We sought to evaluate the effectiveness of a newly developed scenario-based learning (SBL) module considering students' academic achievement, in-class engagement, and learner/teacher satisfaction. Third-year students in a 6-year medical education program, who had preexperience in problem-based learning, studied in small groups with facilitators…

This article highlights the significance of professional and disciplinary spaces in the shaping of Learning Outcomes (Los) in higher education. It is based on empirical studies of three programmes (engineering, the humanities and medicine) at two Norwegian universities. The results demonstrate both similarities and differences in the dynamics of…

The primary aim of this study was to determine whether levels of student engagement, higher order skill proficiency, and knowledge acquisition demonstrated by medical students would differ when completing the same course in three diverse learning environments. Following Institutional Review Board approval, 56 first-year medical students,…

Several studies show that how patients have difficulties in changing lifestyle even though such changes are essential because they are suffering from a life-threatening disease. Coronary artery disease (CAD) patients met 13 times during a year and used problem-based learning (PBL) to improve their empowerment and self-efficacy in making lifestyle…

Medical school is an academic and developmental path toward a professional life demanding self-regulation and self-education. Thus, many medical schools include in their goals for medical student education their graduates' ability to self-assess and self-regulate their education upon graduation and throughout their professional lives. This study…

We redesigned our medical school's Problem-Based Learning (PBL) curriculum to include a substantial increase in required geriatrics content. Innovations included new PBL health care problems and standardized patients (SPs) throughout the first three years and a new required four-week, fourth-year rotation. We used data from the AAMC Medical School…

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…

In response to HE 528 462, the author suggests the use of student-generated learning issues in problem-based medical education should place more emphasis on mechanisms in the generation of learning issues, the ramifications of various degrees of student input into the identification of issues, and the role of teacher-learner negotiations in the…

Background and Objectives: At McMaster University, the birthplace of problem-based learning (PBL), administrators and curriculum planners have begun the process of renewing the undergraduate MD curriculum. One step has been to conduct an environmental scan that includes input from medical residents. Methods: Individual interviews with 17 medical…

A method is presented for collecting information about the match between students' learning issues in problem-based learning and teachers' objectives. Subjects were 82 second-year medical students at the University of Limburg in Maastricht (Netherlands) in a problem-based curriculum. During a unit on pregnancy, childbirth, and child development,…

Describes "authentic" problem-based learning (PBL) as a specific teaching method that addresses all the educational objectives possible with PBL: acquisition of a rich body of deeply understood knowledge; development of effective clinical problem-solving skills; and development of an insatiable curiosity and a desire for continuous learning…

Of concern in the problem-based learning process in medical student education is the effect of allowing students to generate their own learning issues while discussing cases and problems. This study considered learning issues in problem-based learning, studying faculty and student overlap and consistency across learning groups while adding the…

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)

The learner's role in acquiring cognitive and interpersonal skills in a first-year medical school course in neurobiology (12 students) that used a small-group, problem-based teaching method. Objectives of the study were to: (1) determine the cognitive and interpersonal skills the students believed were important; (2) evaluate how well the students…

In a study of the development of measures that can assess specific learning and reasoning changes affected by a problem-based learning (PBL) curriculum in medical education, evidence is provided of the cognitive benefits of a PBL approach. To determine whether PBL students reach reasoning goals with a novel clinical case, the study evaluated…