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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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Journal ArticleDOI
TL;DR: In this article, the authors present examples of curriculum change within both employability and sus- tainability in engineering education and present a conceptual framework to provide analytical anchors, hopefully creating more awareness of the complexity of systemic change.
Abstract: During the last 25 years, there have been many calls for new engineering competencies and a corresponding gradual change in both curriculum and pedagogy in engineering education. This has been a global trend, in the US, Europe, Australia and now emerging in the rest of the world. Basically, there have been two main types of societal challenges that many engineering institutions have responded to: the employability skills of graduates and the need for a sustainability approach to engineering. These are two very different challenges and societal needs; however, the ways engineering institutions have responded form a consistent pattern across many of the content aspects. No matter the specific character of change, three very different curriculum strategies seem to have evolved: an add-on strategy, an integration strategy or a re-building strategy; the latter involves substantial curriculum re-design. The add-on strategy and integration strategy are the ones most commonly used, whereas the re-building strategy is at an emerging stage in most engineering education communities. Most engineering schools find it very chal- lenging to re-build an entire curriculum, so smaller changes are generally preferred. The purpose of this article is to conceptualise these institutional response strategies in a wider literature and present examples of curriculum change within both employability and sus- tainability. We will maintain that all these strategies are based on management decisions as well as academic faculty decisions; however the implications for using the various strategies are very different in terms of system change, role of disciplines, leader inter- ventions and faculty development strategies. Furthermore, institutions might use all types of response strategies in different programs and in different semesters. The conceptual framework presented here can provide analytical anchors, hopefully creating more awareness of the complexity of systemic change.

82 citations


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

  • ...No matter if the focus is on problem-based learning, (Barrows and Tamblyn 1980; Felletti and Boud 1997; Savin-Baden 2003), project-based learning (Edström and Kolmos 2014), or merging PBL models (Kolmos and Graaff 2014), the degree of implementation of PBL will depend on the degree of systemic…...

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Journal Article
TL;DR: In this paper, the authors discuss innovative strategies and emerging trends, which have been successfully adopted by educators around the world for the reorientation of medical education to overcome existing traditions of educational planning, review and development and highlight their implications and importance to initiate need-based reforms of medical training in South-East Asia.
Abstract: Most medical schools, especially in South-East Asia, currently are experiencing difficulties in providing the right quality and quantity of educational experiences as the curricula have failed to respond to the needs of the community and country. The pedagogic shift from traditional approach to a need-based approach requires a fundamental change of the roles and commitments of educators, planners and policymakers. Teachers of health professional education in the region are to be well-informed of the trends and innovations and utilize these to increase relevance and quality of education to produce competent human resources for the region. The purpose of this paper is twofold: (i) to discuss innovative strategies and emerging trends, which have been successfully adopted by educators around the world for the reorientation of medical education to overcome existing traditions of educational planning, review and development and (ii) to highlight their implications and importance to initiate need-based reforms of medical training in South-East Asia.

82 citations

Book ChapterDOI
01 Jan 2008
TL;DR: POGIL (Process-Oriented Guided Inquiry Learning) as discussed by the authors is a process-oriented, research-based pedagogic strategy that has been used effectively in chemistry classrooms at all levels in colleges and high schools throughout the country.
Abstract: POGIL (Process-Oriented Guided Inquiry Learning) is a student-centered, research-based pedagogic strategy that has been used effectively in chemistry classrooms at all levels in colleges and high schools throughout the country. This approach is built on the foundational work of many others in the areas of cognitive development, cooperative learning, and instructional design. In addition, the reform efforts in science curriculum and pedagogy of the late twentieth century, particularly those in chemistry, were instrumental in laying the groundwork for POGIL and the POGIL Project, a national faculty development effort.

81 citations

Journal ArticleDOI
TL;DR: In this article, the authors focus on the academic practice of online teaching and learning in higher education in the current time of crisis, and derive a number of general insights on online learning and learning, emphasizing, for instance, scaffolding of regulation processes or communication platforms.

81 citations

Journal ArticleDOI
10 Jul 2010
TL;DR: A case study of classroom usage of the DP role play is presented that examines teacher scaffolding of PBL under two conditions: using a traditional whiteboard (TW) and using an interactive whiteboards (IW), which changed the way that the teacher scaffolded the learning.
Abstract: Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in face-to-face text-based format. With the advancement of computer technology and progress in CSCL, educational researchers are now exploring how to design digitally-implemented scaffolding tools to facilitate medical PBL. The “deteriorating patient” (DP) role play was created as a medical simulation that extends traditional PBL and can be implemented digitally. We present a case study of classroom usage of the DP role play that examines teacher scaffolding of PBL under two conditions: using a traditional whiteboard (TW) and using an interactive whiteboard (IW). The introduction of the IW technology changed the way that the teacher scaffolded the learning. The IW showed the teacher all the information shared within the various subgroups of a class, broadening the basis for informed classroom scaffolding. The visual records of IW usage demonstrated what students understood and reduced the need to structure the task. This allowed more time for engaging students in challenging situations by increasing the complexity of the problem. Although appropriate scaffolding is still based on the teacher’s domain knowledge and pedagogy experience, technology can help by expanding the scaffolding choices that an instructor can make in a medical training context.

80 citations


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

  • ...processes on a whiteboard in a structured format, such as a problem list of patient issues, thereby reducing the complexity of the problem space (Barrow and Tamblyn 1980)....

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  • ...PBL is an instructional approach used in medicine where “real-life” cases are presented and students are required to define the problem, create hypotheses, gather and analyze data, and evaluate or justify solutions collaboratively (Barrow 1986; Barrow and Tamblyn 1980; Hmelo-Silver and Barrows 2006)....

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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.