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| Academic Medicine | 7 |
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| Burford, Hugh J. | 1 |
| Eagle, Chris J. | 1 |
| Edmondson, Katherine M. | 1 |
| Rosen, Robert L. | 1 |
| Schor, Nina Felice | 1 |
| Smith, Richard Merrill | 1 |
| Wilkerson, Luann | 1 |
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| Journal Articles | 7 |
| Reports - Research | 3 |
| Reports - Descriptive | 2 |
| Guides - Non-Classroom | 1 |
| Reports - Evaluative | 1 |
| Speeches/Meeting Papers | 1 |
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| Practitioners | 3 |
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Peer reviewedBurford, Hugh J.; And Others – Academic Medicine, 1990
Field testing of a series of group-learning units in pharmacology based on a patient-oriented problem-solving approach found that the units were well crafted and that students had higher scores on tests of their knowledge of pharmacology after they had used the units. (Author/DB)
Descriptors: Case Studies, Higher Education, Instructional Design, Instructional Effectiveness
Peer reviewedEdmondson, Katherine M. – Academic Medicine, 1994
Concept maps are used at the Cornell University (New York) college of veterinary medicine for curriculum planning, particularly development of problem-based cases for classroom use. The maps help prioritize concepts, refine objectives and details, articulate links between aspects of a case, and support overall course design. (MSE)
Descriptors: Case Studies, Concept Formation, Curriculum Development, Higher Education
Peer reviewedRosen, Robert L.; And Others – Academic Medicine, 1992
A study used computer analysis to examine distribution of basic science content in the 53 cases in the problem-based medical curriculum of Rush Medical College (Illinois) and compared it to application of that content by students and faculty. The method of analysis is recommended for reviewing curricula for omissions and redundancy. (Author/MSE)
Descriptors: Case Studies, Computer Oriented Programs, Core Curriculum, Curriculum Evaluation
Peer reviewedSmith, Richard Merrill – Academic Medicine, 1993
A University of Hawaii study compared objective and subjective assessments of the three-step triple jump examination which tests medical students' clinical problem-solving processes. Subjects were 58 first-year students. Results found the subjective assessments were more consistent across problems of varying difficulty level than were objective…
Descriptors: Case Studies, Difficulty Level, Higher Education, Interrater Reliability
Peer reviewedWilkerson, Luann; And Others – Academic Medicine, 1991
Four problem-based tutorial groups (n=23 students, n=4 faculty) in Harvard University Medical School's New Pathway track were studied to determine what interactions characterized student-directed discussion. It was found that students selected most topics discussed, that tutors questioned infrequently, provided limited information, and tolerated…
Descriptors: Case Studies, Discussion Groups, Group Dynamics, Higher Education
Peer reviewedEagle, Chris J.; And Others – Academic Medicine, 1992
Evaluation of problem-based learning tutorials with 70 medical students found that, when tutors had expertise in the clinical cases studied, student groups generated twice as many learning issues, and issues were three times more congruent with the case objectives. Additionally, groups with expert tutors spent more time overcoming identified…
Descriptors: Case Studies, Higher Education, Instructional Effectiveness, Knowledge Level
Peer reviewedSchor, Nina Felice; And Others – Academic Medicine, 1995
A medical school course integrating basic science and clinical issues consists of 13 problem-based learning exercises, each exploring a clinical case. Using networked terminals in specially-designed small-group rooms, students progress through cases with a faculty facilitator. Users cite access to better images, accountability, and juxtaposition…
Descriptors: Case Studies, Classroom Techniques, Clinical Experience, Clinical Teaching (Health Professions)
