Does problem-based learning work? And whose fault is it if it doesn't? A response to the article by R. H. Glew

Biochemistry and Molecular Biology Education

Volumn 31, Issue 4, 2003, Pages 257-259

  Hughes, Ian E ^a   Wood, Edward J ^a  

^a UNIVERSITY OF LEEDS   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

COMMUNICATION SKILL; GEOGRAPHIC DISTRIBUTION; HUMAN; LEARNING; MEDICAL ASSESSMENT; MEDICAL EDUCATION; MEDICAL SCHOOL; MEDICAL STUDENT; NOTE; PUBLICATION; TEACHER; UNITED STATES; WORK;

EID: 3242786700     PISSN: 14708175     EISSN: None     Source Type: Journal    
DOI: 10.1002/bmb.2003.494031040247     Document Type: Note

References (9)

1. R. Glew (2003) The problem with problem-based medical education: promises not kept, Biochem. Mol. Biol. Educ. 31, 52-56.
2. General Medical Council (1993, revised July 2002) Tomorrow's Doctors: Recommendations on Undergraduate Medical Education, General Medical Council, London: www.gmc-uk.org.
3. The Flexner report (1910) quoted in F. Vella (1991) To improve biochemical education around the world, Biochem. Educ. 19, 178-181.
4. W. Osler (1913) Examinations, examiners and examinees, Lancet II, 1047-1050.
5. Association of American Medical Colleges (1984) Physicians for the Twenty-first Century. The GPEP Report, Association of American Medical Colleges, Washington, D. C.
6. B. H. Moreland (1996) How much biochemistry should a good doctor know?, Biochem. Educ. 24, 79-93.
7. K. Burdett (1996) The Manchester medical programme, Biochem. Educ. 24, 90-91.
8. G. T. Moore in D. Boud, G. Feletti, Eds. (1997) The Challenge of Problem-based Learning, 2nd ed., Kogan Page, London, pp. 73-88.
9. A. Newman (1993) The new Toronto medical curriculum, Biochem. Educ. 21, 170-179.