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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: This report describes a two-semester PBL sequence in organ-systems physiology that aims for students to learn and be able to apply the disciplinary content, develop critical thinking abilities, and acquire skills of life-long learning, communication, and team building.
Abstract: In small-group problem-based learning (PBL), students work cooperatively to solve complex, real-world problems. The problems lead the students to learn basic concepts rather than being presented as applications of concepts they have already learned. The goals are for students to learn and be able to apply the disciplinary content, develop critical thinking abilities, and acquire skills of life-long learning, communication, and team building. PBL has been widely used in recent years in medical and related areas of professional education. In those settings each small group typically has its own faculty facilitator. PBL can be successfully adapted for teaching undergraduate and graduate basic science students, in part by having multiple groups meet in one room with a roving facilitator. This report describes a two-semester PBL sequence in organ-systems physiology. To keep the interest of a diverse group of seniors and graduate students, several types of problems were used: clinical, laboratory research-based, real-life scenarios, and published research articles. The majority of students have responded enthusiastically.

49 citations


Cites background from "Problem-based learning : an approac..."

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Journal ArticleDOI
Joy Higgs1
TL;DR: Examining the nature of clinical reasoning and knowledge and ways of fostering the development of knowledge and reasoning competence in physiotherapists suggests strategies for developing clinical reasoning skills and knowledge.

49 citations

Journal Article
TL;DR: In this review, a broad range of the definitions of problem-based learning have been addressed and the rationale for problem- based learning and its educational objectives are discussed.
Abstract: Over the past 30 years there has been an increasing interest in curriculum innovation in medical schools in North America, the United Kingdom, Netherlands, and Australia. Since the introduction of problem-based learning at McMaster University in Canada in 1969, several medical schools throughout the world have adopted problem-based learning as the educational and philosophical basis of their curricula. Several studies have shown that problem-based learning is an important educational strategy for integrating the curriculum, motivating the students and helping them to identify their learning issues and set their own learning goals. However, there is a great deal of concern regarding what problem-based learning means and the advantages of problem-based learning over traditional curriculum have not been clearly addressed. In this review, a broad range of the definitions of problem-based learning have been addressed and the rationale for problem-based learning and its educational objectives are discussed.

49 citations

Journal ArticleDOI
TL;DR: To estimate whether students fill in their logbooks reliably, this work measured interobserver agreement by comparing doctors’ and students’ data.
Abstract: Objective Logbooks are widely used in medical schools as an evaluation tool to assess students' progress towards objectives. To estimate whether students fill in their logbooks reliably, we measured interobserver agreement by comparing doctors' data and students' data. Method Completed logbooks were collected at two subdivisions of the department of Internal Medicine at the University Hospital of Groningen. The logbook contains 231 preprinted diseases. Doctors and students recorded the diseases they had encountered. Interobserver agreement, expressed by the Jaccard coefficient (J), was calculated for the complete set of diseases and for a subset of core diseases. To assess the kinds of errors which students made, sensitivity and specificity were determined. Results Logbook data of doctors and students are not fully consistent (mean J for the complete set of diseases was .23 and for the core diseases .36). The quality of the logbook data is high in the sense that students do not record many false identifications (mean specificity for the complete set of diseases and for the core diseases were .96 and .93, respectively); the quality is poor in the sense that students do not record all the diseases which could be seen at the department (mean sensitivity for the complete set of diseases is .36 and for the core diseases it is .51). Conclusion This study shows inconsistencies in recording diseases in a logbook by students compared with doctors. In particular the diseases which are present at a department are under-reported by students. Supervision and feedback are important mechanisms to optimize the students' use of (1) all diseases which could be encountered and (2) the logbook.

49 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.