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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 paper, the authors investigated differences between high and low-creativity learners in terms of cognition, personal motivation, and personality traits, by engaging students in experimental activities for two semesters.

70 citations

Journal ArticleDOI
TL;DR: Practical advice for course designers, module and programme leaders on how they can utilise peer instruction or flipped learning to maximise student engagement and learning is provided.
Abstract: This article provides an overview of peer instruction and flipped learning, two active learning approaches, in the context of learning and teaching in higher education and illustrates their relevance during the COVID-19 pandemic. Peer instruction and flipped learning should be considered when designing for flexible learning. These approaches can stimulate learning and create seamless active engagement in fully online and blended settings even when switching between these modes becomes necessary due to developments in this pandemic. This transitioning between fully online and blended, as and when required, is something that is of high importance during these challenging times, especially for campus-based universities as they are keen to secure the smooth running of their programmes under difficult circumstances. This article provides practical advice for course designers, module and programme leaders on how they can utilise peer instruction or flipped learning to maximise student engagement and learning.

69 citations

Journal ArticleDOI
TL;DR: In this article, a review of the impact of Problem-Based Learning (PBL) on the critical thinking skills in business education courses in Malaysia is presented, in which the main teaching and learning methodology is PBL, which is known to have maximum positive impacts in producing professional competencies among graduates in many educational disciplines.
Abstract: This review forms the background to explore and to gain empirical support among lecturers to improve the students’ critical thinking skills in business education courses in Malaysia, in which the main teaching and learning methodology is Problem-Based Learning (PBL). The PBL educational approach is known to have maximum positive impacts in producing professional competencies among graduates in many educational disciplines. However, there is limited discussion about PBL pedagogical approaches implemented in business education. This approach has not been established as a major pedagogical method in schools of business around the world. However, there are a few schools of business that use the implementation of PBL in their curriculum structures. Studies that focused on that issue are implemented in various aspects, courses and using various methodologies. There are various materials which relate to PBL and critical thinking skills. However, in Malaysia, the material is limited because of the lack of research relating to this methodology and lack of research documentations. In Malaysia, the PBL method is only being practised at higher institutions of learning, and it is only limited to certain fields. The analysis of this part tends to discuss PBL in tertiary education, examining the mechanism of the popular educational approach of PBL. The analysis of PBL is intended to see if it may offer any solutions to problems encountered in various education, and to focus on its potential for implementation and impact on critical thinking skills in teaching business education.

69 citations

Journal ArticleDOI
TL;DR: Fourth-year pharmacy students’ experiences of problem-based learning are investigated to shed light on the ways in which different groups of students conceive of, and approach, PBL andQualitative variations in student approaches to solving problem scenarios in both learning situations are identified.
Abstract: This study investigates fourth-year pharmacy students’ experiences of problem-based learning (PBL). It adopts a phenomenographic approach to the evaluation of problem-based learning, to shed light on the ways in which different groups of students conceive of, and approach, PBL. The study focuses on the way students approach solving problem scenarios in class, and using professional pharmacy databases on-line. Qualitative variations in student approaches to solving problem scenarios in both learning situations are identified. These turn out to be associated with qualitatively different conceptions of PBL and also with levels of achievement. Conceptions and approaches that emphasis learning for understanding correlate with attaining higher course marks. The outcomes of the study reinforce arguments that we need to know more about how students interpret the requirements of study in a PBL context if we are to unravel the complex web of influences upon study activities, academic achievement and longer-term professional competence. Such knowledge is crucial to any theoretical model of PBL and has direct practical implications for the design of learning tasks and the induction of students into a PBL environment.

69 citations

Journal ArticleDOI
TL;DR: This commentary highlights the conclusions of the articles and their unique contributions to the authors' 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.

68 citations

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.