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: In this paper, the authors examined the reported evidence of problem-based learning effectiveness in secondary education and concluded that it is not possible to claim with a high degree of confidence that PBL is indeed more effective in increasing student content knowledge.
Abstract: The considerable impact of problem-based learning (PBL) on academic achievement of students in medical education has prompted the K-12 community to start implementing this non-traditional, student-centered, and inquiry-driven teaching approach in its classrooms. This paper examines the current reported evidence of PBL effectiveness in secondary education. To our knowledge, there has been no systematic review of the literature that evaluates the impact of PBL on student academic achievement in high school education. Based on the exhaustive review of the current literature it is not possible to claim with a high degree of confidence that PBL is indeed more effective in increasing student content knowledge. While it is evident from the results of the reviewed studies that PBL positively influences student academic achievement, there are several reasons that prevent the generalization of these findings to a wider, secondary education population. The current reported literature lacks sufficient, rigorous evide...
57 citations
Book Chapter•
01 Jan 2009TL;DR: Kirschner, P. A. and T. M. Duffy as mentioned in this paper discuss Epistemology or pedagogy, that is, success or failure, in Constructivist Instruction.
Abstract: Kirschner, P. A. (2009). Epistemology or pedagogy, that is the question. In S. Tobias & T. M. Duffy. Constructivist instruction: Success or failure? (pp. 144-157). New York: Routledge.
57 citations
Additional excerpts
...…emphasizing direct experience and individual inquiry (e.g., experiential learning (Kolb & Fry, 1975; Itin, 1999), authentic learning (Downes, 2007), inquiry- based learning (Dewey, 1997), and problem- based learning (Barrows & Tamblyn, 1980; Hmelo- Silver, 2004; Hmelo- Silver & Barrows, 2006))....
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TL;DR: The results show that MRP helped the course's students to acquire important professional knowledge and skills, experience near-real-world professional realities, and develop their abilities to work both in teams and autonomously.
Abstract: This paper presents the “Multi-Role Project” method (MRP), a broadly applicable project-based learning method, and describes its implementation and evaluation in the context of a Science, Technology, Engineering, and Mathematics (STEM) course. The MRP method is designed around a meta-principle that considers the project learning activity as a role-playing game based on two projects: a learning project and an engineering project. The meta-principle is complemented by five principles that provide a framework to guide the working practices of student teams: distribution of responsibilities; regular interactions and solicitations within the team; anticipation and continuous improvement; positive interdependence and alternating individual/collective work; and open communication and content management. This paper presents the implementation of MRP in a course teaching software engineering, UML language, and project management. The results show that MRP helped the course's students to acquire important professional knowledge and skills, experience near-real-world professional realities, and develop their abilities to work both in teams and autonomously.
57 citations
Cites result from "Problem-based learning : an approac..."
...This was supported by the work of Barrows and Tamblyn [15]....
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TL;DR: In this article, the authors report teacher and student experiences of problem-based learning (PBL) in three Asian countries and find that the tutorial is largely a space for reporting the outcomes of student inquiries, and there was little evidence for critical engagement.
Abstract: This study reports teacher and student experiences of problem‐based learning (PBL) in three Asian countries. PBL was introduced to provide an education that would allow students to compete successfully in a changing world. Student and tutor experiences were positive and PBL was seen to work extremely well, despite the typical problems that students can experience working in groups. However, conceptions of PBL varied between tutors, and PBL as a ‘method’ appeared to have limited utility for guiding teaching practice. There was evidence that students were developing useful knowledge and lifelong learning skills, but there were concerns about where this occurred in the PBL curriculum. We looked closely at the PBL tutorial in each programme, and how it lived up to the idea that it should be a key site for facilitating higher‐order thinking. We found that the tutorial was largely a space for reporting the outcomes of student inquiries, and there was little evidence for critical engagement. A key impediment to ...
56 citations
Cites background from "Problem-based learning : an approac..."
...It is a way of organising teaching by introducing relevant problems at the beginning of the instruction cycle to provide the context and motivation for the learning that follows (Barrows & Tamblyn, 1980 )....
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TL;DR: This paper identified the attributes that students and tutors associated with effective PBL problems and assessed the extent to which these attributes related to the actual effectiveness of problems, and compared the participants' judgments with the entire student cohort's grades.
Abstract: This study aimed to identify the attributes that students and tutors associated with effective PBL problems, and assess the extent to which these attributes related to the actual effectiveness of problems. To this end, students and tutors in focus groups were asked to discuss about possible attributes of effective problems. The same participants were then asked to individually and independently judge eight sample problems they had worked with. Text analysis of the focus group discussion transcripts identified eleven problem attributes. Participants’ judgments of the sample problems were then frequency-scored on the eleven problem attributes. Relating the participants’ judgments with the entire student cohort’s grades yielded high and significant correlations, suggesting that the eleven problem attributes reflect aspects of problem effectiveness.
56 citations
Cites background from "Problem-based learning : an approac..."
...Problems are purported to engage the students, rekindle their prior knowledge, spark discussions, encourage collaborative work, promote self-directed learning skills and lead to acquisition of relevant content knowledge in the course of tackling the problem ( Barrows and Tamblyn 1980; Hmelo-Silver 2004)....
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...…are purported to engage the students, rekindle their prior knowledge, spark discussions, encourage collaborative work, promote self-directed learning skills and lead to acquisition of relevant content knowledge in the course of tackling the problem (Barrows and Tamblyn 1980; Hmelo-Silver 2004)....
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