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 Dialogue, Diana Dolmans and David Gijbels conduct an e-mail discourse about current thinking and future approaches and challenges to research in, and application of, problem-based learning (PBL) in the learning environment.
Abstract: In this Dialogue, Diana Dolmans, Professor in the School of Health Professions Education (SHE) at Maastricht University, and David Gijbels, Professor in the Department of Training and Educational Sciences at the University of Antwerp, conduct an e-mail discourse about current thinking and future approaches and challenges to research in, and application of, problem-based learning (PBL) in the learning environment.
53 citations
TL;DR: In this paper, the authors investigated the impact of problem-based learning (PBL) on freshmen engineering students' beliefs about physics and physics learning (referred to as epistemological beliefs) and conceptual understanding of physics.
Abstract: The purpose of this paper is to investigate the impact of problem-based learning (PBL) on freshmen engineering students’ beliefs about physics and physics learning (referred to as epistemological beliefs) and conceptual understanding of physics. The multiple-choice test of energy and momentum concepts and the Colorado learning attitudes about science survey were used to collect the data. The sample consisted of 142 students enrolled in the PBL and traditional lecture classes in the engineering faculty of a state university in Turkey. The analyses showed that the PBL group obtained significantly higher conceptual learning gains than the traditional group and the change (improvement) in the PBL group students’ beliefs from the pre- to post test were significantly larger than that of the traditional group. The results revealed that beliefs were correlated with conceptual understanding. Suggestions are presented regarding the implementation of the PBL approach.
53 citations
TL;DR: This article reviewed relevant literature on the place of fieldwork in geography training, the importance of problem solving and the challenges of group learning, and outlined the 300-level human geography fieldwork course taught at Otago University (NZ) and reviewed student responses to this curriculum.
Abstract: Notwithstanding its iconic status within geography, the debate continues about how fieldwork should be taught to undergraduate students. The authors engage with this debate and argue that field studies should follow the teaching of research methodology. In this paper they review relevant literature on the place of fieldwork in geography training, the importance of problem solving and the challenges of group learning. Drawing on these themes they outline the 300-level human geography fieldwork course taught at Otago University (NZ) and review student responses to this curriculum. They record observations on both the field studies course and the linkages between it and the preceding research methodology training students receive. They show that while the wish for more ‘real’ or ‘hands on’ field practice is widely expressed by their students, so is satisfaction with the group learning approach adopted in the 300-level course and with the range of personal skills covered in the research methodology and field ...
53 citations
TL;DR: The use of web-based distributed learning is currently experiencing an enormous growth in popularity among those employed in institutions of higher education as discussed by the authors. But despite this growth in interest, there remains misunderstanding among many of those responsible for health care education, about the learning and teaching issues raised by the increased use of Web-based materials to educate health-care professionals.
Abstract: There is little doubt that the information technology revolution can bring substantial benefits to both patients and the health-care profession. The use of web-based distributed learning is currently experiencing an enormous growth in popularity among those employed in institutions of higher education. Despite this growth in interest, there remains misunderstanding among many of those responsible for health-care education, about the learning and teaching issues raised by the increased use of web-based materials to educate health-care professionals. This paper, while being broadly in favour of the increased use of web-based materials to improve the continuing professional development of those in the health-care professions, explores the arguments surrounding this use and sets these in the context of other developments in the higher education sector. The author suggests that there is a need to concentrate on how new developments in information technology can be best utilised to ensure that Internet-based ma...
53 citations
Cites background from "Problem-based learning : an approac..."
...The learning by doing approach has long been well represented in the eld of health care (Barrows & Tamblyn, 1980; Bloom, 1979; Mennin & Martinez-Burrola, 1988; Vernon & Blake, 1993), which because of the breadth, relevance and usually applied nature of its subject matter has involved a traditional…...
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TL;DR: This study implemented a problem-based learning experience that allowed students in an advanced science methodology course to explore differentiated instruction and reported on students’ perceptions of both the potential and challenges associated with adopting a DI approach to science teaching and learning.
Abstract: In this study, the author implemented a problem-based learning (PBL) experience that allowed students in an advanced science methodology course to explore differentiated instruction. Through working systematically in small, collaborative groups, students explored the nature of differentiated instruction. The objective of the study was to examine pre-service teachers’ developing conceptions of differentiated instruction (DI) as a way to teach for diversity. The author adopted action research as a strategy to explore students’ perceptions of DI in the context of science teaching and learning. Several data collection methods and sources were adopted in the study, including student-generated products, student interviews, classroom observation, and journal writing. Outcomes report on students’ perceptions of both the potential and challenges associated with adopting a DI approach to science teaching and learning.
53 citations