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About 10,000 papers for “Problem-based learning”

Problem Based Learning

H.B. White · Biochemistry and Molecular Biology Education · 2000

Cited by 14Open access

Problem-based learning.

Sofie M. M. Loyens, Paul A. Kirschner, Fred Paas · American Psychological Association eBooks · 2011

Cited by 85

Problem‐based Learning

Brian Jolly · Medical Education · 2006

There have been many sentinel events in the life of problem-based learning (PBL). Once or twice I have been there when they happened. Many have been positive and rewarding. Some have been greeted with horror, derision, dissatisfaction, or disgust. I remember having a conversation with a Professor of Anatomy at London University who simply refused to see any merit in a group of students, who ‘knew nothing’, sitting around discussing what might be wrong with a patient in order to improve their understanding of science. They would, of course, have been much better off cutting up some cadavers to isolate the anatomical structures that were causing the patient's discomfort and probable death. This was in 1974, after I had enthusiastically returned from a visit to McMaster to see for myself how PBL functioned in its ‘true and purest’ form. Later, in 1983, in the bar of the Hotel Valkenburg in Limburg a group of people were talking about the new PBL curriculum at Maastricht. It was about 2am. I witnessed absolute astonishment slowly extend across Howard Barrows' and others' faces as he related his realisation that the course had essentially been designed and implemented by a bunch of psychologists and sociologists. It was clear that many in the room did not feel that the course would be sustainable. However, this event also created a challenge: that PBL needs a problem and it needs a process, but it does not necessarily need a medically qualified or discipline expert. And gradually all of these issues have become research foci, some more capable of resolution than others. The debate has widened from ‘it works!’–‘no it doesn’t'1, 2 to a dispute about the know-ability of whether, how and why it works;3, 4 and if it does what effect size would it be, and is it big enough?5, 6 I am still not sure what the cost-benefit is of this hyper reflection. Disappointingly some of PBL's early champions seem to have become a tad jaded, maybe because the argument has become so convoluted. Perhaps also, those who have spent most of their intellectual lives in a PBL institution have become impassive to its charms. Nevertheless in the last 2 years we have seen a few bits of the 1000 piece research jigsaw, that would be required to convince the sceptics, hewn out of the research data, and its quality is gradually increasing.7 In this issue we see a few more.8-12 Like most fragments of jigsaws they are rough around the edges; for example the study of the virtual environment omits reference to some important citations.13 Interestingly, both from these studies and from the general debate one gets the impression that some people are emotionally entwined with a pro- or anti stance: for them the jigsaw is either irrelevant or can never be complete. Yet the social constructivist dimension of the arguments, both about the experimental paradigms or about the possibility of finding an answer on the value of PBL, is important. Experience matters. It was clear to me in the last 3 decades visiting schools that had radically changed their curricula, that there was an important and qualitatively different set of characteristics between them and traditional schools. In the early days this difference was breathtaking – it was an arresting, confrontational experience. Some people did not like it. The difference seems to be less now; probably for the same reason that Harvard and New Mexico were unable to complete their definitive trials.14, 15 For example, there has been considerable drift and accommodation of curriculum models so the differences are less clear cut. Consequently the possibility of showing a radical distinction has diminished. At the same time PBL has found its niche in the methodology of self-directed learning. So, Geoff Norman may be right:16 encapsulating the essentials of the models in constrained situations and investigating them experimentally may be all that will drive progress. On the other hand we could just agree with David Berliner's very interesting defence of the polyphony of educational research: ‘… it was not bad science that caused findings to become irrelevant. Changes in the social, cultural, and intellectual environments negated the scientific work in these areas… Our (educational) science forces us to deal with particular problems, where local knowledge is needed. Therefore, ethnographic research is crucial, as are case studies, survey research, time series, design experiments, action research and other means to collect reliable evidence for engaging in unfettered argument about education issues’17 p20. These types of studies are all beginning to emerge. Do we still need them?

Cited by 34

Problem-Based Learning

Kathleen A. Badeau · Journal for Nurses in Staff Development · 2010

To enhance the professional development of nurses, a problem-based learning program was developed and implemented for nurses at Joseph Brant Memorial Hospital, a Southern Ontario community hospital. The author outlines the key concepts associated with the educational methodology of problem-based learning. In addition, a detailed narrative illustrates the processes involved in the development and implementation of this program specific to the Joseph Brant Memorial Hospital experience, including exemplars from nurses participating in the initiative.

