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Jang, Eunice Eunhee; Lajoie, Susanne P.; Wagner, Maryam; Xu, Zhenhua; Poitras, Eric; Naismith, Laura – Journal of Educational Computing Research, 2017
Technology-rich learning environments (TREs) provide opportunities for learners to engage in complex interactions involving a multitude of cognitive, metacognitive, and affective states. Understanding learners' distinct learning progressions in TREs demand inquiry approaches that employ well-conceived theoretical accounts of these multiple facets.…
Descriptors: Educational Technology, Technology Uses in Education, Simulation, Patients
Wallinheimo, Kirsi; Pitkänen, Kari K. – Language Learning in Higher Education, 2016
In recent years, the Faculty of Medicine at the University of Helsinki has systematically developed and synchronized its teaching technology, and new iPad-based tools have been an important part of this development. The aim has been to provide the students and teachers in the faculty with synchronized tools that can be used as a basis of a shared…
Descriptors: Handheld Devices, Educational Technology, Technology Uses in Education, Medical Education

McAuley, R. G.; Woodward, C. W. – Journal of Medical Education, 1984
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)
Descriptors: Curriculum Development, Higher Education, Medical Education, Medical School Faculty

Virtanen, Pekka J.; Kosunen, Elise A. -L.; Holmberg-Marttila, Doris M. H. – Medical Teacher, 1999
Assesses the quality of tutorial sessions in the problem-based learning curriculum that was adopted at the University of Tampere in Finland. (Author/CCM)
Descriptors: Educational Strategies, Foreign Countries, Higher Education, Learning Theories
Shue, Laura L.; Lacroix, Celeste – 1998
A study explored some of the ways that the members of a medical educational institution make sense out of the radical pedagogical innovation taking place in their school. Interviews and focus groups were conducted with members at "MWCOM" (a pseudonym), then data were analyzed according to three primary themes which revolve around how…
Descriptors: Communication Research, Comparative Analysis, Discourse Communities, Educational Change

Cheren, Mark – Teaching and Learning in Medicine, 1990
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…
Descriptors: Curriculum Design, Educational Objectives, Higher Education, Learner Controlled Instruction

Blumberg, Phyllis; And Others – Teaching and Learning in Medicine, 1990
Interviews with faculty in seven problem-based medical school curricula concerning use of student-generated learning issues found that uses of such issues have evolved in terms of content definition, direct examination planning, student evaluation, and curriculum review. Results also suggest these curricula may encourage development of…
Descriptors: Curriculum Design, Higher Education, Learner Controlled Instruction, Medical Education

Mammen, M. – South African Journal of Higher Education, 1996
Describes problem-based learning at South Africa's University of Transkei (Unitra) medical school, including the curriculum's design and instructional strategies in use. Reports a survey of 20 faculty and 35 students studying to be medical doctors (MBChBs). Results indicated a majority of faculty and students agreed on the effectiveness of the…
Descriptors: College Faculty, College Students, Curriculum Design, Foreign Countries

Neame, R. L. B. – Studies in Higher Education, 1982
A new medical curriculum at the University of Newcastle, New South Wales, is described. Student knowledge, understanding, and skills are developed through the study of a sequence of clinical problems integrated with appropriate practical and clinical activities. Such an innovative curriculum implies different roles for academic staff. (Author/MLW)
Descriptors: Community Involvement, Curriculum, Educational Innovation, Higher Education