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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: Evaluation of a module in the MEd (Business) in the Faculty of Education at the University of Hong Kong in which an explicit problem-based learning (PBL) approach was used to investigate the challenges associated with the adoption and use of information and communication technologies in Hong Kong secondary school classrooms revealed that PBL provided a practical approach to investigating ICT in both face-to-face and online learning environments.
Abstract: This article reports on the design, implementation and evaluation of a module in the MEd (Business) in the Faculty of Education at the University of Hong Kong in which an explicit problem-based learning (PBL) approach was used to investigate the challenges associated with the adoption and use of information and communication technologies (ICT) in Hong Kong secondary school classrooms. PBL influenced both the way the curriculum was developed and the process by which students (n = 18) investigated topics related to the integration of ICT in business studies classrooms. The evaluation was based on five evaluative questions dealing with the implementation of PBL, the extent to which PBL facilitated academic discourse, the extent of 'new' knowledge about ICT that had been created, the role of the tutor, and the online learning environment provided. The evaluation revealed that PBL provided a practical approach to investigating ICT in both face-to-face and online learning environments, leading to 'new' knowledge about challenges associated with the adoption and use of new technologies in various educational settings.

62 citations

Journal ArticleDOI
TL;DR: An example of how nurses can be helped when caring for dying patients by using a problem-based learning (PBL) approach in Hong Kong is provided to support PBL as an effective teaching strategy for nursing educators in the area of death education.

62 citations

Journal ArticleDOI
TL;DR: In this article, a questionnaire was developed, containing seven items that measured to what extent students study strictly according to the student-generated learning issues and six items measuring the extent students studied beyond the student generated learning issues, and the questionnaire also contained one question in which students had to estimate the mean time spent on individual study.
Abstract: Objectives The aim of this study was twofold. The first question concerns the way students make use of the learning issues they generate (as strict guidelines or as global guidelines) and whether this changes across years of training. The second question concerned the relationship between the way students make use of learning issues and the time spent on individual study and achievement on two tests of knowledge. Design A questionnaire was developed, containing seven items that measured to what extent students study strictly according to the student-generated learning issues and six items that measured to what extent students study beyond the student-generated learning issues. The questionnaire also contained one question in which students had to estimate the mean time spent on individual study. Achievement was measured by two forms of tests of knowledge, a block test assessing course content and a progress test assessing long-term functional knowledge. Setting Medical School of Maastricht University, the Netherlands. Subjects Medical students (response=69%) from the problem-based curriculum at the Maastricht University. Results During their first year students study strictly according to the content of the learning issues, whereas in later years students studied more according to their own learning needs and interests. In addition, students who tended to study beyond the generated learning issues spent more time on individual study and achieved better on both tests. Conclusions Students in a problem-based curriculum seem to become better self-directed learners during the years of training.

62 citations

Journal ArticleDOI
TL;DR: In this article, the authors describe the procedures used to assess the extent that a team of students, and individual students in it, has mastered the competencies set for a student team-based open-ended project.
Abstract: This paper describes the procedures used to assess the extent that a team of students, and the individual students in it, has mastered the competencies set for a student team-based open-ended project. The paper addresses questions such as: why examine team-based project work? What and when to examine? What are the essential regulations and boundary conditions? Who examines whom? The discussion is based mainly on practices followed in the University of Twente (the Netherlands) and elsewhere.

61 citations

Journal ArticleDOI
TL;DR: The aim of the study was to determine the validity and reliability of the use of the OSCA as an integrated assessment tool as a measurement of the extent to which a student nurse can plan and deliver safe and effective comprehensive nursing care.

61 citations

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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.