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: The authors examined the effects of students' characteristics (gender, age, and first language spoken at home) on their perceptions about problem-based learning (PBL) and found that students from the fifth, sixth and seventh grades perceived PBL in a positive way but there were significant differences between the grades.
39 citations
TL;DR: In this article, five elementary teachers and a university researcher developed and implemented problem-based learning (PBL) experiences in the context of science teaching and learning, where collaborative inquiry was adopted as a methodology, while a variety of qualitative methods were used to examine the engagement and development of teachers' pedagogical content knowledge.
Abstract: In this study, five elementary teachers and a university researcher developed and implemented problem‐based learning (PBL) experiences in the context of science teaching and learning. Collaborative inquiry was adopted as a methodology, while a variety of qualitative methods were used to examine the engagement and development of teachers’ pedagogical content knowledge (PCK). A PCK model is used as a framework to examine teachers’ professional knowledge growth in areas such as orientations to teaching science, knowledge of science curriculum, knowledge of students’ understanding of science, knowledge of assessment, and knowledge of instructional strategies. Implications for how teachers may be supported when adopting instructional innovations are discussed.
39 citations
TL;DR: Problem-based learning as discussed by the authors is a concept of learning in which students focus from the beginning of their course on a series of real professional issues, where the knowledge of the various academic disciplines that relate to these issues is integrated.
Abstract: ‘Problem-based learning’ is a concept of learning in which students focus from the beginning of their course on a series of real professional issues, where the knowledge of the various academic disciplines that relate to these issues is integrated. The process evolved from dissatisfaction with the usual teaching methods in higher education, particularly in medicine. It seems eminently applicable to the education of occupational therapists, and its wider adoption is advocated. Part 1 of this article outlines the development of problem-based learning, describes its rationale, and discusses some of the evidence of its effectiveness. Part 2 will describe its implementation in the new BSc course at the London School of Occupational Therapy, West London Institute, College of Brunel University.
39 citations
TL;DR: In this article, the authors evaluated the effects of the Problem Based Learning (PBL) method on students' achievement in and approaches and attitudes towards an introductory physics course and concluded that PBL-based physics instruction not only encouraged the students' deep approach to learning, but also improved interest in physics course.
Abstract: The purpose of this study was to evaluate the effects of the Problem Based Learning (PBL) method on students’ achievement in and approaches and attitudes towards an introductory physics course. With the control group, a quasi-experimental pretest–posttest design was used. A total of 25 freshman students majoring in mathematics teaching in a five-year pre-service teacher education program in Turkey participated. There were one control group and one experimental group; namely, the PBL group. Pre-service teachers were randomly assigned to either one of the two groups: The PBL group (n = 12), who received physics instruction in accordance with the PBL format, or a control group (n = 13), who received physics instruction in line with traditional teaching methods. Data were collected via the pre and post administration of the Magnetism Test (MT), the Approaches to Learning Scale (ALS), and the Scale of Attitudes towards Physics (SAP). The results indicated that the problem-based learning method not only encouraged the students’ deep approach to learning, but also improved interest (a component of attitude) towards the physics course. The results also signaled that PBL-based physics instruction impacted the students’ achievement in physics positively. The paper ends with some implications for the instruction of physics.
Key words: Problem-based learning, physics education, achievement, attitude, approaches to learning.
39 citations
TL;DR: In this paper, the authors advocate the feasibility and effectiveness of using standardized clients in both the education and evaluation of social work students, and in a wide variety of applications, thereby significantly strengthening competency-based, direct practice training in Schools of Social Work.
Abstract: The gap between classroom preparation and field performance continues to be a major problem to social work educators. “Standardized Clients” (SCs) have been accepted by medical educators since the 1970s but have not been systematically integrated into social work education. This paper advocates the feasibility and effectiveness of using SCs, in both the education and evaluation of social work students, and in a wide variety of applications, thereby significantly strengthening competency-based, direct practice training in Schools of Social Work. SCs are nonprofessionals trained to simulate a wide range of physical signs, emotions and affect, symptoms and behaviors, and able to recall a breadth of scripted medical, psychiatric, and social information with a high degree of realism. They can provide behavior-based evidence, free of the potential for risk to “real” clients, that skills have been mastered. We are proposing that this method of instruction and evaluation is eminently suited to the goals ...
39 citations