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Direct linkServant-Miklos, Virginie – Interdisciplinary Journal of Problem-based Learning, 2020
This paper addresses one of the major confusions in the study and practice of problem-based learning today, namely the use of the term "problem-based learning" to refer to both the small-group tutorial method pioneered by McMaster University and Maastricht University in medical education, and the problem-oriented project-work method…
Descriptors: Student Projects, Active Learning, Teaching Methods, Problem Based Learning
Czabanowska, Katarzyna; Moust, Jos H. C.; Meijer, Andre W. M.; Schroder-Back, Peter; Roebertsen, Herma – Journal of University Teaching and Learning Practice, 2012
Despite several years of successfully applying problem-based learning at Maastricht University, the Faculty of Medicine observed a slow erosion of problem-based practices and "PBL fatigue" among themselves and students. In response to this fatigue and new research into the development of the young adult brain, Active Self-Directed…
Descriptors: Fatigue (Biology), Public Health, Problem Based Learning, Learning Processes
Vos, Henk; de Graaff, E. – European Journal of Engineering Education, 2004
The reasons to introduce formats of active learning in engineering (ALE) such as project work, problem-based learning, use of cases, etc. are mostly based on practical experience, and sometimes from applied research on teaching and learning. Such research shows that students learn more and different abilities than in traditional formats of…
Descriptors: Cognitive Objectives, Problem Based Learning, Active Learning, Metacognition
Peer reviewedVerhoeven, B. H.; Verwijnen, G. M.; Scherpbier, A. J. J. A.; Holdrinet, R. S. G.; Oeseburg, B.; Bulte, J. A.; van der Vleuten, C. P. M. – Medical Teacher, 1998
Compares the academic achievement of students from two Dutch medical schools, one employing problem-based learning (PBL) and one using non-PBL methods. No systematic differences were found on total test scores. Differences were demonstrated only at the level of individual questions. Results indicate that PBL and non-PBL instructional methods have…
Descriptors: Academic Achievement, Active Learning, Comparative Analysis, Comparative Testing
Peer reviewedVan den Hurk, Marianne M.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; van der Vleuten, Cees P. M. – Medical Teacher, 1998
In a problem-based curriculum, students generate learning issues that are the guidelines for individual study. This study investigates the essential characteristics of learning issues and the importance they have in each year of training. Findings indicate that a useful learning issue contains a keyword that demarcates the content of a topic to be…
Descriptors: Active Learning, Foreign Countries, Higher Education, Independent Study
Peer reviewedHarden, R. M.; Davis, Margery H. – Medical Teacher, 1998
Problem-based learning (PBL) has been recognized as an important educational strategy and has been adopted in many medical schools. There is confusion, however, about what constitutes PBL. Describes 11 steps in the continuum between PBL and information-oriented learning, task-based learning being the final step at the problem-based end of the…
Descriptors: Active Learning, Comparative Analysis, Conventional Instruction, Curriculum Evaluation
