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: Aprendizagem baseada em problemas (ABP) as discussed by the authors is a metodo of aprendizageme in which a professor transmits a conteudo com breve momento de discussao e atividades as quais o aluno, apos memorizar as informacoes, tem de responder.
Abstract: A pratica de ensino, ainda hoje, nao diferente do que ocorreu durante muito tempo, consiste, essencialmente, no modelo de aula em que o professor transmite um conteudo com breve momento de discussao e atividades as quais o aluno, apos memorizar as informacoes, tem de responder. Algumas estrategias metodologicas de ensino diferenciadas vem sendo desenvolvidas por professores, que acreditam ser possivel promover mudancas em suas praticas pedagogicas, tendo em vista uma aprendizagem significativa. A Aprendizagem Baseada em Problemas (ABP) surge como uma dessas estrategias de metodo inovadoras em que os estudantes trabalham com o objetivo de solucionar um problema real ou simulado a partir de um contexto. Trata-se, portanto, de um metodo de aprendizagem centrado no aluno, que deixa o papel de receptor passivo do conhecimento e assume o lugar de protagonista de seu proprio aprendizado por meio da pesquisa. Este artigo constitui-se em uma revisao da literatura basica sobre a Aprendizagem Baseada em Problemas. O objetivo e apresentar a ABP como um metodo de aprendizagem significativo e eficaz, que pode ser utilizado nos diversos niveis de ensino e nas mais diferentes disciplinas. Por meio de uma investigacao do estado da arte sobre a ABP, buscamos refletir acerca da sua importância como metodo de aprendizagem. A ABP tem apresentado resultados positivos, observados por pesquisadores das mais diferentes areas, os quais a utilizaram como metodo de aprendizagem, seja em cursos universitarios, seja na educacao basica. Espera-se, com este artigo, possibilitar a reflexao sobre novas estrategias de aprendizagem para um ensino educativo.
67 citations
TL;DR: Problem-based learning is increasingly used in medical and paramedical education, both in physical and psychological science course components as mentioned in this paper, and several studies confirm its value in helping students specifically to learn about applied issues such as the psychological aspects of illness and treatment.
Abstract: Problem-based learning is increasingly used in medical and paramedical education, both in physical and psychological science course components. Several studies confirm its value in helping students specifically to learn about applied issues such as the psychological aspects of illness and treatment. However, its relevance to the academic study of psychology at degree level has been largely unexplored. This article outlines some possible disadvantages of traditional approaches to undergraduate psychology teaching. The rationale of problem-based learning is described. Examples are given of how psychology is studied by occupational therapy students in a problem-based learning curriculum at Brunel University College, and suggestions are made for extrapolating such approaches to undergraduate psychology. Taking one ‘problem˚s as an example, comparison is made between the topics explored by different student groups, revealing the rich potential of the approach. Some evaluation is offered of the strengt...
67 citations
TL;DR: In this paper, the authors examined three modes of instruction, featuring the direct instruction approach and the inquiry-based approach in different sequences and proportions, in enhancing Chinese secondary student's critical thinking performance.
Abstract: Critical thinking is a unifying goal of modern education. While past research has mostly examined the efficacy of a single instructional approach to teaching critical thinking, recent literature has begun discussing mixed teaching approaches. The present study examines three modes of instruction, featuring the direct instruction approach and the inquiry-based approach in different sequences and proportions, in enhancing Chinese secondary student’s critical thinking performance. A total of 651 Grade 12 students participated in an 18-hour intervention with pre- and post-intervention measures on critical thinking performance and critical thinking dispositions. Specifically, critical thinking assessments utilizing different response format were used. Those who received training showed greater improvement on at least one of the critical thinking assessments compared to those who received no training. Participants’ performances with regards to different critical thinking assessments are discussed. Benefits of adopting more than one instructional approach to teaching critical thinking are highlighted.
67 citations
Cites background from "Problem-based learning : an approac..."
...The inquiry-based instructional approach is an umbrella concept for learning modes, including, but not limited to, inquiry learning (Rutherford 1964), discovery learning (Bruner 1961), and problem-based learning (Barrows and Tamblyn 1980)....
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TL;DR: The data suggest that junior medical students are not put at a disadvantage when being tutored by senior medical students, and it appears that near-peer tutoring has a positive effect on academic achievement.
Abstract: Objectives: To compare the academic achievement of medical students tutored by near-peers and medical students tutored by faculty. Methods: A retrospective comparison study was conducted. In a total of 36 courses, 24 medical student groups were tutored by either faculty members or near-peers, from 2005 to 2010. To compare academic achievement students we used the test scores for individual courses and a combined overall standardized score for all courses together. Results: A total of 1201 and 8722 students were tutored by near-peers and faculty members, respectively. Of 36 courses, the mean test scores of five courses were higher for faculty members tutoring and the mean test scores of 29 courses were higher for near-peers tutoring. Additional analysis of standardized test scores showed that students who were tutored by peers outperformed students who were tutored by faculty members (t(9921) =5.345, P<0.05; Cohen’s d=0.17). Conclusions: Our data suggest that junior medical students are not put at a disadvantage when being tutored by senior medical students. It appears that near-peer tutoring has at
66 citations
Cites background from "Problem-based learning : an approac..."
...One characteristic of PBL is the change from an information-providing lecturer to a coaching role for the teacher.(10) The other, a more recent development, is the arrival of the internet as a quick and convenient source of expert information, making education less dependent on personal expertise of teachers....
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01 Jan 2012
TL;DR: How RP designed its programmes, curriculum, timetabling, staff development, campus and physical infrastructure to support its commitment to nurture learning in an environment that develops problem-solving process skills and a life-long learning attitude is described.
Abstract: This chapter provides an overview of the “One day, one problem” process at Republic Polytechnic (RP) from the viewpoint of an organization implementing PBL across an entire institution. We describe how RP designed its programmes, curriculum, timetabling, staff development, campus and physical infrastructure to support our commitment to nurture learning in an environment that develops problem-solving process skills and a life-long learning attitude. A typical day for students and facilitators is also described, together with examples of problems, student discussion, student learning artefacts, process of facilitation and student assessment to provide the reader with a picture of the practical implementation of “One day, one problem”.
66 citations