Schools provide conducive environments for disseminating messages on health by implementing appropriate learning approaches and subjects such as biology in the curriculum. For instance, problem-based learning (PBL) is a student-centred approach commonly applied in the field of education. However, its implementation to improve the health literacy…

Purpose: Higher education institutions (HEIs) have a great responsibility to put education for sustainable development at the centre of their work. Curricula should therefore start to incorporate the sustainable development goals (SDGs) and key competencies in sustainability, and research should be carried out to determine effective learning…

Many educational researchers have established problem-based learning (PBL) as a total approach to education--both a product and a process--from a pedagogical instructional strategy to skills development to assessment. This study provides qualitative evidences from educational practitioners in various professional disciplines, namely, Medicine,…

A biochemistry course is a fundamental but important subject in medical education in China. In recent years, the number of international medical students has increased. Curriculum reform in biochemistry teaching is needed because of the knowledge limitations of students, a close linkage of biochemical content with clinics, the shortcomings of…

Pathology and anatomy are both sciences that contribute to the foundations of a successful medical career. In the past decade, medical education has undergone profound changes with the development of a core curriculum combined with student selected components. There has been a shift from discipline-based teaching towards problem-based learning.…

In response to the challenges created by the implementation of a new medical school curriculum at the University of Otago in 2008, we aimed to develop a blended learning course for teaching rheumatology within the existing musculoskeletal course. We developed a multimedia online learning resource structured to support class based problem-based…

Presents a general approach to curriculum design in the context of Problem-Based Learning (PBL) and proposes ten general steps for the process. Considers prior knowledge, skills, misconceptions, educational organization, curriculum management, and evaluation procedures. (Contains 24 references.) (Author/YDS)

Traces development of the problem-based, five-year curriculum of the new medical school at the University of Newcastle (Australia), outlining the events of the three years before it opened and commenting on the experiences of its first year. A timetable of medical problems studied by the students is presented. (Author/JD)

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…

Reviews literature on problem-based learning in health sciences. Describes characteristics, outcomes, and implementation strategies and discusses the potential for problem-based learning in nursing education. (Contains 56 references.) (SK)

Evaluates the implementation of a curriculum that married a lecture-based first year program with a problem-based curriculum in the second year. Demonstrates how this unusual curricular structure was successful in improving students' perceptions of and performance in basic sciences. (Author/CCM)

The University of Manchester's problem-based medical education was anticipated to increase clinical-reasoning skills. Students generally approved of the change but suggested modifications. More work needed to be done to help students become self-directed learners. (SK)

Discusses the rationale for the introduction of problem-based learning (PBL) pedagogy into dental education, the modalities of PBL being introduced, and the implications of its introduction into dental schools. Addresses implementation, faculty development, admissions, and assessment. Presents and discusses observations from a parallel-track…

This book is designed for medical teachers who wish to consider problem-based learning as an educational method to be used in their courses or curriculum in medical school. The first six chapters elaborate the background for a well-designed problem-based learning curriculum by considering the goals of undergraduate medical education, the challenge…

The innovative features of the M.D. program at McMaster University are problem-based learning, small-group tutorials, and the student responsibility for their own educational activities. A survey ascertained the faculty members perceptions about the program. (MLW)