A study using problem-based, small-group techniques drawing on adult learning theories suggests this is a feasible approach to continuing medical education. Physicians use current and previous experience in the learning process and integrate new information with peer support, while the teacher facilitates learning and monitors the group process.…

This facilitator guide is intended for use with a series of three videotapes designed to help teachers, staff developers, administrators, and teacher educators engage teachers in ongoing professional development supporting the implementation of a problem-based teaching approach in vocational education. The guide's introduction discusses the…

This aim of this study was to analyze the content of students' verbal interactions within a problem-based learning context in biology. This was achieved through the qualitative analysis of the verbal protocols of three groups of two clases of ninth-grade female students (average/high ability, high/high ability, and average/average ability). The…

Targeted to educators and parents of gifted children, this issue is divided into three sections that address differentiating curriculum for the gifted. The following articles are included: (1) "The Essential Assumptions Regarding Differentiation of Curriculum for Gifted Students" (Susan Winebrenner); (2) "Curriculum Differentiation…

This study examined the effectiveness of problem-based learning (PBL) in a foundational teacher education course at Alabama's Samford University. It measured students' attitudes within the university and in the teacher education course. All undergraduate students were asked to complete a "Student Attitude and Activities Assessment…

Discusses the structure of a problem-based curriculum based on the complexity of the problems that the students must solve, taking into account the level they must attain and their previous experience with problem-based teaching. This approach is compared with the conventional teaching methods. Twenty-two references are listed. (CHC)

In the Charlotte-Mecklenburg (North Carolina) Public Schools, thousands of gifted children are tackling challenging, real-world problems correlated with curricular expectations. This gifted program fuses three philosophies: multiple-intelligences theory, problem-centered learning, and a thoughtful atmosphere to foster critical and creative…

Describes the historical and philosophical base of an approach to teaching and learning known as Problem-Based Learning (PBL). Argues that the adoption of the PBL approach should be carefully considered. Cites problems that have occurred in settings using PBL. (DDR)

Use of problem-based learning in a large upper-division general education class at McMaster University (Canada) provides opportunities for students to identify and practice skills for inquiry into societal problems and solutions. Classroom techniques and processes preserve the essence of problem-based learning despite the fact that the class is…

An approach to teaching optometry combining didactic and problem-based teaching is described, highlighting course procedures that have evolved over a number of years. Problems are organized so students learn portions of required content, building a knowledge base while solving a succession of problems. Cases are usually presented and discussed in…

Describes an introductory chemistry course that incorporates student-oriented approaches such as inquiry and problem-based laboratories. Provides an overview of the modules. (Contains 16 references.) (DDR)

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…

A study of 720 dental students in 8 cohorts participating in a problem-oriented dental ethics curriculum over 4 years found that, in 7 of the cohorts, the instruction had a significant effect on students' moral reasoning, in comparison with 265 nonparticipants. In addition, the students valued the instruction. (MSE)

A survey of 882 medical school faculty serving as problem-based learning (PBL) tutors found that most felt that PBL and traditional curricula were approximately equally efficient for learning; PBL rated higher in student interest, faculty interest, personal satisfaction, student reasoning, and preparation for clinical rotations; and traditional…

A study of a new University of Toronto medical school problem-based learning (PBL) curriculum found that students (n=207) and faculty (n=15) had more favorable attitudes toward PBL after direct experience with it than before. Recommendations are made for other schools and programs wishing to implement PBL curricula. (Author/MSE)