The case method facilitates active, participatory learning, reflection, critical thinking, and problem solving. Effective teaching with cases involves group facilitation, optimal group size, and open-ended questions. Potential problems include student motivation and resistance, teacher role adjustment, and inadequate resources for case…

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…

Describes a capstone course specifically designed for Environmental Geoscience majors that is a project-based course stressing small-group identification, analysis, and solution of real-world geo-environmental problems on a local scale. Prepares students for the immediate demands of post-college employment as well as developing lifelong learning…

Describes a problem scenario involving photobioreactors and presents materials and resources, student project activities, and teaching and evaluation methods for use in the technology education classroom. (Contains 14 references.) (SK)

Survey responses from 58 nursing students and 15 focus group interviews showed that problem-based learning (PBL) improved understanding of multidisciplinary practice and challenged them to work together and tolerate other perspectives. One-third felt learning was hindered by uncertainty over the PBL process and organizational/group issues.…

Reviews the origin of problem based learning (PBL) and variations of PBL. Suggests that PBL is simply one way of case study learning. (Author/KHR)

Problem-based learning was used by 43 adult students (31 in independent study, 12 in class). Responses from 28 of first group and 9 of second indicated overall satisfaction with strategy, supporting its use in a liberal learning context. Ways to improve it, such as eliciting learners' hunches and emphasizing knowledge to be gained rather than the…

This paper argues that problem-based learning in higher education offers more constructive ways of thinking and acting in times of educational change. The same problem-based approach can illuminate some of the issues in current efforts at educational reform and assist in bringing about constructive change. (MSE)

Adult learning is problem centered, and adults are motivated by personal growth. Curriculum design should promote information integration, account for learning style differences, and include transfer strategies. Facilitators should offer a safe, comfortable environment, and exercises should have fidelity. (SK)

Discusses four major issues related to the mathematics curriculum and what research says about each of them, namely questions of content, tracking, problem-based curricula, and the role of proof. (23 references) (MKR)

High school students in introductory accounting (n=64) took two combined problem-based and objective tests and a final objective exam. Combined format scores accounted for 62% of variance in achievement. Only the final objective-exam scores were unique predictors of achievement. (SK)

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)

Uses a hypothetical ecology problem in which students need to apply problem based learning for a town government. Explains how to evaluate student results. (YDS)

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)

Curriculum integration models include interdisciplinary, problem-based, and theme-based approaches. Successful implementation requires a shift to constructivist teaching, teacher professional development, teacher learning communities, skills to facilitate small-group and experiential learning, authentic assessment methods, and systemic reform. (SK)