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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01 Jan 1995
TL;DR: Problem-based learning constitutes a radical reform in university education and is seen as an attractive alternative for programs having a more academic oriented nature (e.g. economics).
Abstract: Problem-based learning constitutes a radical reform in university education. Over the past ten years, problem-based learning has been put in practice especially in disciplines having a traditional orientation towards professions, such as medicine and law. During this period, problem-based learning has gained the reputation of a far-reaching innovative approach to higher education (Schmidt & De Volder, 1984; Boud & Feletti, 1991; Bouhuijs, Schmidt & Van Berkel, 1993). More recently, problem-based learning is also seen as an attractive alternative for programs having a more academic oriented nature (e.g. economics). An obvious question is why problem-based learning became so popular in higher education. What are the acclaimed benefits?
68 citations
Journal Article•
TL;DR: The overall purpose of the paper is re-establishing the notion of contextual learning in the light of emerging digital media and making explicit the various dimensions involved.
Abstract: Contextual learning starts from the premise that learning cannot take place in a vacuum, but should somehow be connected with real world attributes to make sense to learners. Today, digital media tend to bring about new dimensions of context: internet connections and mobile devices enable learners to overcome restrictions of time and location, and neglect the physical boundaries and limitations of the learning environment. This calls for reconsidering contextual learning. This paper takes a theoretical stand by conceptualising the notion of learning context in the light of its virtualised extensions. It explains the historical and pedagogical backgrounds of contextual learning and reviews existing models that deal with context parameters. The paper identifies and discusses the constituting components of context for learning and it demonstrates how attributes of virtual representations affect the nature of context. The overall purpose of the paper is re-establishing the notion of contextual learning in the light of emerging digital media and making explicit the various dimensions involved.
68 citations
TL;DR: The way the Problem Based Learning environment was integrated into the design and development process of mobile apps for learning scientific terms showed that the app had a positive effect on the students’ critical thinking.
68 citations
TL;DR: In this article, the relationship between learning issues and content covered during self-study is investigated and two procedures have been developed that reflect the extent to which students are able to identify important learning issues given a particular problem, and whether subsequent, independent, learning corresponds with these learning issues.
Abstract: A major assumption of problem-based learning (PBL) is that learning issues, generated by students while discussing a problem, are used as guides for self-directed learning activities. This assumption, though basic to PBL, has never been tested. At the University of Limburg, the Netherlands, two procedures have been developed that reflect the extent to which students are able to identify important learning issues given a particular problem, and whether subsequent, independent, learning corresponds with these learning issues. The focus of the present article will be on the relationship between the two. We have explored to what extent student-generated learning issues are a major factor influencing the nature of students' self-study, or whether other factors may be involved in decisions on what to study and how much time to spend on topics selected. First, the production of learning issues was studied and represented as the percentage of overlap between learning issues raised by students and pre-set faculty objectives for each problem. The second procedure consisted of the administration of a ‘Topic Checklist’ (TOC) which purports to measure students' actual self-directed learning activities. The TOC consists of a list of topics specifying the intended course content. Students were asked to indicate on a five-point Likert scale how much time they had spent studying each topic and to what degree they had mastered that topic. Third, learning issues and TOC topics were compared directly in a qualitative sense. Comparisons between the procedures revealed that a low proportion of variance of TOC scores could be predicted from the percentage of faculty objectives identified for each problem and the direct match between learning issues and TOC scores. It is concluded that scrutinizing student-generated learning issues and topics covered during self-study may provide information about what content is covered by students in tutorial groups. The discrepancy between the results of the measurements suggests, however, that learning issues produced during group discussion are not the sole source on which students base self-study decisions. Several other factors may be involved, such as tutor guidance, content already covered in previous units, issues raised during sessions with resource persons, and the nature of the learning resources available. Therefore, the relationship between learning issues and content covered during self-study is not as straightforward as is suggested.
68 citations
TL;DR: In this article, the authors explore the rational arguments that support the movement towards small group learning, the many benefits from small-group activities and the many types of small group methods and provide practical guidance on why to adopt small group work and how to do it effectively.
Abstract: There is a recent trend towards small-group work in undergraduate medical courses. Current understanding of educational strategies supports the use of small groups as an effective method of learning. Small-group work recognizes a movement towards learner-centred, problem-based and self-directed learning. The exploration of knowledge, learning through curiosity, the critical evaluation of evidence and a capacity for self-education are all fostered in small-group interactions. This article explores the rational arguments that support the movement towards small-group learning, the many benefits from small-group activities and the many types of small-group methods. Small groups interact in a variety of ways and the teacher has an important role. Barriers, more often perceived than real, may impede the adoption of small-group teaching. Practical guidance is offered on why to adopt small-group work and how to do it effectively. The teacher is provided with a framework for running small-group sessions and is giv...
68 citations