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| Rosen, Robert L. | 1 |
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Peer reviewedSchwartz, Richard W.; And Others – Academic Medicine, 1992
A study compared results of 2 teaching methods, traditional Socratic method (22 students) and a problem-based curriculum (35 students) in a University of Kentucky medical school surgery clerkship. Results showed the problem-based method resulted in similar knowledge level but improved clinical problem-solving skills. (Author/MSE)
Descriptors: Clinical Experience, Cognitive Development, Higher Education, Medical Education
Peer reviewedBridgham, Robert; And Others – Academic Medicine, 1991
A study investigated differences in National Board of Medical Examiners Part I scores for students at the College of Human Medicine (Michigan) in two preclinical medicine curricula, one problem based and one traditional, during four distinct periods. Results illustrate the difficulty of comparing the curricula, given revisions over time. (MSE)
Descriptors: Curriculum Design, Educational History, Higher Education, Instructional Effectiveness
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 reviewedMcDermott, John F.; Anderson, Alexander S. – Academic Medicine, 1991
University of Hawaii medical school workshops retrain faculty for their roles as tutors in the newly adopted problem-based curriculum. Assessment of trainees' knowledge and skills before and after the sessions indicate the training was successful and also identified common problems faced by traditional teachers in the new role of facilitator.…
Descriptors: Curriculum Development, Faculty Development, Higher Education, Medical Education
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 reviewedThompson, David G.; Williams, Reed G. – Studies in Higher Education, 1985
Among the barriers to acceptance of clinical problem-based medical education are institutional complacency and lack of rewards for teachers with academic competence in education rather than biological research and clinical care. (MSE)
Descriptors: Curriculum Development, Educational Strategies, Higher Education, Medical Education
Peer reviewedConran, Philip B.; And Others – Academic Medicine, 1991
A survey of faculty (n=223) and students (n=157) in two different curriculum tracks (problem-based/student-centered primary care vs. regular) at one medical school gathered opinions on the methods and criteria of student evaluation. Differences occurred primarily in the perceptions of first- and second-year students in the problem-based…
Descriptors: Evaluation Criteria, Evaluation Methods, Higher Education, Medical Education
Download full textEngel, C., Ed.; And Others – 1992
This collection of 34 papers from various nations reflects the state of the art in the development of community-based medical educational programs. Papers are grouped into the following topical areas: (1) community-oriented education, (2) evaluation, (3) innovation and change, (4) problem-based learning, (5) administration of education, and (6)…
Descriptors: Allied Health Occupations Education, Clinical Teaching (Health Professions), Community Health Services, Community Problems
