"Case Studies and Case-Based Learning" brings authentic, real-world learning to the classroom and: (1) Transforms students' thinking and fosters 21st-century skills; (2) Provides strategies, examples, and resources for implementing case-based learning across the disciplines; (3) Features a step-by-step process for creating case-based…

Educational strategies that promote the development of clinical reasoning in students remain scarce. Generating self-explanations (SE) engages students in active learning and has shown to be an effective technique to improve clinical reasoning in clerks. Example-based learning has been shown to support the development of accurate knowledge…

Athletic training education is continuing to grow and change as different instructional methods are studied and implemented. Problem-based learning is one instructional method that has been implemented in varying degrees in athletic training education programs but its effectiveness has not been studied extensively. Problem-based learning has been…

Explores the integrative nature of problem-based curricula and describes a systematic process for content review in a problem-based curriculum. Utilizes consultation among students, faculty, and the clinical community. Delineates the advantages of this process. (DDR)

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…

Assesses the quality of tutorial sessions in the problem-based learning curriculum that was adopted at the University of Tampere in Finland. (Author/CCM)

Highlights the differences between classical teaching methods and problem-based learning. Describes the curriculum and problem-based approach of the Faculty of Medicine at the Maastricht University and gives an overview of the implementation of biochemistry in the medical curriculum. Discusses the procedure for student assessment and presents…

Students in a problem-oriented alternative medical curriculum at Michigan State University used the same problem-based methods for curriculum improvement that are used to solve clinical problems. Students worked with faculty toward constructive curricular revision. (MSE)

Provides background information on the problem-based learning (PBL) model used in medical education that was adapted for high school economics. Describes the high school economics curriculum and outline the stages of the PBL model using examples from a unit called "The High School Food Court." Discusses the design considerations. (CMK)

An important mandate of higher education is to provide students with the skills and strategies required to become self-regulating lifelong learners. This paper analyzes and interprets data gathered from two instructional settings both of which have been structured to promote self-regulated or self-directed learning. It includes an interpretation…

Describes an integrated problem-based learning experience for first-year medical students and assesses the effectiveness of the process in identifying basic science issues relevant to biochemical principles. (DDR)

Focuses on problem-based curriculum students' generation of learning issues that are guidelines for their individual study. Investigates how many learning issues can be classified as being of good quality and presents examples of well and poorly formulated ones. (DDR)

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.…

Among the barriers to acceptance of clinical problem-based medical education are institutional complacency and lack of rewards for teachers with academic competence in education rather than biological research and clinical care. (MSE)

Performance by University of New Mexico students on the National Board of Medical Examiners exam was compared for two curriculum tracks, conventional (n=508) and problem-centered (n=167). Results suggest that the more teacher-centered and structured curriculum prepared students better for Part I of the exam, and the student-centered, problem-based…