Book Chapter10.1007/978-90-481-3641-4_4
Problem-Based Learning
Mark A. Albanese
- 28 Jun 2010
- pp 41-53
82
TL;DR: This chapter is designed with two purposes in mind: to help a medical teacher decide whether to use PBL in either their course or broader medical curriculum and to help them prepare for their role as a teacher in a PBL course.
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Abstract: Problem-based learning (PBL) was created at McMaster University almost 40 years ago It has changed medical education in ways that would not have been foreseen It has supplanted the traditional lecture-based learning model in many medical schools and has expanded around the world and beyond medical education into a host of other disciplines It has also galvanized the push to get students out of the lecture hall and into more interactive learning settings This chapter is designed with two purposes in mind: to help a medical teacher decide whether to use PBL in either their course or broader medical curriculum and, having decided to use PBL, help them prepare for their role as a teacher in a PBL course Teaching in a PBL course is a much different experience than in almost any other teaching format
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Citations
PBL in the undergraduate MD program at McMaster University: three iterations in three decades.
Alan J. Neville,Geoff Norman +1 more
TL;DR: The history of the development of the undergraduate MD program at McMaster and the three curricula that have been developed during the past three decades are reviewed.
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How effective the problem-based learning (PBL) in dental education. A critical review
TL;DR: Evidence shows that students in PBL-based courses exhibit superior professional skills and effective learning compared with those instructed using traditional approaches.
159
Comparison of student learning in challenge-based and traditional instruction in biomedical engineering
TL;DR: Results show that H PL and traditional students made equivalent knowledge gains, but that HPL students demonstrated significantly greater improvement in innovative thinking abilities, and their implications for improving undergraduate engineering education are discussed.
Readiness for self-directed change in professional behaviours: factorial validation of the Self-Reflection and Insight Scale.
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TL;DR: The Self‐Reflection and Insight Scale (SRIS) measures three factors in the self‐regulation cycle: need for reflection; engagement in reflection, and insight.
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Impact of problem-based, active learning on graduation rates for 10 generations of Dutch medical students.
TL;DR: This study aimed to study the effects of active‐learning curricula on graduation rates of students and on the length of time needed to graduate.
References
Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments.
Justin Kruger,David Dunning +1 more
TL;DR: Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability.
Problem-based learning: a review of literature on its outcomes and implementation issues
Mark A. Albanese,Susan Mitchell +1 more
TL;DR: It is recommended that caution be exercised in making comprehensive, curriculum‐wide conversions to PBL until more is learned about (1) the extent to which faculty should direct students throughout medical training, (2) PBL methods that are less costly, (3) cognitive‐processing weaknesses shown by PBL students, and (4) the apparent high resource utilization by P BL graduates.
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TL;DR: A taxonomy is proposed to facilitate an awareness of differences in quality and in the educational objectives that can be achieved and to help teachers choose a problem‐based learning method most appropriate for their students.
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Effects of problem-based learning: a meta- analysis
TL;DR: In this article, a meta-analysis of problem-based learning in tertiary education is presented, showing that there is a robust positive effect from PBL on the skills of students and no single study reported negative effects.
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