Describes the problem based learning (PBL) approach in medical education and discusses learning and study skills in PBL. (YDS)

We introduced a debate-style tutorial exercise into the third-year tutorial classes with the purpose of developing the students' logic, broadening their vision and encouraging them to express their opinions in public, before an audience. The issues for debate included medical (dental) and non-medical topics. Two separate debate exercises were…

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…

Physicians in three communities (n=31) participated in four problem-based learning modules via videoconferencing. Posttest scores were 20% higher and learners reported an average of nine practice changes. Facilitators and observers reported a number of technical difficulties. Facilitators found videoconferencing slightly more difficult than…

Argues to use invitational approach in medical education. Compares elements of Problem-based Learning with invitational philosophy, thereby offering another arena for this emerging theory of practice. Concludes that Problem-based Learning is an ally of invitational approaches and is an offspring of the thinking that also created International…

Addresses: (1) "What is known from past research about training faculty in the skills of problem-based learning?"; (2) "What skills are important to teach faculty and how does one teach them?"; and (3) "What options are available for training faculty in problem-based learning?" (EV)

Describes a student-centered, open evaluation system used in the University of Sydney's problem-based medical program. Describes how quantitative and qualitative student feedback is collected for individuals, groups, and years, and how the feedback is managed to effectively support improvement in course quality. (EV)

Aim: To assess the influence of a graduate-entry PBL (problem-based learning) curriculum on individual learning style; and to investigate the relationship between learning style, academic achievement and clinical reasoning skill. Method: Subjects were first-year medical students completed the Study Process Questionnaire at the commencement, and…

Evalutes modules based within alternative learning environments developed to provide students with experiences outside traditional medical, scientific, or academic cultures. (DDR)

Discusses clinical problem analysis (CPA) in medical education, an approach to solving complex clinical problems. Outlines the five step CPA model and examines the value of CPA's content-independent (methodical) approach. Argues that teaching students to use CPA will enable them to avoid common diagnostic reasoning errors and pitfalls. Compares…

Presents one of a set of five analyses that all examine the same data; the discourse of a problem-based learning group in medicine. Offers an overview of the five analyses, including how they differ. Includes a transcription of the six-minute data segment featuring a group of second-year medical students and a faculty tutor/coach discussing a…

Examines the relationship between medical students' communication apprehension and their performance in problem-based learning sessions as assessed by a tutor and by their knowledge acquisition. (DDR)

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…

Discusses the rationale for the introduction of problem-based learning (PBL) pedagogy into dental education, the modalities of PBL being introduced, and the implications of its introduction into dental schools. Addresses implementation, faculty development, admissions, and assessment. Presents and discusses observations from a parallel-track…

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)