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Implementing a Problem-Based Learning Curriculum in an Argentinean Medical School: Implications for Developing Countries.
Peer reviewed Peer reviewed
Carrera, Larisa Ivon; Tellez, Tomas Eduardo; D'Ottavio, Alberto Enrique – Academic Medicine, 2003
Describes the difficulties Argentina's medical schools are likely to face in implementing a problem-based learning (PBL) curriculum. Outlines the basic requirements for successful implementation of PBL curricula and describes the contradiction in Argentina between a health care system that forces specialization and the efforts of medical schools…
Descriptors: Curriculum Development, Developing Nations, Foreign Countries, Medical Education
Students' Use of Anatomy Modules in Problem-Based Medical Education at McMaster University.
Peer reviewed Peer reviewed
Zehr, Connie L.; And Others – Academic Medicine, 1996
A study investigated student use of a collection of self-directed anatomy learning modules designed to help students prepare for tutorial discussions of health care problems. The surveyed students (n=80) reported that module use depended on program level and premedical background in biology, not on tutor or preceptor requirements. Students who…
Descriptors: Anatomy, Foreign Countries, Higher Education, Independent Study
Problem Effectiveness in a Course Using Problem-Based Learning.
Peer reviewed Peer reviewed
Dolmans, Diana H. J. M. – Academic Medicine, 1993
A University of Limburg (Netherlands) medical school study investigated the relationship between student-generated learning issues and faculty instructional objectives (i.e., the effectiveness of the problems posed) in a problem-centered obstetrics and child development curriculum. Subjects were 120 students and 12 faculty. Results indicated…
Descriptors: Child Development, Educational Objectives, Foreign Countries, Higher Education
The Development of Diagnostic Competence: Comparison of a Problem-Based, an Integrated, and a Conventional Medical Curriculum.
Peer reviewed Peer reviewed
Schmidt, Henk G.; And Others – Academic Medicine, 1996
A Dutch study compared the clinical diagnostic skills of 612 medical students educated at schools with problem-based, integrated, or conventional curricula. Students responded to 30 case histories epidemiologically representative of Dutch society and all organ systems. Students trained within problem-based and integrated curricula made more…
Descriptors: Clinical Diagnosis, Comparative Analysis, Curriculum Design, Foreign Countries
Introducing Progress Testing in McMaster University's Problem-Based Medical Curriculum: Psychometric Properties and Effect on Learning.
Peer reviewed Peer reviewed
Blake, Jennifer M.; And Others – Academic Medicine, 1996
The Personal Progress Index, designed to assess students' knowledge at regular intervals, is administered at the McMaster University (Ontario) Faculty of Health Sciences three times annually. Feedback is provided to students, and accumulated student performance is determined for summative evaluation. Results over 4 classes (n=400) show it to be…
Descriptors: Curriculum Design, Evaluation Methods, Foreign Countries, Formative Evaluation
Long-Term Outcomes of Innovative Curricular Tracks Used in Four Countries.
Peer reviewed Peer reviewed
Suwanwela, Charas; And Others – Academic Medicine, 1993
Innovative medical school programs discussed include a problem-based, village-centered rural program in the Philippines, a problem-oriented rural program of community medicine in Thailand, a problem-based curriculum in China, and four restructured medical curricula in the United States. Focus is on the results of the changes. (MSE)
Descriptors: College Outcomes Assessment, Comparative Education, Curriculum Design, Educational Innovation
Microanatomy Courses in U.S. and Canadian Medical Schools, 1991-92.
Peer reviewed Peer reviewed
Painter, Sherry D. – Academic Medicine, 1994
A survey of 114 U.S. and Canadian medical schools gathered information about the content, organization, and teaching methods of microanatomy courses. Results suggest the courses are relatively conventional, with development of computer-assisted instruction being impeded by availability of other, less-expensive self-instructional tools.…
Descriptors: Anatomy, Classroom Techniques, Computer Assisted Instruction, Course Content
Influence of Tutors' Subject-Matter Expertise on Student Effort and Achievement in Problem-Based Learning.
Peer reviewed Peer reviewed
Schmidt, Henk G.; And Others – Academic Medicine, 1993
A study of 336 staff-led, problem-based tutorial groups in a European university health sciences program found that students who were tutored by subject-matter experts achieved somewhat better and spent more time on self-directed learning. In addition, tutoring skill and content knowledge were important in effective tutoring. (Author/MSE)
Descriptors: Academic Achievement, Allied Health Occupations Education, Foreign Countries, Group Instruction