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
Citations
More filters
TL;DR: In this paper, the role of course objectives in relation to students' study strategies in problem-based learning (PBL) was investigated, and the results comprise data from three differe...
Abstract: The central theme of the investigation concerns the role of course objectives in relation to students' study strategies in problem-based learning (PBL). The results comprise data from three differe ...
47 citations
TL;DR: The authors applied propositional analysis, analysis of conceptual structure and inferences, and frame analysis to the discourse of a problem-based learning group in medicine, and found evidence of the coach's use of a differential diagnosis frame to organize the group's diagnostic inquiry procedures, the coconstruction of explanatory case models linking causes to clinical symptoms through interactive discussion of the case, and processes of collaborative reasoning in evaluating alternative causal hypotheses for clinical evidence.
Abstract: Techniques of propositional analysis, analysis of conceptual structure and inferences, and frame analysis were applied to the discourse of a problem‐based learning group in medicine. The results provide evidence of (a) the coach's use of a differential diagnosis frame to organize the group's diagnostic inquiry procedures, (b) the coconstruction of explanatory case models linking causes to clinical symptoms through interactive discussion of the case, (c) processes of collaborative reasoning in evaluating alternative causal hypotheses for clinical evidence, and (d) a participation structure in which speakers made different contributions to the collaborative problem solving through their contributions to the conversation. The results show how the content of task‐oriented dialogue can be analyzed to reveal how participants in an interactive discussion of a clinical case use diagnostic inquiry procedures to coconstruct models of a case and reason to evaluate alternative causal hypotheses. The analysis provides...
47 citations
Additional excerpts
...An excellent example of a PBL situation is the use of PBL groups to develop clinical expertise in medicine (Barrows and Tamblyn, 1980; Barrows, 1985, 1986; Koschmann, Myers, Feltovich, & Barrows, 1994)....
[...]
TL;DR: In this paper, the authors report on the translation of these criteria into a set of the characteristics of the assessment system of a problem-based curriculum in the field of Economics and Business Administration.
Abstract: Since the mid-1980s, many new terms have enriched the assessment literature, such as performance assessment, authentic assessment, direct assessment and curriculum-embedded assessment. This boom is a result of changes in instructional as well as in assessment approaches. Criteria for good instruction as well as good assessment practices are suggested, derived from research-based models in the field of cognitive psychology and expert-novice studies. This article first reports on the translation of these criteria into a set of the characteristics of the assessment system of a problem-based curriculum in the field of Economics and Business Administration. Secondly, the article reports a study on improving assessment practices. Is it important to map students' knowledge profiles when attempting to remediate problem-solving performances? The answer to this question depends on the extent to which a student's problem-solving performance is influenced by the quality of his/her knowledge profile. Students' knowledge profile is measured by a Knowledge Test and a Sorting Task. Students' problem-solving skills are assessed by an Overall Test. The results indicate that students with an organised knowledge base perform better in problem-solving situations than students whose conceptual models are loosely structured. The implications of these findings for instruction as well as for assessment are discussed.
47 citations
Cites background from "Problem-based learning : an approac..."
...What is the significance of these principles for the assessment within a problem based curriculum? One of the aims of problem-based learning (PBL) is to educate students who are able to analyse and solve problems ( Barrows & Tamblyn, 1980 )....
[...]
TL;DR: In this paper, the authors analyzed the survey responses from more than 10,000 students in order to better understand their perceptions of what makes a good or poor facilitator, and to identify specific qualities related to social congruence, cognitive congruity and use of expertise.
Abstract: In problem-based learning (PBL), the role of a tutor or facilitator is different from what is typically considered as the role of a traditional teacher. In addition to being a subject-matter expert, the facilitator is also expected to be ‘socially’ and ‘cognitively congruent’. In this study, we analyze the survey responses from more than 10,000 students in order to better understand their perceptions of what makes a good or poor facilitator, and to identify specific qualities related to social congruence, cognitive congruence and use of expertise. Students’ comments for the highest and lowest scoring groups of facilitators were analyzed qualitatively using inductive data analysis strategies. The following themes were identified: for social congruence—facilitator personality, relating to students, professionalism, motivating students, and learning environment; for cognitive congruence—scaffolding learning, and communication skills; for use of expertise—content knowledge and experience, and stretching students’ learning. Coding of students’ feedback also demonstrated that students most frequently commented on issues related to facilitators’ social congruence. Our findings indicate that social congruence encompasses skills which facilitators may improve on. We also argue that understanding students’ perspectives is critical especially in a learner-centred approach such as PBL and therefore propose that our findings provide useful input for the professional development of PBL facilitators.
47 citations
TL;DR: In this article, the authors present a case study of problem-based learning (PBL) implementation at a graduate school of business in Thailand over a seven-year period, and show that implementation of a PBL track in the college's management curriculum was successful when judged on a variety of academic staff and student indicators.
Abstract: During the past 30 years academic leaders have advocated for the adoption of ‘pedagogies of engagement’ in the hopes of increasing student involvement and retention, as well as learning outcomes in higher education. More recently, universities in Asia have joined this movement, despite barriers arising from cultural norms and teaching traditions that reify knowledge and reinforce status differentiation between teachers and students. This paper explores the implementation of problem-based learning (PBL), one pedagogy of engagement in higher education in Asia. The research presents a longitudinal, mixed-methods case study of PBL implementation at a graduate school of business in Thailand. The data, collected over a seven-year period, suggest that implementation of a PBL track in the college's management curriculum was successful when judged on a variety of academic staff and student indicators. Although the capacity to generalise case study findings are inherently limited, the statistical analyses suggest t...
47 citations