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, a study focused on discerning subgroups of learners with respect to variability in learning strategies and the role of students' learning environment perceptions in it, and the variability in deep and surface learning has been discussed as part of the trait vs. state debate.
90 citations
Cites background from "Problem-based learning : an approac..."
...The general idea in PBL, as initially developed by Barrows and Tamblyn (1980), typically involves students working on problems in small groups of five to 12, with the assistance of a tutor....
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TL;DR: Problem‐based learning in continuing medical education in the area of headache management was associated with greater knowledge acquisition and with greater improvement in clinical reasoning skills than in a lecture‐based approach.
Abstract: The purpose of the study was to compare the impact of continuing medical education for primary care physicians in Halifax, Nova Scotia, Canada, delivered through a problem-based learning (PBL) format with that of a lecture-based format, in the clinical area of headache diagnosis and management. From January to June 1995, 38 physicians participated in three problem-based learning sessions, and 49 in a lecture-based session in the clinical area of headache. Pre- and posttest assessments of knowledge were made of each group before and immediately after the educational sessions. A second evaluation using Key Features Problems (KFP) to measure clinical reasoning was administered to both groups 3 months later. Analysis of covariance between groups on the post-test, using the pre-test result as covariate, showed significantly greater knowledge in the PBL group. Mean post-test KFP scores also were significantly higher for the PBL group. The PBL group's satisfaction with several programme dimensions was significantly higher than that of the lecture group. These results must be viewed in the context of differing amounts of exposure for the two groups. Problem-based learning in continuing medical education in the area of headache management was associated with greater knowledge acquisition and with greater improvement in clinical reasoning skills than in a lecture-based approach. Problem-based learning also was preferred by family physicians. However, the cost-benefit of this approach was questioned, since the PBL group had more exposure. Several factors limit the generalizability of this study, e.g. the impossibility of randomly composing the two experimental groups. Further research is required to determine if the results are generalizable and whether a PBL approach results in change in practice behaviour.
90 citations
Cites background from "Problem-based learning : an approac..."
...Such methodologies are highly individualistic, doing little to promote collaborative learning among peers (Barrows & Tamblyn 1980)....
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...The learner in the PBL approach is an active participant in determining learning outcomes, how sessions are conducted and what is taught (Barrows & Tamblyn 1980)....
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TL;DR: Problem-based learning (PBL), which diffused into under-graduate science instruction from the medical school setting over 10 years ago, is one of those approaches that has steadily grown in popularity over the past decade.
Abstract: In answering the call of the American Association for the Ad-vancement of Science (1990) that “science should be taughtas science is practiced at is best,” science faculty across thecountry have systematically begun to infuse their skills, per-spectives, and experiences as scientists into the instructionalapproaches they select for their undergraduate classrooms.Problem-based learning (PBL), which diffused into under-graduate science instruction from the medical school settingover 10 years ago, is one of those approaches. Use of PBL inthe undergraduate setting has steadily grown in popularityover the past decade (Samford University, PBL Initiative), atleastinpartbecauseitsinquiry-drivennatureandunderlyingphilosophies resonate with these comments from the recentBoyer Commission Report (1998) on undergraduate educa-tion at research universities:
89 citations
Cites background from "Problem-based learning : an approac..."
...…can be traced to the medical schools at Case Western Reserve University (in the 1950s) and McMaster University in Canada (in the 1960s) was devised as a way to educate physicians to use their content knowledge in the context of real patients (Barrows and Tamblyn, 1980; Boud and Feletti, 1998)....
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...Group evaluations are often based on students’ comments and ratings of each other’s contributions to assignments and products or are based on highly streamlined versions of the written and verbal feedback strategies used in smaller-class PBL (Barrows and Tamblyn, 1980)....
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TL;DR: A study of diagnostic reasoning in which subjects learned to distinguish two fictitious diseases, showing how interventions that modify the environment may provide an alternative approach where it is difficult to modify people's processes.
89 citations
TL;DR: Evidence shows that students in PBL-based courses exhibit superior professional skills and effective learning compared with those instructed using traditional approaches.
88 citations