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Teaching Clinical Reasoning in a Clinical Clerkship by Use of Case Assessments.
Peer reviewed Peer reviewed
Regan-Smith, Martha G. – Journal of Medical Education, 1987
Dartmouth Medical School offers a problem-based internal medicine clerkship structured to give students an opportunity to think critically through real patient cases with unknown diagnoses and allow faculty to evaluate students' problem-solving skills, clinical judgments, and reasoning without the influence of residents. (MSE)
Descriptors: Case Studies, Classroom Techniques, Clinical Diagnosis, Clinical Experience
Implementing Problem-Based Learning.
Peer reviewed Peer reviewed
Branda, Luis A. – Journal of Dental Education, 1990
The last decade has shown a steady increase in the introduction of problem-based learning (PBL) in the education of health professionals. A variety of medical and dental schools have implemented PBL using different formats incorporating self-directed and small-group learning, illustrating the many options this combination of techniques offers.…
Descriptors: Classroom Techniques, Dental Schools, Dentists, Educational Strategies
Problem-Based Learning in Medicine and Beyond: A Brief Overview.
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Barrows, Howard S. – New Directions for Teaching and Learning, 1996
Discussion of the problem-based learning approach in higher education looks at its origins in medical curricula, characteristics of the original method, the variety of educational objectives possible with this approach, problem-based curriculum development, advantages of the method, and its use outside the medical domain. (MSE)
Descriptors: Case Studies, Classroom Techniques, College Instruction, Curriculum Design
Using Faculty and Student Perceptions of Group Dynamics to Develop Recommendations for PBL Training.
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Tipping, Jane; And Others – Academic Medicine, 1995
A study investigated medical school faculty and student knowledge and perceptions of group dynamics in the context of problem-based learning (PBL). Observation of 27 first-year medical students and 3 faculty in University of Toronto medical school PBL groups revealed a generally low awareness of effective group dynamics. Comprehensive medical…
Descriptors: Classroom Techniques, Curriculum Design, Faculty Development, Group Dynamics
Microanatomy Courses in U.S. and Canadian Medical Schools, 1991-92.
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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
Does Problem-Based Learning Work? A Meta-Analysis of Evaluative Research.
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Vernon, David T. A.; Blake, Robert L. – Academic Medicine, 1993
A study evaluated 35 research projects from 1970-92 comparing problem-based learning in medical and nursing education with more traditional methods of instruction. It was found that results generally supported the superiority of the problem-based learning approach for both affective outcomes and academic performance. (Author/MSE)
Descriptors: Academic Achievement, Affective Objectives, Classroom Techniques, College Outcomes Assessment
Tutors and Small Groups in Problem-Based Learning: Lessons from the Literature.
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Wilkerson, LuAnn – New Directions for Teaching and Learning, 1996
A model of classroom characteristics and interaction is used to examine the roles of group size, problem types, and student behaviors, central concerns in problem-based learning, in medical education. The model incorporates six classroom dimensions, including four process variables (classroom organization, learning task, teacher's instruction,…
Descriptors: Behavior Patterns, Classroom Communication, Classroom Environment, Classroom Techniques
Integrated Case Studies and Medical Decision Making: A Novel, Computer-Assisted Bridge from the Basic Sciences to the Clinics.
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Schor, Nina Felice; And Others – Academic Medicine, 1995
A medical school course integrating basic science and clinical issues consists of 13 problem-based learning exercises, each exploring a clinical case. Using networked terminals in specially-designed small-group rooms, students progress through cases with a faculty facilitator. Users cite access to better images, accountability, and juxtaposition…
Descriptors: Case Studies, Classroom Techniques, Clinical Experience, Clinical Teaching (Health Professions)