) found that ‘‘the graduate of PBL is not distinguishable from his or her traditional counterpart’’ (p....
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...Since its administration at McMaster University (Barrows and Tamblyn 1980) over four decades ago, PBL has gained prominence in a wide variety of disciplines including but not limited to medicine (Vernon and Hosokawa 1996), psychology and occupational therapy (Reynolds 1997), educational administration (Copland 2000), engineering (Said et al....
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TL;DR: In this paper, a critical discourse analysis of the tutorials of two problem-based learning (PBL) teams was conducted to find and being in flow in the PBL process and to maximize the potential for student learning in PBL.
Abstract: Although students’ talk in problem‐based learning (PBL) tutorials is the pivotal learning site in PBL, few studies have involved conducting a discourse analysis of this talk. This paper focuses on what we can learn about the PBL process from listening to how PBL students talked about it in naturally occurring talk in tutorials. The illuminative concept of the PBL process as finding and being in flow was derived from a critical discourse analysis of the tutorials of two PBL teams. This paper proposes that conceiving of the PBL process as finding and being in flow assists in maximising the potential for student learning in PBL.
95 citations
TL;DR: In this article, the authors look at small-group problem-based learning from the perspective of complex adaptive systems (CAS) and present new concepts and vocabulary that may be unfamiliar to practitioners of small group PBL and other educational methods.
94 citations
Cites background or methods from "Problem-based learning : an approac..."
...Questions, observations and encouragement are used by the tutor to facilitate the group (Barrows, 1988; Barrows & Tamblyn, 1980)....
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...PBL initially was promoted as an approach to developing overall problem-solving skills (Barrows & Tamblyn, 1980), however, subsequent research has shown that problem-solving skills and expertise are highly content and context dependent and do not generalize across subject domains (Norman & Schmidt,…...
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...Tutors in a learning-centered curriculum who are engaged in guided-discovery are not a primary source of content information for students (Barrows & Tamblyn, 1980)....
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...PBL is a method of learning in which students first encounter a problem followed by a systematic inquiry and reflection process (Barrows & Tamblyn, 1980)....
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TL;DR: The authors investigated the impact of computer-based argumentation scaffolds on middle school students' argumentation ability and used them for support and why during a Problem-Based Learning (PBL) unit.
Abstract: A critical step in problem-based learning (PBL) units occurs when groups present their solution to the central problem. This is challenging for middle school students because it involves the creation of an evidence-based argument (Krajcik et al., Journal of the Learning Sciences 7:313–350, 1998). Using a mixed method design, this study investigated (a) the impact of computer-based argumentation scaffolds on middle school students’ argumentation ability, and (b) what middle school students used for support and why during a PBL unit. Data sources included persuasive presentation rating scores, argument evaluation ability test, videotaped class sessions, and prompted interviews. Results included a significant impact on average-achieving students’ argument evaluation ability, and use of the scaffolds by the small groups to plan their research and keep organized.
94 citations
TL;DR: The educational basis of problem-based learning is described and an example of how it operates in undergraduate medical education is given and an approach much favoured by curriculum planners in new and more progressive medical schools is given.
Abstract: Problem-based learning is an innovative and challenging approach to medical education--innovative because it is a new way of using clinical material to help students learn, and challenging because it requires the medical teacher to use facilitating and supporting skills rather than didactic, directive ones. For the student, problem-based learning emphasises the application of knowledge and skills to the solution of problems rather than the recall of facts. It is an approach much favoured by curriculum planners in new and more progressive medical schools. This paper describes the educational basis of problem-based learning and gives an example of how it operates in undergraduate medical education.
94 citations