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 article, a model of problem solving in occupational therapy is proposed and the implications of this model for student education are discussed, as well as the role of memory within problem solving.
Abstract: The information-processing literature has been reviewed to identify the component parts of problem solving. The difference between the problem representation and the subsequent solving process is highlighted, as is the role of memory within problem solving. The techniques for searching data and novice/expert differences are outlined. Finally, a model of problem solving in occupational therapy is proposed. The implications of this model for student education will be discussed in part 2 of this article.
36 citations
Cites background from "Problem-based learning : an approac..."
...…employed in the problem-solving process, then those courses that approach their teaching curriculum as 'problem-based learning' (see, for example, Barrows and Tamblyn, 1980; Boud, 1985; Balla et al, 1989; Jacobs and Lyons, 1992) would put their students at an advantage when solving clinical…...
[...]
••
TL;DR: It is argued that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
Abstract: Problem-based learning (PBL) is arguably one of the most important innovations in medical education in the last century. The evident benefits of PBL and the changing face of medicine and medical education have led many institutions including those in resource-poor settings to consider the adoption of PBL curricula. However, experts are uncertain about how successful PBL will be in such settings, as literature on the implementation of PBL in resource-poor settings appears to be inadequate. The University of Cape Coast is located in a resource-poor setting, however, its medical school has used PBL curriculum since 2007. In a descriptive prose, this article discusses the PBL implementation processes, the challenges faced, the mitigation strategies employed, and the lessons learned at University of Cape Coast School of Medical Sciences (UCCSMS). The arguments fall under the broad themes of curricular structure, resource constraints, faculty development, and assessment. The peculiar socioeconomic situation of Ghana, challenges in funding of tertiary education, and the resource implications of PBL provided the context for the arguments. It emerged out of the discussion that PBL has to be implemented as whole curriculum to be effective. Regular faculty development activities on PBL and the alignment of assessment methods with PBL also emerged as important issues in the discussion. The article argues that in spite of its cost implication, a PBL curriculum can be successfully implemented in resource-constrained settings.
36 citations
••
TL;DR: It is concluded that problem-based learning has great potential in Thai nursing education, but educators and systems need to systematically prepare appropriate learning environments, their staff and students, to incorporate this within curricula.
36 citations
01 Jan 2015
TL;DR: This paper will present models of the processes of PBL and explore the literature for evidence of its effectiveness in enhancing the three domains of learning, namely knowledge, skills and attitudes.
Abstract: their research and applies new knowledge to the problem. The group also critiques their previous work. Phase four involves summary and integration. Wood (2003) described the Maastritch model of the ‘seven jump’ steps comprising of identifying and clarifying unfamiliar terms, defining problem, brainstorming, reviewing definition and discussion of brainstorming and arranging explanations and solutions, formulating learning objectives, private study, and lastly, sharing of results of self-study. Both the McMaster (Barrows, 1995) and the Maastritch models involve similar processes. There does not seem to be much difference in the processes presented. Amos and White (1998) identified seven outcomes of PBL; critical thinking through the process of reflection (Burton, 2000), learning how to learn, creativity in learning, link to community, teamwork, research skills and personal growth. The expected outcome from both programmes seems to be similar. Introduction Problem-based learning (PBL) is not problem solving (Wood, 2003) or case-based instructions. PBL is a learning strategy which begins and centres on a clinical problem (Alexander, McDaniel, Baldwin & Money, 2002; Pross, 2002). It has its origin from the McMaster University and is widely used in the training of medical students (Barrows & Tamblyn, 1997). It was only until recently that problem-based learning was introduced into the faculty of nursing and more recently into clinical nursing practice. What evidence is there that learning has been effective in PBL? This paper will present models of the processes of PBL. It aims to explore the literature for evidence of its effectiveness in enhancing the three domains of learning, namely knowledge, skills and attitudes. Implications for feasibility of implementation of PBL will be addressed.
36 citations
Cites methods from "Problem-based learning : an approac..."
...It has its origin from the McMaster University and is widely used in the training of medical students (Barrows & Tamblyn, 1997)....
[...]
••
TL;DR: In this paper, the authors analyse the nature of learning in three long-term professional development approaches from different disciplines, i.e., teacher research, action learning and problem-based learning.
Abstract: This article analyses the nature of learning in three long-term professional development approaches from different disciplines – teacher research as used in educational contexts, action learning as used in business contexts, and problem-based learning as used in medical contexts. The lens used for analysis focuses on three dimensions or influences on learning – the action setting, personal influences and sociocultural influences. Although the dimensions are present in each approach, they have a different emphasis. It is argued that planning for long-term professional development needs to consider all three dimensions in conjunction because the key for sustainability in professional development is the dynamic interplay between the dimensions
36 citations