Problem based learning (PBL): A revolution in the area of medical education?

Archives of Hellenic Medicine

Volumn 22, Issue 6, 2005, Pages 614-623

  Drosos, E ^a   Dimoliatis, I ^a  

^a UNIVERSITY OF IOANNINA   (Greece)

Author keywords

Assessment; Problem based learning; Teaching methods; Tutor; Undergraduate curriculum; Undergraduate medical education

Indexed keywords

CANADA; CLINICAL MEDICINE; CRITICAL THINKING; CURRICULUM; DECISION MAKING; EDUCATION PROGRAM; HUMAN; LEARNING; MEDICAL EDUCATION; MOTIVATION; PROBLEM BASED LEARNING; REVIEW; SATISFACTION; TEACHING; TEAMWORK;

EID: 32644447366     PISSN: 11053992     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (36)

1. SPENCER JA, JORDAN RK. Learner centred approaches in medical education. Br Med J 1999, 318:1280-1283
2. GENERAL MEDICAL COUNCIL. Tomorrow's doctors. Recommendations on undergraduate medical education. GMC, London, 1993
3. GENERAL MEDICAL COUNCIL. Implementing tomorrow's doctors. Report of the education committee's informal visits to UK medical schools between 1995 and 1998. GMC, London, 1999
4. BARROWS HS, TAMBLYN RM. Problem-based learning: An approach to medical education. Springer Publ Co, New York, 1980
5. NORMAN GR. Problem-solving skills, solving problems and problem-based learning. Med Educ 1988, 22:279-286
6. FINUCANE P, CROTTY M, HENSCHKE P. Clinical problem solving (CPS) as a teaching strategy: A "dual teacher" approach. Med Teach 2001, 23:572-575
7. WOOD DF. Problem based learning. Br Med J 2003, 326:328-330
8. NEWBLE D, CANNON R. Teaching in a problem-based course. In: Newble D, Cannon R (eds) A handbook for medical teachers. Kluwer Academic Publ, Dordrecht, 1994:93-106
9. SEFTON A. Problem-based learning. In: Dent JA, Harden RM (eds) A practical guide for medical teachers. Churchill Livingstone, Edinburgh, 2001:158-167
10. JAYAWICKRAMARAJAH PT. Problems for problem-based learning: A comparative study of documents. Med Educ 1996, 30:272-282
11. SCHMIDT HG. Foundations of problem-based learning: Some explanatory notes. Med Educ 1993, 27:422-432
12. WALTON HJ, MATTHEWS MB. Essentials of problem-based learning. Med Educ 1989, 23:542-558
13. BARROWS HS. The tutorial process. Southern Illinois University School of Medicine, Springfield, Illinois, 1992.
14. MAUDSLEY G. Roles and responsibilities of the problem-based learning tutor in the undergraduate medical curriculum. Br Med J 1999, 318:657-661
15. MARGETSON D. Current educational reform and the significance of problem-based learning. Stud Higher Educ 1994, 19:5-19
16. SCHMIDT HG, VAN DER AREND A, MOUST JHC, KOKX I, BOON L. Influence of tutors' subject-matter expertise on student effort and achievement in problem-based learning. Acad Med 1993, 68:784-791
17. HAY PJ, KATSIKITIS M. The "expert" in problem-based and case-based learning: Necessary or not? Med Educ 2001, 35:22-26
18. DOLMANS DHJM, GIJSELAERS WH, MOUST JHC, DE GRAVE WS, WOLFHAGEN IHAP, VAN DER VLEUTEN CPM. Trends in research on the tutor in problem-based learning: Conclusions and implications for educational practice and research. Med Teach 2002, 24:173-180
19. MAUDSLEY G. The limits of tutors' comfort zones with four integrated knowledge themes in a problem-based undergraduate medical curriculum (interview study). Med Educ 2003, 37:417-423
20. COLLIVER J. Effectiveness of problem-based learning curricula. Acad Med 2000, 75:259-266
21. NEWMAN M. A pilot systematic review and meta-analysis on the effectiveness of problem-based learning. On behalf of the Campbell Collaboration Systematic Review Group on the Effectiveness of Problem Based Learning. Learning and teaching support network-01, Newcastle, 2003: http://www.ltsn-01. ac.uk/resources/features/pbl
22. DOLMANS D. The effectiveness of PBL: The debate continues. Some concerns about the BEME movement. Med Educ 2003, 37:1129-1130
23. ALBANESE M. Problem-based learning: Why curricula are likely to show little effect on knowledge and clinical skills. Med Educ 2000, 34:729-738
24. NORMAN GR, SCHMIDT HG. Effectiveness of problem-based learning curricula: Theory, practice and paper darts. Med Educ 2000, 34:721-728
25. BLIGH J. Problem-based learning: The story continues to unfold. Med Educ 2000, 34:688-689
26. ENARSON C, CARIAGA-LO L. Influence of curriculum type on student performance in the United States medical licensing examination step 1 and step 2 exams: Problem-based learning vs lecture-based curriculum. Med Educ 2001, 35:1050-1055
27. PRINCE KJAH, VAN MAMEREN H, HYLKEMA N, DRUKKER J, SCHERPBIER AJJA, VAN DER VLEUTEN CPM. Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy. Med Educ 2003, 37:15-21
28. MCPARLAND M, NOBLE LM, LIVINGSTON G. The effectiveness of problem-based learning compared to traditional teaching in undergraduate psychiatry. Med Educ 2004, 38:859-867
29. O'NEILL PA, JONES A, WILLIS SC, MCARDLE PJ. Does a new undergraduate curriculum based on tomorrow's doctors prepare house officers better for their first post? A qualitative study of the views of pre-registration house officers using critical incidents. Med Educ 2003, 37:1100-1108
30. NEWBLE DI, CLARKE RM. The approaches to learning of students in a traditional and in an innovative problem-based medical school. Med Educ 1986, 20:267-273
31. FARROW R, NORMAN G. The effectiveness of PBL: The debate continues. Is meta-analysis helpful? Med Educ 2003, 37:1131-1132
32. MENNIN S, MAJOOR G, CORRESPONDING AUTHORS ON BEHALF OF THE WRITING GROUP. Problem-based learning - position paper. Network: Towards unity for health (TUFH), http://www.network.unimaas.nl/position/pp_pbl.htm, accessed 20/8/04.