Problem-Based Learning

61.

A comparison of critical thinking in groups of third-year medical students in text, video, and virtual PBL case modalities.

PURPOSE: To determine whether critical thinking in problem-based learning (PBL) group discourse differed according to case modality. METHOD: The study was conducted in 2000 in the Department of Pediatrics at the University of Colorado School of Medicine ...
Carol Kamin, Patricia OSullivan, Robin Deterding, Monica Younger (Acad Med, 200302)
comparison-critical-thinking-groups-third-year-medical-students-text.asp

62.

Preparedness for hospital practice among graduates of a problem-based, graduate-entry medical program.

OBJECTIVE: To compare preparedness for hospital practice between graduates from a problem-based, graduate-entry medical program and those from other programs (undergraduate problem-based and traditional). DESIGN: Survey of graduates (by mailed ...
Sarah J Dean, Alexandra L Barratt, Graham D Hendry, Patricia M A Lyon (Med J Aust, 200302)
preparedness-hospital-practice-graduates-problem-based-graduate-entry.asp

63.

A follow-up of medical graduates of a problem-based learning curriculum.

INTRODUCTION: There is little information available on the effects of problem-based undergraduate curricula on doctors and their performances after graduation. Therefore, we conducted a questionnaire study of all graduates of the new medical programme at ...
Wolfram Antepohl, Erica Domeij, Pia Forsberg, Johnny Ludvigsson (Med Educ, 200302)
follow-up-medical-graduates-problem-based-learning-curriculum.asp

64.

Providing support for problem-based learning in dentistry: the Manchester experience.

The introduction of problem-based learning (PBL) into any programme demands a period of adjustment on the part of faculty. Similarly, students new to PBL take time to adapt to what is, for the majority of them, an unfamiliar mode of learning. At ...
Gillian Hoad-Reddick, Elizabeth Theaker (Eur J Dent Educ, 200302)
providing-support-problem-based-learning-dentistry-manchester.asp

65.

Learning with cases.

BACKGROUND: The use of case studies as a teaching and learning method has been traced back to the Medical Society of New Haven in 1788. The use of case studies was introduced into Harvard Law School in 1871, and this method was used with the first class ...
Ann Marriner Tomey (J Contin Educ Nurs, 200301-02)
learning-cases.asp

66.

Incorporating the experiential learning theory into the instructional design of online courses.

Online courses are designed to be asynchronous, interactive, and collaborative. Incorporating the Experiential Learning Theory into the instructional design allows courses to enhance the learning power of learners, empower learners, and challenge ...
Christine M Bolan (Nurse Educ, 200301-02)
incorporating-experiential-learning-theory-instructional-design.asp

67.

An exploration of tutors experiences of facilitating problem-based learning. Part 2--implications for the facilitation of problem based learning.

This paper is the second of two parts exploring a study that was undertaken to investigate the role of the tutor in facilitating problem-based learning (PBL). The first part focussed on the methodological underpinnings of the study. This paper aims to ...
Melanie Haith-Cooper (Nurse Educ Today, 200301)
exploration-tutors-experiences-facilitating-problem-based-learning.asp

68.

Problem based learning.

PBL, an educational format, stimulates active and life long learning. PBL improves the motivation of students, stimulates integration of disciplines, small group learning; improves clinical reasoning, problem-solving and decision making. It has been ...
M E Rahman, R Perveen, A M Chowhury, A Rouf (Mymensingh Med J, 200301)
problem-based-learning.asp

69.

Ruralising medical curricula: the importance of context in problem design.

The establishment of a new medical school in northern Australia, with its focus on preparing graduates to understand the health care needs of the regional population, has raised an interesting issue in problem design for teaching and assessing in an ...
Richard Hays, Tarun Sen Gupta (Aust J Rural Health, 200301)
ruralising-medical-curricula-importance-context-problem-design.asp

70.

An exploration of tutors experiences of facilitating problem-based learning. Part 1--an educational research methodology combining innovation and philosophical tradition.

The use of problem-based learning (PBL) in Health Professional curricula is becoming more wide spread. Although the way in which the tutor facilitates PBL can have a major impact on students learning (Andrews and Jones 1996), the literature provides ...
Melanie Haith-Cooper (Nurse Educ Today, 200301)
exploration-tutors-experiences-facilitating-problem-based-learning1.asp