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 Theory of Authentic Learning provides a theoretical framework on which to scaffold purpose and value for the study of technology in secondary school curriculum.
Abstract: This paper briefly examines the literature on (a) problem-based learning (PBL), including constructivism and problem solving, and (b) learning in context, including mediation, embodiment, distribution, and situatedness. We use this literature, our previous research [Hill & Smith Journal of Technology Education 9(1), 29–41 (1998)], and some initial findings from our present research as a basis for a theory that we call authentic learning. The Theory of Authentic Learning provides a theoretical framework on which to scaffold purpose and value for the study of technology in secondary school curriculum. Initial results from Year One of our present three-year study contribute to the refinement of our Theory of Authentic Learning. First, we present some relevant literature, then we illustrate the Theory of Authentic Learning, and finally we conclude with some preliminary findings from our present research.
59 citations
Cites background from "Problem-based learning : an approac..."
...As such, we turn in part to medical education for literature on PBL. PBL is well known as a pioneer pedagogy in medical education and can be traced back to the Faculty of Medicine, McMaster’s University in Ontario, Canada in the 1960s (Barrows & Tamblyn 1980; Camp 1996; White 1996)....
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...The most recurring characteristics of PBL in the literature (Albanese & Mitchell 1993; Barrows & Myers 1993; Barrows & Tamblyn 1980; Boud & Feletti 1991; Camp 1996; Greening 1998; Jones 1996; Savery & Duffy 1995; White 1996; Woods 1985) are that PBL is a curriculum development and instructional…...
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TL;DR: In this article, an experimental study was conducted to investigate the eff ects of question prompts and peer review on scaff olding students' problem-based learning in a web-based cognitive support system.
Abstract: An experimental study was conducted to investigate the eff ects of question prompts and peer review on scaff olding students’ problem-based learning in a web-based cognitive support system. Ninety-six pharmacy students were randomly assigned to a treatment or control condition. The students in both conditions were asked to generate solutions to a real-world problem on clinical communication in a web-based learning environment. The results indicated that students who received question prompts signifi cantly outperformed those who did not in each of the fi ve problem-solving steps in both initial and revised reports. The results also showed that students in both conditions signifi cantly improved their problem-solving scores given a chance to revise their initial problem-solving reports. In addition, the study revealed a positive eff ect of the expert modeling mechanism in supporting students’ reasoning and problem-solving processes. Implications are discussed for designing web-based scaff olds to support students’ problem-solving processes.
59 citations
TL;DR: In this paper, a case study of a postgraduate climate change program is used to illustrate the challenges addressed and resulting rewards when reformulating the curriculum and re-imagining the curriculum.
Abstract: In higher education today, institutions are facing a number of challenges—including the challenge to create future-proof graduates. Higher education institutions have a particular mandate to develop future leaders and decision-makers capable of understanding and providing solutions to complex, global issues. Education programmes that focus on multi-disciplinary thinking are required to prepare future leaders to solve problems not yet known to be problems. Using a case study of a postgraduate climate change programme, this study illustrates the challenges addressed and resulting rewards when reforming the curriculum. Two theoretical curriculum models informed the re-imagination of the programme: objectives-based and action research following the process inquiry model. The reformation was undertaken by the programme teachers as researchers of their practice. To future-proof graduates, this study discusses how curricular intentions are aligned with the institution’s capacity for action towards change. Avoidi...
58 citations
TL;DR: In this article, the authors compare different models of clinical problem solving (diagnosis/treatment vs. hierarchical) as a means of evaluating the distance researchers of teachers' cognitions have traveled.
Abstract: In 1974, when research on teachers’ cognitions became a major focus of inquiry, teaching, like the practice of medicine, was described as a form of clinical problem solving. The concept of clinical problem solving was invoked primarily in terms of its traditional definition: the diagnosis and treatment of dysfunction. Today, after 14 years of studying teachers’ cognitions, educational researchers are beginning to provide models of classroom teaching that reflect a very different, hierarchical kind of clinical problem solving. Empirical models of each kind of clinical problem solving (diagnosis/treatment vs. hierarchical) are described and compared, as a means of evaluating the distance researchers of teachers’ cognitions have traveled. The author suggests that the transition from the initial to the newer model represents a shift in perspective that has effectively moved teaching farther from science and closer to art. The implications of this shift are discussed in terms of how pre- and inservice teachers...
58 citations
TL;DR: In this article, two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students, were described.
Abstract: This article describes two consecutive enactments of technology-oriented teacher professional development designs, aimed at helping teachers find high-quality online learning resources and use them in designing effective problem-based learning (PBL) activities for their students. To align with current professional development prescriptions, in the first enactment, teachers learned PBL design skills concurrently with technology skills. Following aspects of design-based research, the professional development theory, participant feedback, and results from the first enactment informed the design of the second. In this second enactment, technology skills were separated and presented prior to learning about PBL. Results from a mixed-methods study of impact indicated that both professional development enactments were associated with large increases in teacher knowledge, experience, and confidence with regards to technology use and integration. Variations in the level of PBL usage by teachers in their activities, and the degree to which they discuss PBL and technology integration are presented alongside limitations, practical significance, scholarly significance, and planned future work.
58 citations