The semi-structured triple jump - A new assessment tool reflects qualifications of tutors in a PBL course on basic pharmacology

Naunyn-Schmiedeberg's Archives of Pharmacology

Volumn 377, Issue 1, 2008, Pages 55-63

  Matthes, Jan ^a   Look, Alexander ^a   Hahne, Amina K ^a   Tekian, Ara ^b   Herzig, Stefan ^a  

^a UNIVERSITY OF COLOGNE   (Germany)

^b UNIVERSITY OF ILLINOIS AT CHICAGO   (United States)

Author keywords

Medical education; Problem based learning; Teaching; Test achievement

Indexed keywords

ARTICLE; CLINICAL ASSESSMENT TOOL; CLINICAL PHARMACOLOGY; CONTROLLED STUDY; HUMAN; MEDICAL EDUCATION; MEDICAL STUDENT; MULTIPLE CHOICE TEST; NORMAL HUMAN; PROBLEM BASED LEARNING; PROSPECTIVE STUDY; QUESTIONNAIRE; RELIABILITY; TEACHER; VALIDATION STUDY;

EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; MENTORS; PHARMACOLOGY; PROBLEM-BASED LEARNING; PROFESSIONAL COMPETENCE; STUDENTS, MEDICAL;

EID: 39149129023     PISSN: 00281298     EISSN: None     Source Type: Journal    
DOI: 10.1007/s00210-007-0257-4     Document Type: Article

References (29)

1. Albanese M (2000) Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills. Med Educ 34:729-738
2. Antepohl W, Herzig S (1999) Problem-based learning versus lecture-based learning in a course of basic pharmacology: a controlled, randomized study. Med Educ 33:106-113
3. Barrows HS (1986) A taxonomy of problem-based learning methods. Med Educ 20:481-486
4. Case SM, Swanson DB (2001) Constructing written test questions for the basic and clinical sciences. National Board of Medical Examiners, Philadelphia
5. Colliver JA (2000) Effectiveness of problem-based learning curricula: research and theory. Acad Med 75:259-266
6. Dochy F, Segers M, Bossche van den P, Gijbels D (2003) Effects of PBL: a meta-analysis. Learn Instr 13:533-568
7. Dolmans DHJM, Gijselaers WH, Moust JHC, de Grave WS, Wolfhagen IHAP, van der Vleuten CPM (2002) Trends in research on the tutor in problem-based learning: conclusions and implications for educational practice and research. Med Teach 24:173-180
8. Dolmans DHJM, de Grave WS, Wolfhagen IHAP, van der Vleuten CPM (2005) Problem-based learning: future challenges for educational practice and research. Med Educ 39:732-741
9. Foldevi M, Svedin CG (1996) The Linköping curriculum: the phase examination in general practice. Med Educ 30:326-332
10. Fraenkel JR, Wallen ME (2006) How to design and evaluate research in education, 6th edn. McGraw-Hill, New York
11. Friedman BDM (2000) Assessment in outcome-based education. Med Teach 21:23-25
12. Friedman CP, Murphy CG, Smith AC, Mattern WD (1994) Exploratory study of an examination format for problem-based learning. Teach Learn Med 6:194-198
13. Jolly B (2006) Problem-based learning. Med Educ 40:494-495
14. Jolly B, Grant J (1997) The good assessment guide. Joint Centre for Medical Education, London
15. Kinkade S (2005) A snapshot of the status of problem-based learning in U. S. medical schools. Acad Med 80:300-301
16. Kwan CY (2002) Problem-based learning and teaching of medical pharmacology. Naunyn-Schmiedeberg's Arch Pharmacol 366:10-17
17. Matthes J, Marxwen B, Linke RM, Antepohl W, Coburger S, Christ H, Lehmacher W, Herzig S (2002) The influence of tutor qualification on the process and outcome of learning in a problem-based course of basic medical pharmacology. Naunyn-Schmiedeberg's Arch Pharmacol 366:58-63
18. Michel MC, Bischoff A, Jakobs KH (2002) Comparison of problem- and lecture-based pharmacology teaching. Trends Pharmacol Sci 23:168-170
19. Nendaz MR, Tekian A (1999) Assessment in problem-based learning medical schools: a literature review. Teach Learn Med 11:232-243
20. Newble D (1998) Assessment. In: Jolly B, Rees L (eds) Medical education in the millennium. Oxford Universal Press, New York, pp 131-142
21. Newman M (2003) 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. University of Newcastle, Learning and Teaching Support Network, Newcastle, UK
22. O'Neill PA, Willis SC, Jones A (2002) A model of how students link problem-based learning with clinical experience through "elaboration". Acad Med 77:552-561
23. Page G, Bordage G (1995) The Medical Council of Canada's key features project: a more valid written examination of clinical decision-making skills. Acad Med 70:104-110
24. Painvin C, Neufeld V, Norman G, Walker I, Whelan G (1979) The "triple jump" exercise: a structured measure of problem-solving and self-directed learning. In: Proceedings of the 18th Annual Conference on Research in Medical Education. Washington, pp 73-77
25. Shumway JM, Harden RM (2003) AMEE guide No. 25: the assessment of learning outcomes for the competent and reflective physician. Med Teach 25:569-584
26. Schuwirth LWT, Verhoeven BH, Scherpbier AJJA, Mom EMA, Cohen-Schotanus J, van Rossum HJM, van der Vleuten CPM (1999) An inter- and intra-university comparison with short case-based testing. Adv Health Sci Educ 4:233-244
27. Smith RM (1993) The triple-jump examination as an assessment tool in the problem-based medical curriculum at the University of Hawaii. Acad Med 68:366-372
28. Vernon DTA, Blake RL (1993) Does problem-based learning work? A meta-analysis of evaluative research. Acad Med 65:550-563
29. West DA, Umland BE, Lucero SM (1985) Evaluating student performance. In: Kaufman A (ed) Implementing problem-based medical education. Springer, New York, pp 144-163