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 article, the authors suggest that geographers could profitably employ problem-based learning (PBL) in the preparation of students for fieldclasses and present a case study of such an application to a second-year undergraduate fieldclass.
Abstract: This paper suggests that geographers could profitably employ problem‐based learning (PBL) in the preparation of students for fieldclasses. Following a brief review of recent issues and contributions to teaching and learning on fieldclasses, the paper examines the characteristics of PBL and its application in other disciplines, especially medicine. It is argued that PBL encourages active and deep learning in students and can readily be applied to fieldwork preparation. A case study of such an application to a second‐year undergraduate fieldclass is given.
85 citations
TL;DR: In this paper, a problem-based learning project was created and implemented in an undergraduate design course to help undergraduate apparel students learn problem-solving approaches to sustainable garment design, where students designed and produced an original sustainable garment.
Abstract: As consumers' social and environmental concerns have grown in the last decade, so has interest in eco-fashion. Behind fast-changing fashion trends, the apparel industry generates substantial environmental and resource depletion problems throughout the textile lifecycle. To respond to these trends, fashion designers and merchandisers have been motivated to practice sustainability in design and production. Some sustainable options are available, such as organic fibers and environmentally safe dyes. Still, there are challenges for apparel designers and merchandisers when trying to realize sustainability. To help undergraduate apparel students learn problem-solving approaches to sustainable garment design, a problem-based learning project was created and implemented in an undergraduate design course. In the course, students designed and produced an original sustainable garment. Student feedback following the project was largely positive, with most students indicating they would continue using sustainable prac...
84 citations
TL;DR: Task-based learning ensures that learning objectives are achieved, while taking advantage of the rich opportunities and experiences to which a student or doctor can be exposed in a real or simulated clinical setting.
Abstract: Task-based learning (TBL) is an educationally sound, effective and efficient strategy for delivering relevant education. In TBL, the tasks of the healthcare professional provide the context and the focus for learning—but are not the objective of the student's learning. Students gain a basic understanding of the principles of health and disease, and of how to apply these in a range of contexts. Within the specific context of healthcare, students develop generic competences, such as communication and management skills. TBL ensures that learning objectives are achieved, while taking advantage of the rich opportunities and experiences to which a student or doctor can be exposed in a real or simulated clinical setting.
84 citations
01 Jan 2006
TL;DR: Antepohl et al. as mentioned in this paper found that requiring undergraduate students to participate in group-based research projects throughout a semester is an excellent way to teach research methodology and students respond well to the challenges posed by such a class format.
Abstract: Summary We believe that requiring undergraduate students to participate in group-based research projects throughout a semester is an excellent way to teach research methodology. This approach incorporates recent pedagogical and technological innovations and students respond well to the challenges posed by such a class format. We have also found this teaching format to be more interesting and stimulating to teach than the traditional lecture-text format. The class may not suit all instructors, especially those who favor a guaranteed coverage of a wide content or those who have restricted resources for student research. Finally, further research is required to compare the research products of students who have completed a group-project course with those who have completed a more traditional lecture-text course. References American Psychological Association. (2001). Publication Manual of the American Psychological Association (5 th ed.). Washington, DC:APA. Antepohl, W., Domeij, E., Forsberg, P., & Ludvigsson, J. (2003). A follow-up of medical graduates of a problem-based learning curriculum.
84 citations
Cites background from "Problem-based learning : an approac..."
...…teaching phenomenon that is changing the way many highereducation teaching faculty and administrators are approaching the teaching of undergraduate and graduate courses (Barrows & Tamblyn, 1980; Boud & Feletti, 1997; Duch, Groh, & Allen, 2001; Evensen & Hmelo, 2000; Savin-Baden & Major, 2004)....
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...Problem-based learning (PBL) is a global teaching phenomenon that is changing the way many highereducation teaching faculty and administrators are approaching the teaching of undergraduate and graduate courses ( Barrows & Tamblyn, 1980; Boud & Feletti, 1997; Duch, Groh, & Allen, 2001; Evensen & Hmelo, 2000; Savin-Baden & Major, 2004)....
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TL;DR: Residents exposed to PBL engaged in significantly higher levels of self-directed learning than their counterparts, and there were no significant differences between the groups.
Abstract: Objective To examine the effect of a problem-based learning (PBL) curriculum on self-directed learning behaviors among a group of pediatric residents. Methods A controlled comparison study was conducted with 80 pediatric residents at a large urban academic medical center. Residents were observed over 3 distinct but consecutive periods. First, all residents participated in a 3-month-long daily lecture series (pre-exposure phase). Then, for another 3 months, 39 residents (PBL group) were exposed to twice-weekly PBL sessions while 41 residents continued with the daily lectures (lecture-based group) and served as controls. Problem-based learning was withdrawn after 3 months and all residents returned to the lecture series (follow-up phase). Residents' self-directed learning behaviors were assessed through self-administered questionnaires during the pre-exposure, exposure, and follow-up phases. Results There were no significant preexposure differences in self-directed learning behaviors between the groups. During the exposure phase, the PBL group had significantly higher self-directed learning: 5 or more hours of independent study (2% vs 7%) ( P = .001); 5 or more hours of medical discussions (28% vs 4%) ( P = .008); 2 or more computer literature searches (51% vs 30%) ( P = .005); and total hours of self-study per week (6 vs 4 hours) ( P Conclusion Residents exposed to PBL engaged in significantly higher levels of self-directed learning than their counterparts.
83 citations