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
01 Dec 2006
TL;DR: In this paper, the authors analyze the opinions of managers-professors, tutorialprofessors and first year students of the Medical Course about this methodology in the curriculum of Famema and its relationships with medical education.
Abstract: This case study approaches the different conceits existing with respect to the development and implementation of Problem Based Learning (PBL) at the Faculty of Medicine of Marilia (Famema). The aim of this study was to analyze the opinions of managers-professors, tutorial-professors and first year students of the Medical Course about this methodology in the curriculum of Famema and its relationships with medical education. Data were collected by means of semistructured interviews. The guidelines for the interviews were analyzed by referees, and a pilotstudy was carried out for adapting them. The interviewed persons were two managers, twelve tutorial-professors and twelve first year medicine students from Famema in 2002. The interviews were analyzed using thematic content analysis. Two referees evaluated the thematic categories and the level of agreement with the researcher was 94.8% and 97.43% respectively. The thematic categories were: PBL at Famema and medical education and PBL Analysis of the data allowed concluding that 1) the educational process at Famema was built collectively; 2) teaching-learning and the professional practice are dynamic contexts, with plenty of contradictions and different opinions; and 3) continued capacity building for tutorial professors is a necessar y resource that should be extended to the professional practice of health professionals.
41 citations
Proceedings Article•
01 Jan 2001
TL;DR: There is an obvious gap between the learning technology community and the education community and a way forward is to have a clear demarcation of responsibility between learning technologist, subject matter experts and instructional designers.
Abstract: After analysing the reuse of learning resources from different pedagogical paradigms, this paper argues that there is an obvious gap between the learning technology community and the education community. The terms "learning resource" or "learning object" are not native to the education community. The education community is not interested in issues of reuse, grain size, technical properties or even "learning object". This paper suggests that a way forward is to have a clear demarcation of responsibility between learning technologist, subject matter experts and instructional designers.
41 citations
Cites background from "Problem-based learning : an approac..."
...The analysis and study of this problem comprises several phases that are spread over periods of group work and individual study (Barrows & Tamblyn, 1980; Schmidt, 1983; Evensen & Hmelo, 2000)....
[...]
TL;DR: In this article, the PBL project outlined in this paper has been developed to support technology education in secondary schools, and it is because of these features that the project is able to provide appropriate methodologies for the instruction of these technologies.
Abstract: An increasing variety of professional educational and training disciplines are now problem based (eg, medicine, nursing, engineering, community health), and they may have a corresponding variety of educational objectives. However, they all have in common the use of problems in the instructional sequence. The problems may be as diverse as a mechanical predicament, an unexplained phenomena, or patient symptoms. Technology education in secondary schools is undergoing a period of significant change in many countries. It is therefore imperative that technology teacher education adopt not only the technologies that have been identified as being important, but also incorporate appropriate methodologies for the instruction of these technologies. PBL offers a number of relevant features to technology education and it is because of these that the project outlined in this paper has been developed.
41 citations
Cites methods from "Problem-based learning : an approac..."
...The models shown in Fig. 1 are drawn from medical education ( Barrows and Tamblyn 1980 )....
[...]
TL;DR: Policy, strategy and culture of problem-based and self directed learning are examined and lifelong learning as a policy for the expansion of the education and training system and as a strategy for the reform of the welfare state also should address problem- based andSelf directed learning.
41 citations
TL;DR: In this article, a constructivist approach was used to involve the students, working in small groups with a staff facilitator in the investigation of a technical issue, and they learned the university systems by using them contextually and also immediately got to know staff and peers.
Abstract: Increasing class sizes and increasingly complex technology have brought pressure on university staff. Less widely recognized is their effect on freshers, many of whom find the university a bewildering and remote environment. This paper describes an innovative approach to induction in an engineering school. A constructivist approach was used to involve the students, working in small groups with a staff facilitator in the investigation of a technical issue. In so doing they learned the university systems by using them contextually and also immediately got to know staff and peers. Their perceptions of the experience were determined by questionnaire and interview and their learning styles were gauged by a learning style inventory. The aim had been to provide a flexible, supportive experience for all learners. Although it was disappointing to find no significant correlations between learning styles and perceptions, it is perhaps a measure of our success in achieving this aim.
41 citations