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 COMET intelligent tutoring system for collaborative medical problem-based learning (PBL) as discussed by the authors uses Bayesian networks to model individual student knowledge and activity, as well as that of the group.
Abstract: Today a great many medical schools have turned to a problem-based learning (PBL) approach to teaching as an alternative to traditional didactic medical education to teach clinical-reasoning skills at the early stages of medical education While PBL has many strengths, effective PBL tutoring is time-intensive and requires the tutor to provide a high degree of personal attention to the students, which is difficult in the current academic environment of increasing demands on faculty time This paper describes the student modeling approach used in the COMET intelligent tutoring system for collaborative medical PBL To generate appropriate tutorial actions, COMET uses a model of each student's clinical reasoning for the problem domain In addition, since problem solving in group PBL is a collaborative process, COMET uses a group model that enables it to do things like focus the group discussion, promote collaboration, and suggest peer helpers Bayesian networks are used to model individual student knowledge and activity, as well as that of the group The validity of the modeling approach has been tested with student models in the areas of head injury, stroke, and heart attack Receiver operating characteristic (ROC) curve analysis shows that the models are highly accurate in predicting individual student actions Comparison with human tutors shows that the focus of group activity determined by the model agrees with that suggested by the majority of the human tutors with a high degree of statistical agreement (McNemar test, p = 0774, Kappa = 0823)
56 citations
TL;DR: The authors found that experts (physics faculty) organized problems into groups according to the underlying physics law or principle applicable, whereas the groupings of novice physics students focused on objects, literal physics terms, and physical configurations in the problems.
Abstract: Chi, Feltovich, and Glaser (1981) observed that experts (physics faculty) organized problems into groups according to the underlying physics law or principle applicable, whereas the groupings of novice physics students focused on objects, literal physics terms, and physical configurations in the problems. Replication of these findings in a number of similar studies has led to the general acceptance of the proposition that the mental schemes used by experts to organize information within a content domain are organized according to the “deep structure” of the domain, whereas the schemes of novices are bound by “surface” dimensions.
Categorizations of genetics problems produced by genetics counselor and faculty experts in comparison to student novices obtained in the present study, however, are inconsistent with a deep structure/surface structure dichotomy. As expected, faculty experts focused almost exclusively on conceptual principles, but student sorts focused primarily on problem knowns and unknowns. The expert counselor sortings unexpectedly resembled those of the students in this regard. Counselors also emphasized solution techniques to be used, whereas students emphasized the verbatim wording of the problem statement. These findings are consistent with the hypothesis that as expertise is attained, a person restructures his/her knowledge of the domain into a framework that is based on critical dimensions that facilitate the daily use of that knowledge. Implications for theoreticians, researchers, and teachers are drawn. Whenever possible, future studies of expertise should include noneducator experts; teachers should help students develop the ability to construct and reconstruct the organizational frameworks of their knowledge so as to facilitate the effective use of that knowledge in the face of change.
56 citations
TL;DR: Students' advice on textbooks undercut initial uncertainty but insecurity and social comparison reappeared following the changeover of PBL groups and tutors in the second semester.
Abstract: Objective: To explore the experience and practice of students entering a problem-based (PBL) medical undergraduate course and to identify contributory social, curricular and contextual factors.
56 citations
Journal Article•
TL;DR: The findings support previous studies in highlighting the role that small group tutorials can play in overcoming cultural barriers and promoting unity and collaborative learning within diverse student groups.
Abstract: Introduction: A key aspect of the success of a PBL curriculum is the effective implementation of its small group tutorials. Diversity among students participating in tutorials may affect the effectiveness of the tutorials and may require different implementation strategies. Aims: To determine how students from diverse backgrounds perceive the effectiveness of the processes and content of the PBL tutorials. This study also aims to explore the relationship between students' perceptions of their PBL tutorials and their gender, age, language, prior educational training, and secondary schooling. Materials/Methods: Data were survey results from 244 first-year student-respondents at the Nelson Mandela School of Medicine at the University of KwaZulu-Natal in South Africa. Exploratory factor analysis was conducted to verify scale constructs in the questionnaire. Relationships between independent and dependent variables were investigated in an analysis of variance. Results: The average scores for the items measured varied between 3.3 and 3.8 (scale value 1 indicated negative regard and 5 indicated positive regard). Among process measures, approximately two-thirds of students felt that learning in a group was neither frustrating nor stressful and that they enjoyed learning how to work with students from different social and cultural backgrounds. Among content measures, 80% of the students felt that they learned to work successfully with students from different social and cultural groups and 77% felt that they benefited from the input of other group members. Mean ratings on these measures did not vary with students' gender, age, first language, prior educational training, and the types of schools they had previously attended. Discussion and Conclusion: Medical students of the University of KwaZulu-Natal, regardless of their backgrounds, generally have positive perceptions of small group learning. These findings support previous studies in highlighting the role that small group tutorials can play in overcoming cultural barriers and promoting unity and collaborative learning within diverse student groups.
56 citations
Cites background from "Problem-based learning : an approac..."
...This finding also reminds educators to pay attention to the changing and developing needs of students so that an appropriate balance of individual and collective needs can be achieved ( Barrows & Tamblyn, 1980 ) especially in the educational analysis of the dysfunctional PBL group....
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TL;DR: This chapter describes larger efforts to create formal, intensive small-group activities in large classes as well as several initiatives to redesign courses around small- group learning.
Abstract: This chapter describes larger efforts to create formal, intensive small-group activities in large classes as well as several initiatives to redesign courses around small-group learning.
56 citations
Cites background from "Problem-based learning : an approac..."
...In PBL settings, the problem is encountered first in the learning process (Barrows and Tamblyn, 1980)....
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