Problem-based learning : an approach to medical education

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.

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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 Article•DOI•

Students’ approaches to learning in problem-based learning: Taking into account professional behavior in the tutorial groups, self-study time, and different assessment aspects

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Sofie M. M. Loyens¹, David Gijbels², Liesje Coertjens², Daniel Côté³•Institutions (3)

Erasmus University Rotterdam¹, University UCINF², Université de Sherbrooke³

01 Mar 2013-Studies in Educational Evaluation

TL;DR: In this article, the authors investigate the relationship between students' approaches to learning and academic achievement in a problem-based learning environment, taking into account the role of self-study time and students' professional behavior in the PBL tutorial groups.

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38 citations

A Qualitative Examination of Problem-Based Learning at the K-8 Level: Preliminary Findings.

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Sara M. Sage

09 Apr 1996

TL;DR: Problem-based learning (PBL) as discussed by the authors is an educational approach that organizes curriculum and instruction around carefully crafted "ill-structured" problems, to which students apply knowledge from multiple disciplines and critical thinking.

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Abstract: Problem-based learning (PBL), often used in medical education, is an educational approach that organizes curriculum and instruction around carefully crafted "ill-structured" problems, to which students apply knowledge from multiple disciplines and critical thinking. PBL is being investigated as a teaching approach for elementary and middle schools. Its use was evaluated in three classrooms in two schools, at combined first and second grade levels, combined third and fourth grade levels, and eighth grade levels. Preliminary qualitative data have been gathered through classroom observation, semistructured interviews, and review of student-generated and classroom records. Brief case studies from each of the classrooms illustrate PBL in action at the K-8 level. Preliminary ideas for the further study of PBL are emerging, beginning with the question of whether ill-structured problems are appropriate for young students, and if so, how should they be developed? The implementation of PBL in the elementary and middle school classroom is, of necessity, very different from its implementation in medical school, and its success may rest on the careful identification of the outcomes to be desired or expected. Appendix A is an instructional template for a PBL unit, and Appendix B is a list of resource persons and organizations. (Contains 3 unnumbered tables and 23 references.) (SLD) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. ***********************************************************************

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37 citations

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

...In this field, PBLis defined as follows (Barrows & Tamblyn, 1980): . . . the learning that results from the process of working toward the understanding or resolution of a problem . . . encountered first in the learning process....
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Journal Article•

Problem-Based Educational Games: Connections, Prescriptions, and Assessment

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Andrew Walker¹, Brett E. Shelton¹•Institutions (1)

Utah State University¹

01 Oct 2008-The Journal of Interactive Learning Research

TL;DR: This conceptual paper examines the basic tenants of PBL with an eye toward making prescriptive recommendations for the design and use of problem-based educational games.

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Abstract: The overwhelming success of the commercial game market has brought increased attention to emerging work in educational game design. Much of the existing work in educational games a strong similarity to the field of Problem-Based Learning (PBL), which has a rich history of conceptual literature as well as empirical investigations. Despite apparent similarities between the two fields, there has been no formal effort to explore the connections between them. This conceptual paper examines the basic tenants of PBL with an eye toward making prescriptive recommendations for the design and use of problem-based educational games. Examples within existing educational games are discussed in the context of PBL features and outcomes. Introduction PBL originated at McMaster University in the late 1960s as a response to low enrollments and general dissatisfaction with medical education (Barrows, 1996). This modern

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37 citations

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

...Since the problem is tied to future practice, the relevance of acquiring necessary content knowledge is far more transparent (Barrows & Tamblyn, 1980)....
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...Note that instructors still have a responsibility for defining learning objectives, but these are mostly kept from students who generate their own learning objectives in response to a given problem (Barrows & Tamblyn, 1980; Savery & Duffy, 1995)....
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...This is a marked difference from the extrinsic rewards of a grade or standardized test, and will persist when extrinsic rewards are no longer present (Barrows & Tamblyn, 1980)....
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Journal Article•DOI•

Learning in Educational Computer Games for Novices: The Impact of Support Provision Types on Virtual Presence, Cognitive Load, and Learning Outcomes.

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Claudia Schrader¹, Theo Bastiaens¹•Institutions (1)

Rolf C. Hagen Group¹

15 May 2012-The International Review of Research in Open and Distributed Learning

TL;DR: Investigating how support devices and their type of provision determine games’ effectiveness on learning outcomes indicates that the game equipped with support devices enhances learning outcomes, although no differences in cognitive load were found.

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Abstract: Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices’ learning, the current study investigates how support devices and their type of provision (intrinsic vs. extrinsic) determine games’ effectiveness on learning outcomes. This effectiveness is also related to how the design-type of provision influences learners’ virtual presence and cognitive load. Compared to an educational adventure game without additional support, the results indicate that the game equipped with support devices enhances learning outcomes, although no differences in cognitive load were found. A variation in the design of provision shows no effect. In order to gain a more thorough understanding of support devices and their design for games, additional learner characteristics (e.g., interest) should be considered in future research.

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37 citations

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

...…June 2012 207 Introduction Instructional approaches based on discovery (Bruner, 1961), experiential (Kolb, 1983), or problem-based learning (Barrows & Tamblyn, 1980) as well as constructivist ideas (Jonassen, 1991) stress the importance of learning environments such as educational computer…...
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Journal Article•DOI•

Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two camps.

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Virginie F. C. Servant-Miklos¹, Virginie F. C. Servant-Miklos²•Institutions (2)

Aalborg University¹, Erasmus University College²

01 Aug 2019-Advances in Health Sciences Education

TL;DR: Light is shed on an intellectual dispute on the purpose of problem-based learning that took place in the 1970s between two major figures in the history of PBL: Howard S Barrows from McMaster University and Henk Schmidt from Maastricht University.

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Abstract: This paper sheds light on an intellectual dispute on the purpose of problem-based learning that took place in the 1970s between two major figures in the history of PBL: Howard S Barrows from McMaster University and Henk Schmidt from Maastricht University. Using historical evidence from archive materials, oral history accounts and contemporary publications, the paper shows that at the core of the dispute was their divergent understanding of cognitive psychology. On the one hand, Barrows espoused hypothetico-deduction, and on the other, Henk Schmidt was a proponent of constructivism. The paper shows how the dispute played out both in the scientific literature and in the divergent practice of PBL at McMaster and Maastricht and continues to affect the way PBL is done today.

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37 citations

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

...On the one hand, some, led by Barrows, believed that the learners in PBL were honing “clinical reasoning skills” (Barrows and Tamblyn 1980) through a process called “hypothetico-deduction” (Elstein et al....
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...On the one hand, some, led by Barrows, believed that the learners in PBL were honing “clinical reasoning skills” (Barrows and Tamblyn 1980) through a process called “hypothetico-deduction” (Elstein et al....
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...Both authors wrote their first major book on PBL in 1980 (Barrows and Tamblyn 1980; Schmidt and Bouhuijs 1980), and by that time their academic differences had already crystallised into an unbridgeable epistemological gulf....
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...Whereas a PBL problem for Barrows could be “a written case, case vignette, standardized (also called simulated patient), computer simulation, video tape” (Barrows and Tamblyn 1980, p. 5), for Schmidt, a problem could also look like a description of a biomedical phenomenon with no “solution”....
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Problem-based learning : an approach to medical education

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

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

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

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

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