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
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TL;DR: In societies with strong uncertainty avoidance strict legislation may enforce resistance to curriculum change, although opposition by faculty can be overcome if national legislation encourages change, provided additional internal factors support the change process.
Abstract: Background: Earlier studies suggested national culture to be a potential barrier to curriculum reform in medical schools. In particular, Hofstede’s cultural dimension ‘uncertainty avoidance’ had a significant negative relationship with the implementation rate of integrated curricula. Aims: However, some schools succeeded to adopt curriculum changes despite their country’s strong uncertainty avoidance. This raised the question: ‘How did those schools overcome the barrier of uncertainty avoidance?’ Method: Austria offered the combination of a high uncertainty avoidance score and integrated curricula in all its medical schools. Twenty-seven key change agents in four medical universities were interviewed and transcripts analysed using thematic cross-case analysis. Results: Initially, strict national laws and limited autonomy of schools inhibited innovation and fostered an ‘excuse culture’: ‘It’s not our fault. It is the ministry’s’. A new law increasing university autonomy stimulated reforms. However, just this law would have been insufficient as many faculty still sought to avoid change. A strong need for change, supportive and continuous leadership, and visionary change agents were also deemed essential. Conclusions: In societies with strong uncertainty avoidance strict legislation may enforce resistance to curriculum change. In those countries opposition by faculty can be overcome if national legislation encourages change, provided additional internal factors support the change process.
34 citations
TL;DR: In this article, a more advanced level of knowledge acquisition and use, reasoning directionality, diagnostic and problem solving accuracy was proposed for problem-based learning curricula, which aimed to provide knowledge acquisition, use, and knowledge directionality.
Abstract: Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these curricula in terms of expertise outcomes are not always conclusive. Based on the instructional implications resulted from research in the field of expertise development in general and in PBL curricula more specifically, we constructed and implemented a refined PBL design. With this redesign, we aimed for a more advanced level of (a) knowledge acquisition and use, (b) reasoning directionality, (c) diagnostic and problem solving accuracy.
34 citations
Cites methods from "Problem-based learning : an approac..."
...The PBL design used at our School of Economics and Business Administration was predicated on PBL, as developed by Barrows and Tamblyn (1980) ....
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TL;DR: Bayesian network meta-analysis is used to synthesize within-subjects (pre–post) differences resulting from scaffolding in 56 studies and indicates some promising areas for future scaffolding research, including scaffolding among students with learning disabilities.
Abstract: Computer-based scaffolding provides temporary support that enables students to participate in and become more proficient at complex skills like problem solving, argumentation, and evaluation. While meta-analyses have addressed between-subject differences on cognitive outcomes resulting from scaffolding, none has addressed within-subject gains. This leaves much quantitative scaffolding literature not covered by existing meta-analyses. To address this gap, this study used Bayesian network meta-analysis to synthesize within-subjects (pre-post) differences resulting from scaffolding in 56 studies. We generated the posterior distribution using 20,000 Markov Chain Monte Carlo samples. Scaffolding has a consistently strong effect across student populations, STEM (science, technology, engineering, and mathematics) disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional models (exception: inquiry-based learning and modeling visualization) and educational levels (exception: secondary education). Results also indicate some promising areas for future scaffolding research, including scaffolding among students with learning disabilities, for whom the effect size was particularly large (ḡ = 3.13).
34 citations
TL;DR: In this article, the authors identify the gap between academia and industry and present an approach to bridge it using the concept of Learning Factories, where the competencies of newly graduate engineers and the competency requirements of Indian industry for graduates have been identified based on discussions with industry professionals and literature review.
34 citations
TL;DR: This paper presents the development of a game‐based virtual laboratory environment for gear train design that goes beyond static demonstrations or conventional computer simulations and provides the students with the flexibility to perform various experiments related to the fundamental law of gearing and the concepts of planetary gear motion.
Abstract: This paper presents the development of a game-based virtual laboratory environment for gear train design This virtual laboratory environment goes beyond static demonstrations or conventional computer simulations and provides the students with the flexibility to perform various experiments related to the fundamental law of gearing and the concepts of planetary gear motion In this virtual laboratory environment, the students, the instructor and the teaching assistant are represented by and interact as virtual characters (avatars) The scripted scenario for the laboratory exercise was first piloted in a junior-level course for mechanical engineering majors Assessment tools such as pre- and post-experiment tests are an integral part of the laboratory environment and form the basis for providing different levels of support to the students at every step of the laboratory exercises Furthermore, the laboratory environment can be equipped with functionality for monitoring the students' progress and learning outcomes, thus enabling skill-based assessment© 2013 Wiley Periodicals, Inc Comput Appl Eng Educ 22:788–802, 2014; View this article online at wileyonlinelibrarycom/journal/cae; DOI 101002/cae21573
33 citations