Problem-Based Learning: An Approach to Medical Education

Front Cover
Springer Publishing Company, Mar 15, 1980 - Psychology - 224 pages

In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences. Students in most medical schools, especially in basic science courses, are required to memorize a large number of "facts," facts which may or may not be relevant to medical practice. Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills.

This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.

 

Selected pages

Contents

Rationale and Definition
1
Problem Solving in Medicine
19
Chapter 3 Educational Implications of the Clinical Reasoning Process
37
Chapter 4 Presenting the Patient Problem for Learning
57
Chapter 5 Facilitating ProblemBased Learning and the Development of Clinical Reasoning Skills for the Teacher and Student
71
Continued Skills for the Teacher and Student
91
Chapter 7 Evaluation of ProblemBased Learning and Clinical Reasoning
110
Chapter 8 Selection of the Appropriate Problems for Learning
156
Chapter 9 The Design of ProblemBased Learning Units
163
Chapter 10 The Change to ProblemBased Learning
182
Chapter 11 A Summary
190
References
195
Index
201
Copyright

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Problem-Based Learning: An Approach to Medical Education
Howard S. Barrows,Robyn M. Tamblyn
No preview available - 1980

Common terms and phrases

actions actual patient allow the student apply approach appropriate areas asked assessment audiovisual Barrows basic science behavior Chapter clinical reasoning process clinical reasoning skills clinical skills clinician cognitive concern criteria curriculum dent described designed develop diagnostic disciplines discussion disease educational prescription effective electrocardiograms evaluate and manage evaluation tools experience facilitate faculty feel format fundoscopic gained goals important initial concept initial cues inquiry strategy interpersonal skills interview investigations knowledge learning resources lumbar puncture McMaster University medical education medical school medicine method multiple hypotheses objectives observation occur particular patient problem performance physi physical examination physician possible present prob problem formulation problem-based learning units questions real patient recall refers relevant responsible score self-directed study self-study sequence sequential management setting simulated patient specific student's ability Tamblyn teacher teacher-centered teaching techniques tests tion transverse myelitis treatment usually validity variety vertical thinking videotape

References to this book

About the author (1980)

Howard S. Barrows, MD, is Professor Emeritus of Medical Education at Southern Illinois University.

Robyn M. Tamblyn, BScN, is Professor in the Departments of Medicine and of Epidemiology and Biostatistics at McGill University in Montreal.

Bibliographic information

TitleProblem-Based Learning: An Approach to Medical Education
Volume 1 of Springer Series on Medical Education
AuthorsHoward S. Barrows, MD, Robyn M. Tamblyn, BScN
PublisherSpringer Publishing Company, 1980
ISBN0826128424, 9780826128423
Length224 pages
Subjects › 

Psychology / General
  
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