Essential characteristics of student-generated learning issues in a problem-based curriculum

Medical Teacher

Volumn 20, Issue 4, 1998, Pages 307-309

  Van Den Hurk, Marianne M ^a,b   Dolmans, Diana H J M ^a,b   Wolfhagen, Ineke H A P ^a,b   Van Der Vleuten, Cees P M ^a,b  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; CURRICULUM; LEARNING; MEDICAL STUDENT; PRACTICE GUIDELINE;

EID: 0031855587     PISSN: 0142159X     EISSN: None     Source Type: Journal    
DOI: 10.1080/01421599880715     Document Type: Article

References (6)

1. BARROWS, H.S. (1985) How to Design a Problem-based Curriculum for the Pre-clinical Years (New York, Springer).
2. BARROWS, H.S. & TAMBLYN, R.M. (1980) Problem-based Learning. An Approach to Medical Education (New York, Springer).
3. BLUMBERG, P., MICHAEL, J.A. & ZEITZ, H. (1990) Roles of student-generated learning behaviours in problem-based learning, Teaching and Learning in Medicine, 2, pp. 149-154.
4. DOLMANS, D.H.J.M., SCHMIDT, H.G. & GIJSELAERS, H.G. (1995) The relationship between student-generated learning issues and self-study in problem-based learning, Instructional Science, 22, pp. 251-267.
5. SCHMIDT, H.G. (1983) Problem-based learning: rationale and description, Medical Education, 17, pp. 11-16.
6. WALTON, H.J. & MATTHEWS, M.B. (1989) Essentials of problem-based learning, Medical Education, 23, pp. 542-558.