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Pinto, P. Rosado; Rendas A.; Gamboa, T. – Medical Teacher, 2001
Describes the different stages of tutors' evaluation process within a single discipline using a problem-based learning program and presents the results of their performance evaluation in two academic years. Confirms the existence of different tutoring styles valued by students and also the importance of continuous feedback in the improvement of…
Descriptors: Evaluation Methods, Feedback, Higher Education, Medical Education

van der Vleuten, C. P. M.; And Others – Medical Teacher, 1996
Reports on educational experiences with an assessment method to assess knowledge in a problem-based learning context. This progress test is a comprehensive test sampling knowledge across all content areas of medicine reflecting the end objectives of the curriculum. (MKR)
Descriptors: Alternative Assessment, Higher Education, Medical Education, Problem Based Learning

Wiers, Reinout W.; van de Wiel, Margaretha W. J.; Sa, Henrique L. C.; Mamede, Silvia; Tomaz, Jose Batista; Schmidt, Henk G. – Medical Teacher, 2002
Presents a general approach to curriculum design in the context of Problem-Based Learning (PBL) and proposes ten general steps for the process. Considers prior knowledge, skills, misconceptions, educational organization, curriculum management, and evaluation procedures. (Contains 24 references.) (Author/YDS)
Descriptors: Curriculum Development, Higher Education, Medical Education, Problem Based Learning

Virjo, Irma; Holmberg-Marttila, Doris; Mattila, Kari – Medical Teacher, 2001
Describes task-based learning (TBL), a study module for fourth-year medical students (n=85), and experiences with implementing it at the University of Tampere in Finland. Indicates that this method works and that it leads to learning. Students evaluate their skills connected with a general practitioner's work in health center hospitals as better…
Descriptors: Foreign Countries, Higher Education, Medical Education, Problem Based Learning

Leung, Wai-Ching – Medical Teacher, 2002
Explains the importance of evidence based medical education and how quantitative outcome studies are favored in medical education. Argues that evidence from ethnography can provide valuable insight into medical education using the introduction of a problem based learning (PBL) curriculum as an example. Includes 42 references. (Author/YDS)
Descriptors: Educational Change, Ethnography, Foreign Countries, Higher Education

Holen, Are – Medical Teacher, 2000
Describes the problem based learning (PBL) approach in medical education and discusses learning and study skills in PBL. (YDS)
Descriptors: Constructivism (Learning), Cooperative Learning, Higher Education, Information Technology

Bouhuijs, Peter A. J.; And Others – Medical Teacher, 1987
Described is the development of an Objective Structured Clinical Examination (OSCE) in the problem-based curriculum of the Faculty of Medicine, University of Limburg. The principles of a structured program are outlined and practical guidelines for the organization of skills exams for large numbers of students are formulated. Reliability data on…
Descriptors: Competency Based Education, Higher Education, Medical Education, Performance Tests

Dolmans, Diana H. J. M.; Gijselaers, Wim H.; Moust, Jos H. C.; de Grave, Willem S.; Wolfhagen, Ineke H. A. P.; van der Vleuten, Cees P. M. – Medical Teacher, 2002
Reports on major trends in studies investigating the tutor during the past 10 years. Describes three major trends: studies on the differential influence of content expert and non-content expert tutors on student achievement, studies on process variables, and studies on the relationship between tutor characteristics and differential contextual…
Descriptors: Academic Achievement, Higher Education, Medical Education, Problem Based Learning

Solomon, Patricia; Geddes, E. Lynne – Medical Teacher, 2001
Explores the integrative nature of problem-based curricula and describes a systematic process for content review in a problem-based curriculum. Utilizes consultation among students, faculty, and the clinical community. Delineates the advantages of this process. (DDR)
Descriptors: Clinical Experience, College Curriculum, Concept Formation, Educational Strategies

Schwartz, Peter L.; And Others – Medical Teacher, 1987
The Case-based Learning Day (CBLD) is a brief, self-contained exercise that is designed to introduce medical students and faculty to one of the methods which promotes active, self-directed learning of pre-clinical medical disciplines. The CBLD program and an evaluation of the program are described. (Author/RH)
Descriptors: Case Method (Teaching Technique), Case Studies, Higher Education, Independent Study

Pallie, W.; Carr, D. H. – Medical Teacher, 1987
Gives a brief historical survey of medical education and a description and discussion of the program at the Medical School at McMaster University. Problem-based learning in small group tutorials characterize much of the program. Advantages and disadvantages of the program are considered. (RH)
Descriptors: Graduate Study, Higher Education, Instruction, Medical Education

Beullens, Johan; Van Damme, Bo; Jaspaert, Hendrik; Janssen, Piet J. – Medical Teacher, 2002
Explains the evaluation procedure of extended matching multiple-choice questions (EMQs) which are problem-oriented, case-based questions. (Author/YDS)
Descriptors: Case Method (Teaching Technique), Evaluation Methods, Higher Education, Medical Education

van den Hurk, Marianne M.; Dolmans, Diana H. J. M.; Wolfhagen, Ineke H. A. P.; van der Vleuten, Cees P. M. – Medical Teacher, 2001
Focuses on problem-based curriculum students' generation of learning issues that are guidelines for their individual study. Investigates how many learning issues can be classified as being of good quality and presents examples of well and poorly formulated ones. (DDR)
Descriptors: Clinical Experience, College Curriculum, Concept Formation, Educational Strategies

Holsgrove, Gareth J.; Lanphear, Joel H.; Ledingham, Iain McA. – Medical Teacher, 1998
Problem-based learning at the United Arab Emirates University has presented particular challenges. Students, used to a teacher-centered approach, needed more support in taking advantage of active learning and tutorial support than their Western counterparts required. Study guides have become valuable components of the curriculum. Discusses…
Descriptors: Active Learning, Cultural Context, Curriculum Development, Foreign Countries

Sobral, Dejano T. – Medical Teacher, 1998
A self-help group approach was used to enhance medical students' cooperative skills within an elective course. The task profile envisaged included team building, cooperative information search and problem-solving skills, and providing and receiving constructive feedback. Findings suggest that training for productive cooperative learning is useful…
Descriptors: Active Learning, Anatomy, Cooperative Learning, Curriculum Development
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