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Problem-based learning : an approach to medical education
Howard S. Barrows,Robyn Tamblyn +1 more
TLDR
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 Tamblynread more
Citations
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Journal ArticleDOI
Identification of skills for the problem-based tutor: Student and faculty perspectives
TL;DR: The authors found that tutors were seen by first year students as most helpful in encouraging critical appraisal of information, questioning and probing the reasoning process, and balancing basic science and clinical discussions.
Journal ArticleDOI
"I Know This Is Supposed to Be More Like the Real World, but . . .": Student Perceptions of a PBL Implementation in an Undergraduate Materials Science Course.
TL;DR: Six central themes emerged from the initial implementation of a problem-based version of an undergraduate course in materials science: course structure, facilitation roles, student roles, group processes, coconstruction, and resources.
Journal ArticleDOI
Briefing and debriefing of student fieldwork experiences: Exploring concerns and reflecting on practice
TL;DR: In this article, a debriefing activity was designed to explore the perceptions and concerns of students at each stage of the course about imminent fieldwork placements, and the debrief activity investigated second-year student perspectives about valued characteristics of supervisors and students.
Journal ArticleDOI
Self- and peer assessment may not be an accurate measure of PBL tutorial process
José Lúcio Martins Machado,Valéria Menezes Peixeiro Machado,Waldir Grec,Valdes Roberto Bollela,Joaquim Edson Vieira +4 more
TL;DR: Peer- and self-assessment marks might be reliable but not valid for PBL tutorial process, especially if these assessments are used for summative assessment, composing the final grade.
Related Papers (5)
Problem-based learning: a review of literature on its outcomes and implementation issues
Mark A. Albanese,Susan Mitchell +1 more
Problem Based Learning: An instructional model and its constructivist framework
John R. Savery,Thomas M. Duffy +1 more