Cited by 20

Problem-based Learning

Martin, Karen Hodges · The Research Repository @ WVU (West Virginia University) · 2018

Cited by 0

Problem-Based Learning

Marjorie R. Sable, Linda S. Larrivee, Debra Gayer · Journal of Teaching in Social Work · 2001

Abstract Problem-based learning has been described for use in medical education and is thought to be a superior approach to traditional didactic methods. We describe the use of PBL as an innovative approach to the education and training of social workers on an interdisciplinary health care team. An actual PBL case is described, and a discussion of the advantages and disadvantages to this approach is presented. The use of PBL on interdisciplinary teams helps educate social workers to work effectively on teams, and educates other professionals about the social work role and how to utilize social work services effectively.

Cited by 39

Problem-Based Learning

Alexia Papageorgiou, Peter McCrorie, Stelios Georgiades et al. · Palgrave Macmillan UK eBooks · 2015

In this chapter, we introduce problem-based learning (PBL). We begin by briefly discussing some of the theory behind the process and why it is used throughout the world in many university courses. How it works in practice is described at length, using an example of a short case to illustrate the process. The two main forms of PBL are described — short case and progressive release — and the use of virtual patient PBL is touched upon. Finally, common issues, or frequently asked questions, about PBL are discussed.

Cited by 4

Problem-based learning.

C E Engel · PubMed · 1992

Problem-based learning is now a well-established approach to the design and implementation of undergraduate, postgraduate and continuing medical education. This article describes how it functions and examines how it contributes to more enjoyable and effective professional development.

Cited by 58

Problem-based Learning

Dorothy H. Evensen, Cindy E. Hmelo, Cindy E. Hmelo‐Silver · 2000

This volume collects recent studies conducted within the area of medical education that investigate two of the critical components of problem-based curricula--the group meeting and self-directed learning--and demonstrates that understanding these complex phenomena is critical to the operation of this innovative curriculum. It is the editors' contention that it is these components of problem-based learning that connect the initiating "problem" with the process of effective "learning." Revealing how this occurs is the task taken on by researchers contributing to this volume. The studies include use of self-reports, interviews, observations, verbal protocols, and micro-analysis to find ways into the psychological processes and sociological contexts that constitute the world of problem-based learning.

Cited by 141

Problem‐Based Learning

Henk G. Schmidt · The Wiley Blackwell Encyclopedia of Health, Illness, Behavior, and Society · 2014

Abstract Problem‐based learning (PBL) is a method of learning and instruction popular in medical education. Students work on biomedical or clinical problems in collaboration with peers and guided by a tutor; they are supposed to learn primarily through self‐directed study. Problem‐based learning is not a single educational treatment but a conglomerate of interventions each of which is thought to foster learning. This may be the reason why different authors have tended to define the purpose of problem‐based learning differently and to stress different aspects as being crucial. First, there is the cognitive constructivist approach to problem‐based learning. The idea here is that the central goal of PBL is to help students build flexible mental models of the world. Others define problem‐based learning as a process of inquiry. According to this view, the goal of problem‐based learning is to help students learn the skill of diagnostic reasoning by mimicking the thinking processes of the expert. A third perspective stresses the fact that students in problem‐based learning have autonomy in their choice of resources and learn to show agency. In this view, problem‐based learning is a method for learning how to learn.

Cited by 5

Problem-based Learning

Anna Kwan · 2009

Problem-based learning (PBL) is a form of enquiry-based learning, in which learning is driven by a process of inquiry. Problem-based Learning PBL differs fundamentally from conventional curricula. Some project-based learning may emphasise summative assessment, thus students are assessed on end products such as presentation, reports and artefacts. PBL on the other hand places greater emphasis on the development of students during the learning process. In some project-based learning situations, students might not see the meaning of doing the project. Some students may rely on cut-and-paste, thus the aim of project-based learning is defeated. Experiences with problem-based learning in business and management. The effects of problem-based learning during medical school on physician competency: a systematic review. Problem-based learning for traditional and interdisciplinary classrooms. PBL is more than an instructional method, but a nurturing environment in which all curriculum elements are systematically aligned to help students achieve the learning outcomes.

Cited by 53