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: The nature of the discourse between medical students and facilitators is examined to illustrate the conditions in which metacognitive, co-regulation and social emotional activities occur to enhance learning about how to communicate bad news to patients.
64 citations
TL;DR: In this article, the authors studied an innovation initiative of Dutch greenhouse growers, which aimed to make the sector more market-oriented while at the same time increasing its societal acceptability (societally responsible innovation).
Abstract: Sustainability transitions go hand in hand with learning. Theories in the realm of sustainability sciencesmostly concentrate on diversity and learning outcomes, whereas theories from the educational sciences mostly focus on learning as an interactive process. In this contribution, we aim to benefit from an integration of these perspectives in order to better understand how different interaction patterns contribute to learning. We studied STAP, an innovation initiative of Dutch greenhouse growers. The Dutch greenhouse sector is predominantly focused on production and efficiency, which causes problems for its future viability. STAP aimed to make the sector more market-oriented while at the same time increasing its societal acceptability (societally responsible innovation). To that end, STAP focused on the development of integrated value chains (primary production, sales, trade) that can contribute to a transition towards a societally sensitive greenhouse sector. As action researchers, we collected extensive transcripts of meetings, interviews, and various other documents. We used an open coding strategy to identify different patterns of interaction and the learning outcomes produced by the initiative. We then linked the interaction patterns to the outcomes. Analysis suggests that seemingly negative attack-and-defend patterns of interaction certainly can result in substantial learning results, while seemingly positive synthetic interaction patterns, where participants strive to build on each other, can result in rather bland interaction without substantial outcomes. The results offer an empirical basis to our approach of linking learning interactions to learning outcomes, and it suggests that learning for sustainability can be enhanced by focusing on interaction patterns.
63 citations
TL;DR: The experience of a problem-based learning approach within the context of teaching wind energy conversion systems for electricity generation at an Electrical and Electronic Master's degree level is presented.
Abstract: The use of wind energy is now an established fact, and many educational institutions are introducing this topic into their engineering studies. Problem-based learning (PBL), as a student-centered instructional approach, has contributed to important developments in engineering education over the last few years. This paper presents the experience of a problem-based learning approach within the context of teaching wind energy conversion systems for electricity generation at an Electrical and Electronic Master's degree level. Students were given the problem of finding the response of a wind turbine to a grid fault. Groups of three students worked on a cooperative learning project for 15 weeks, with the instructor providing resource assistance and information at all stages of the work. Two tools were designed to help the students: a virtual wind turbine simulator and a real wind turbine setup. Both experimental tools are described, and the results obtained by the students are discussed. The results show that the students valued both tools and were able to address problems at a high cognitive level.
63 citations
Cites methods from "Problem-based learning : an approac..."
...PBL was first introduced at Maastricht University, Maastricht, The Netherlands, in 1974 as an educational approach used for the medical program [4]....
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Journal Article•
TL;DR: In this article, the authors argue that there is still too much teaching to the test, and the consequence is growing constellations of problem-based learning (PBL) practice often seems more like guidelines than any kind of reasoned pedagogy.
Abstract: The author argues that there is still too much teaching to the test, and the consequence is growing constellations of problem-based learning (PBL). Today, what passes for PBL practice often seems more like guidelines than any kind of reasoned pedagogy. While at one level the range of variations shows the value and flexibility of PBL as an accommodating, adaptable, and culturally relevant approach to learning, there is relatively little understanding of
the impact of these different constellations on student engagement and learning. Nevertheless, these diverse constellations of PBL need to be delineated and understood. The author outlines the constellations, but also suggests that there are a number of issues that have not been considered in relation to the use of PBL.
63 citations
01 Jan 2012
TL;DR: A snapshot of emerging trends in mathematics teaching in higher education for STEM subjects (Science, Technology, Engineering and Mathematics) is provided and is followed by a critique of the underlying theoretical positions, essentially that of constructivism.
Abstract: This paper provides a snapshot of emerging trends in mathematics teaching in higher education for STEM subjects (Science, Technology, Engineering and Mathematics). Overwhelmingly, papers identify a focus on conceptual understandings of mathematics in comparison to understanding that is instrumental or procedural. Calls for reform of mathematics teaching have been the basis for a range of studies; responses to these calls have embraced innovative methods for implementing changes in learning and teaching of mathematics, sometimes rooted in constructivist ideology. Observed trends have been categorised in six groups. In many studies, technology is being used as an enabler of reforms. Constraints to implementing new approaches in mathematics teaching are indicated. Discussion of contemporary research questions that could be asked as a result of the shift towards teaching mathematics in innovative ways is provided and is followed by a critique of the underlying theoretical positions, essentially that of constructivism.
62 citations