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•

Laura's story: Using Problem Based Learning in early childhood and primary teacher education

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Susan Edwards¹, Marie D Hammer¹•Institutions (1)

Monash University¹

01 May 2006-Teaching and Teacher Education

TL;DR: In this article, the authors report the perceptions a group of pre-service educators had to their participation in a unit of study conducted using a Problem Based Learning (PBL) scenario.

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36 citations

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

...…students could be better served by an education that allowed them to actively participate in the identification and solving of medical problems than they could by an education in which they learned the separate systems of the body without initial reference to illness (Barrows & Tamblyn, 1980)....
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Journal Article•DOI•

Incorporating active learning into a traditional curriculum.

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Alice H. Huang¹, Robert G. Carroll¹•Institutions (1)

Morehouse School of Medicine¹

01 Dec 1997-Advances in Physiology Education

TL;DR: Formal analysis of student performances on multiple-choice exam questions showed that the SLEs did not significantly impair learning evaluated by this traditional means.

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Abstract: During the past three academic years, "self-learning exercises" (SLEs) have been incorporated into the Medical Physiology course for first-year students at the Morehouse School of Medicine. Roughly 20-30% of the material covered in the course is presented to the students in the form of these exercises, instead of in lectures. The exercises are intended to help the students develop skills in active learning and problem solving. Formal analysis of student performances on multiple-choice exam questions showed that the SLEs did not significantly impair learning evaluated by this traditional means. Student feedback was strongly negative the first year and prompted a number of revisions in the format of the SLEs, which seem to have made them more palatable, without negating their emphasis on active learning and application of material.

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36 citations

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

...Neither the faculty nor the students were prepared though to convert the course in one fell swoop to a purely problem-based method, as described by Barrows (1, 4)....
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Journal Article•DOI•

Opinions of Tutors and Students about Effectiveness of PBL in Dokuz Eylul University School of Medicine.

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Berna Musal¹, Cahit Taskiran¹, Ann Kelson²•Institutions (2)

Dokuz Eylül University¹, Southern Illinois University School of Medicine²

01 Dec 2003-Medical Education Online

TL;DR: T tutors and students opinions about PBL outcomes were similar to those previously reported in the literature, and both groups had positive opinionsabout PBL’s effectiveness.

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Abstract: Introduction: The aim of this study is to determine the opinions of tutors and students about the effectiveness of Problem-based Learning in Dokuz Eylul University School of Medicine. Methods: A questionnaire with a five-point Likert scale, with 1:minimum, 5;maximum, rating PBL effectiveness was administered in February and March of 2001 to tutors and students. Response rates of tutors and students were respectively 65.0% (130 out of 201) and 82.4% (346 out of 420). The reliability of the scale was high (Cronbach a= 0.90). Results: Ratings of tutors and students respectively on identified outcomes of PBL varied between 3.80-4.69 and 3.69-4.27 out of 5 points. Both groups gave high ratings to the areas of clinical reasoning, communication and problem solving and gave lower ratings to gaining basic science knowledge. Basic science tutors rated the areas of problem solving, gaining basic science knowledge and intrinsic motivation of students significantly higher than did clinical science tutors. Discussion: According to the results of this study, tutors` and students` opinions about PBL outcomes were similar to those previously reported in the literature. Both groups had positive opinions about PBL’s effectiveness. As has been reported in other studies, tutors and students gave the lowest ratings to the area of gaining basic science knowledge. However, the ratings of basic science tutors were higher than those of clinical science tutors in this area. This may be due to preexisting beliefs of clinical science tutors regarding the effectiveness of PBL for teaching factual basic science knowledge. Key words: PBL, opinions of students and tutors, PBL effectiveness

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36 citations

Book Chapter•DOI•

A brief history of problem-based learning

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Henk G. Schmidt¹•Institutions (1)

Erasmus University Rotterdam¹

01 Sep 2012

TL;DR: Problem-based learning as mentioned in this paper is an approach to higher education that is based on the idea that learning is more interesting if the learner is actively involved in his own learning, and it has been widely used in higher education.

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Abstract: In this chapter, we will describe the emergence of problem-based learning as an approach to higher education, first at McMaster University Faculty of Health Sciences in Canada and then worldwide. Problem-based learning did not appear out of the blue but had several precursors: First in the work of Dewey who established an experimental school at the University of Chicago based on the idea that learning is more interesting if the learner is actively involved in his own learning. The second source of influence was the Case Study Method pioneered at Harvard University in the 1930s of the previous century. And the third source of influence to be described is Jerome Bruner’s “learning by discovery” from which the idea that a problem could be the starting point for learning originated. Problem-based learning has eventually developed into three different strands or “Types,” that agree on the basic elements of the approach but see different goals for it.

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36 citations

Journal Article•DOI•

The Role of Argumentation in Hypothetico-Deductive Reasoning During Problem-Based Learning in Medical Education: A Conceptual Framework

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Hyunjung Ju, Ikseon Choi

14 Nov 2017-Interdisciplinary Journal of Problem-based Learning

TL;DR: A novel conceptual framework is proposed that integrates Toulmin's argumentation model (1958) into Barrows’s HDR process (1994) and explains the structure of argumentation contextualized in each phase of HDR during PBL.

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Abstract: One of the important goals of problem-based learning (PBL) in medical education is to enhance medical students’ clinical reasoning—hypothetico-deductive reasoning (HDR) in particular—through small group discussions. However, few studies have focused on explicit strategies for promoting students’ HDR during group discussions in PBL. This paper proposes a novel conceptual framework that integrates Toulmin’s argumentation model (1958) into Barrows’s HDR process (1994). This framework explains the structure of argumentation (a claim, data, and a warrant) contextualized in each phase of HDR during PBL. This paper suggests four instructional strategies—understanding argument structures, questioning, elaborating on structural knowledge, and assessing argumentation—for promoting medical students’ argumentation in relation to HDR processes. Further implications of the proposed framework for other disciplines, such as science, legal, and engineering education, are also discussed.

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36 citations

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

...…to develop medical students’ abilities to integrate biomedical and clinical knowledge in a way that students’ reasoning links clinical information to scientific principles and theories (Barrows, 1994; Barrows & Tamblyn, 1980; Prince, van de Wiel, Scherpbier, van der Vleuten, & Boshuizen, 2000)....
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...Some phases of HDR (hypothesis generation, inquiry strategy, and data analysis/synthesis) repeat until physicians decide that they have obtained all the data they need and that one of multiple hypotheses is signifi cantly more likely than the others (Barrows, 1985, 1994; Barrows & Tamblyn, 1980)....
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...Physicians’ hypothetico-deductive reasoning may incorporate the following phases (Barrows, 1985, 1994; Barrows & Tamblyn, 1980): (1) Problem framing....
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...Thus, HDR is considered as a clinical reasoning model as well as a learning model (Barrows, 1985, 1994; Barrows & Tamblyn, 1980; Groves, 2007; Hmelo, 1998; Patel, Arocha, & Zhang, 2005)....
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...…expects students to acquire basic concepts of a discipline in the context of problems, which can support the retrieval and application of this knowledge later in their professional practice, and to develop students’ reasoning and problem-solving skills (Barrows & Tamblyn, 1980; Savery, 2006)....
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Problem-based learning : an approach to medical education

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