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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: The experimental findings support the efficacy of game playing and show that permanent repetition will lead to a more in-depth learning.
Abstract: Goal: The use of an online game for learning in higher education aims to make complex theoretical knowledge more approachable. Permanent repetition will lead to a more in-depth learning. Objective: To gain insight into whether and to what extent, online games have the potential to contribute to student learning in higher education. Experimental setting: The online game was used for the first time during a lecture on Structural Concrete at Master's level, involving 121 seventh semester students. Methods: Pre-test/post-test experimental control group design with questionnaires and an independent online evaluation. Results: The minimum learning result of playing the game was equal to that achieved with traditional methods. A factor called ''joy'' was introduced, according to [Nielsen, J. (2002): User empowerment and the fun factor. In Jakob Nielsen's Alertbox, July 7, 2002. Available from http://www.useit.com/alertbox/20020707.html.], which was amazingly high. Conclusion: The experimental findings support the efficacy of game playing. Students enjoyed this kind of e-learning.

622 citations


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

  • ...scenarios are placed within a play framework ( Barrows & Tamblyn, 1980 )....

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  • ...…45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 M. Ebner, A. Holzinger / Computers & Education xxx (2005) xxx–xxx 3 UN CO RR EC TE D PR OO F Based Learning (GBL) is similar to Problem Based Learning (PBL), wherein speciWc problem scenarios are placed within a play framework (Barrows & Tamblyn, 1980)....

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Journal Article
TL;DR: In this paper, the authors enumerated the deficiencies in engineering education and proposed to improve the coverage of fundamentals, teach more about real-world engineering design and operations, including quality management, cover more material in frontier areas of engineering, offer more and better instruction in both oral and written communication skills and teamwork skills, provide training in critical and creative thinking skills and problem-solving methods, produce graduates who are conversant with engineering ethics and the connections between technology and society, and reduce the number of hours in the engineering curriculum so that the average student can complete it in four years
Abstract: Deficiencies in engineering education have been exhaustively enumerated in recent years. Engineering schools and professors have been told by countless panels and blue-ribbon commissions and, in the United States, by the Accreditation Board for Engineering and Technology that we must strengthen our coverage of fundamentals; teach more about “real-world” engineering design and operations, including quality management; cover more material in frontier areas of engineering; offer more and better instruction in both oral and written communication skills and teamwork skills; provide training in critical and creative thinking skills and problem-solving methods; produce graduates who are conversant with engineering ethics and the connections between technology and society; and reduce the number of hours in the engineering curriculum so that the average student can complete it in four years.

614 citations


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

  • ...(8-34) in the textbook is presented with only a sketchy explanation of where it comes from....

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Journal ArticleDOI
TL;DR: This paper investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL) and concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth selfdirected learners.
Abstract: This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.

586 citations


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

  • ...This led to disappointment among students as well as difficulties with integrating subject matter of different medical disciplines (Barrows and Tamblyn 1980; Schmidt 1983)....

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  • ...…to (a) construct an extensive and flexible knowledge base, (b) become effective collaborators, (c) develop effective problem-solving skills, (d) become intrinsically motivated to learn, and (e) develop SDL skills (Barrows 1984, 1985, 1986; Barrows and Tamblyn 1980; Norman and Schmidt 1992)....

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Book
01 Jan 2007
TL;DR: Filled with charts, rubrics and organisers, this methodical, user-friendly guide will help teachers examine and develop their knowledge and skills, so they can achieve that dynamic fusion of art and science that results in exceptional teaching and outstanding student achievement.
Abstract: In The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction, author Robert J. Marzano presents a model for ensuring quality teaching that balances the necessity of research-based data with the equally vital need to understand the strengths and weaknesses of individual students. He articulates his framework in the form of 10 questions that represent a logical planning sequence for successful instructional design. Filled with charts, rubrics and organisers, this methodical, user-friendly guide will help teachers examine and develop their knowledge and skills, so they can achieve that dynamic fusion of art and science that results in exceptional teaching and outstanding student achievement.

583 citations

Journal ArticleDOI
TL;DR: In this article, the authors portrayed the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems, and two hypotheses are proposed to explain how learning is driven in PBL; an activation-elaboration hypothesis and a situational interest hypothesis.
Abstract: Medical Education 2011: 45: 792–806 Objectives In this review, we portray the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems. Two hypotheses are proposed to explain how learning is driven in PBL; an activation–elaboration hypothesis and a situational interest hypothesis. Methods Research relevant to these hypotheses is discussed. In addition, research studying the effects of various support strategies used in PBL is reviewed. Finally, we summarise a number of recent studies in which a new ‘micro-analytical’ methodology was used to trace the process of PBL in the natural classroom setting. Conclusions We conclude that there is considerable support for the idea that PBL works because it encourages the activation of prior knowledge in the small-group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to ‘hard’ scaffolding represented by, for instance, worksheets or questions added to problems. Small-group work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL.

579 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.