Problem-Based Learning

51.

Doing practice differently: solution-focused nursing.

BACKGROUND: Critical thinking and reasoning take many forms; however, a problem-orientation remains the favoured approach in health care. PURPOSE: This paper considers the effects of a problem-orientation and argues that a solution-orientation fits ...
Margaret McAllister (J Adv Nurs, 200303)
doing-practice-differently-solution-focused-nursing.asp

52.

Relationships with undergraduate nursing exchange students--a tutor perspective.

BACKGROUND: Student exchange has been used increasingly in nursing education throughout Europe as a method of learning intercultural sensitivity. In the host country, each foreign student is assigned a personal tutor to enhance learning. AIM: The aim of ...
Liisa Koskinen, Kerttu Tossavainen (J Adv Nurs, 200303)
relationships-undergraduate-nursing-exchange-students-tutor.asp

53.

The effects of practice on the cognitive test performance of neurologically normal individuals assessed at brief test-retest intervals.

Performance on many cognitive and neuropsychological tests may be improved by prior exposure to testing stimuli and procedures. These beneficial practice effects can have a significant impact on test performance when conventional neuropsychological tests ...
Alexander Collie, Paul Maruff, David G Darby, Michael McStephen (J Int Neuropsychol Soc, 200303)
effects-practice-cognitive-test-performance-neurologically-normal.asp

54.

Teaching at the bedside: a new model.

The patient is at the center of clinical medicine. In order to effectively teach clinical skills a teacher must learn to involve patients in the educational process. It is through this process that learners acquire the skills of observation, ...
Regina W Janicik, Kathlyn E Fletcher (Med Teach, 200303)
teaching-bedside-new-model.asp

55.

Developing and evaluating ambulatory care: problem-based learning cases.

Medical educators have raised concerns about the quality of teaching and learning in busy ambulatory care settings. Problem-based learning (PBL), which allows students to learn to diagnose and manage common ambulatory care problems as they discuss ...
Evelyn T Washington, James W Tysinger, Laura M Snell, Lawrence R Palmer (Med Teach, 200303)
developing-evaluating-ambulatory-care-problem-based-learning-cases.asp

56.

Improving medical undergraduate trauma education through the Trauma Evaluation and Management programme at Mona.

This study examines the potential role of the Trauma Evaluation and Management (TEAM) programme in the undergraduate curriculum for medical students in Jamaica. Thirty-two final year medical students were randomly assigned to two groups of 16. One group ...
J Ali, A McDonald, M Newnham (West Indian Med J, 200303)
improving-medical-undergraduate-trauma-education-trauma-evaluation.asp

57.

The first year of a problem-based learning curriculum.

This article examines the first 12 months (the common foundation programme) of a problem-based learning curriculum in an adult-branch nursing diploma programme based at the school of nursing at the University of Salford. An overview of the curriculum and ...
Karen Ousey (Nurs Stand, 20030212-18)
first-year-problem-based-learning-curriculum.asp

58.

Problem-based learning in a managed care seminar for all new residents at an academic medical center.

One of the most important challenges in resident education is to train residents how to function in relation to managed care companies and systems so as to enhance the quality, accessibility, and efficiency of health care. Since 1996, The University of ...
Amr E Abouleish, Alma Golden, Alice Anne ODonell, Patricia S Beach, Kirk A Calhoun, Thomas A Blackwell, Patricia J Gallaway, Lenore Teske, Suzanne M Wilson, Esther M Koleng, Alvin L Leblanc (Tex Med, 200302)
problem-based-learning-managed-care-seminar-new-residents-academic.asp

59.

Initial experiences of interprofessional problem-based learning: a comparison of male and female students views.

Few studies have considered the contribution of problem-based learning (PBL) to interprofessional education, and even fewer have examined whether women and men evaluate PBL differently. This paper examines first year occupational therapy and ...
Frances Reynolds (J Interprof Care, 200302)
initial-experiences-interprofessional-problem-based-learning.asp

60.

Perceptions of students and faculty about conventional learning and community-oriented medical education.

OBJECTIVE: To compare the perceptions of the students and faculty to the conventional lecture and practical-based learning (LPBL) with community-oriented-Medical Education (COME). DESIGN: Descriptive longitudinal study based on evaluations of two ...
Imrana Khan, Aslam Fareed (J Coll Physicians Surg Pak, 200302)
perceptions-students-faculty-conventional-learning-community-oriented.asp