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: Problem-based learning (PBL) as mentioned in this paper is a teaching technique that uses problem-solving as the basis for student learning, with teachers taking the role of a facilitator.
Abstract: Problem-based learning (PBL) is a teaching technique that uses problem-solving as the basis for student learning. The technique is student-centred with teachers taking the role of a facilitator. Its general aims are to construct a knowledge base, develop problem-solving skills, teach effective collaboration and provide the skills necessary to be a successful lifelong learner. This study evaluates the application of PBL in an undergraduate Earth Systems Interactions unit and an exercise based around the Urban Heat Island. The initial execution of PBL was mixed with many students fully engaged in the material, but others found the approach insufficiently structured. Some students were not able to adapt to the unusual challenges of PBL, partly because it was their first exposure. When asked about what they had learnt from their PBL experience, the students emphasized the technical rather than the problem-solving skills. In subsequent years, a more directed project-based learning approach was introduced, whic...
66 citations
01 Sep 2009
TL;DR: Examination of studies that compare the use of problem-based learning in medical training with the development of the traditional medical curriculum finds that PBL in undergraduate medical education can be an alternative to traditional Brazilian curricular guidelines for medical training.
Abstract: Este artigo analisa estudos que comparam a utilizacao da Aprendizagem Baseada em Problemas (ABP) na formacao medica com o desenvolvimento de curriculo tradicional de Medicina. O desenho metodologico, caracterizado como uma revisao da literatura sobre o assunto, realizada a partir de uma abordagem qualitativa, apoia-se na busca de artigos em bases de dados e bibliotecas virtuais, publicados de 1998 a 2008, com os termos medicina, graduacao, aprendizagem baseada em problemas e ensino tradicional. O material foi estudado a partir da tecnica de analise de conteudo tematica. A discussao se desenvolve a partir dos resultados acerca do uso da ABP na graduacao medica em comparacao aos resultados de cursos de curriculo tradicional. Conclui-se que o uso da ABP na graduacao medica pode ser uma alternativa na implementacao das diretrizes brasileiras para a formacao medica.
66 citations
TL;DR: This ethnographic study of an industrial design class, an architecture class, and three human-computer-interaction classes was to develop a cross-disciplinary understanding of the goals and expectations for students in a SBL environment and the ways in which experienced facilitators assist students in solving complex design problems.
Abstract: The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class, an architecture class, and three human-computer-interaction classes was to develop a cross-disciplinary understanding of the goals and expectations for students in a SBL environment and the ways in which experienced facilitators assist students in solving complex design problems. The expectations that students are to iteratively generate and refine design solutions, communicate effectively, and collaborate with others establishes the studio as a dynamic place where students learn to experiment on their own, to teach and to use all studio members as resources in that search. Instructors support students as they grapple with complexity of design problem-solving through pedagogical practices that include assignments, associated meta-discussions, explicit prompts, reminders, modeling, and coaching. Using sample illustrations from our cross-case analysis, we present the studio method as a legitimate constituent of problem-based learning methods.
66 citations
TL;DR: Methods to use live simulated patients for assessment of quality of care of primary physicians and demonstrated that patients can be entered into practices with a low rate of detection and that they are able to recall the details of the encounter with a high degree of reliability.
Abstract: The article describes the development of methods to use live simulated patients for assessment of quality of care of primary physicians. Methods used to train patients and achieve undetected entry into physicians' practices are described. The study demonstrated that patients can be entered into practices with a low rate of detection (13%) and that they are able to recall the details of the encounter with a high degree of reliability.
66 citations
TL;DR: The authors argue that case studies are a productive pedagogical approach to teaching about sustainability and teaching for sustainability and highlight opportunities and demands for environmental communication scholars to contribute to the emerging discipline of sustainability science.
Abstract: Sustainability science represents a fundamental shift in the nature of research on environmental problems, calling for specialists to expand beyond their disciplinary perspectives in order to cooperate together to understand and address systemic problems. This shift demands a corresponding shift in education in order to equip students with the skills, theories, and methods they need to address contemporary challenges. We argue that case studies are a productive pedagogical approach to teaching about sustainability and teaching for sustainability. Case-based approaches equip students to encounter complexity, manage uncertainty, and generate innovative strategies. In laying out of the pedagogical challenges inherent in sustainability education, we highlight opportunities and demands for environmental communication scholars to contribute to the emerging discipline of sustainability science.
66 citations
Cites background from "Problem-based learning : an approac..."
...Barrows and Tamblyn (1980) note how professional roles typically defy overly reductionistic reasoning....
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