Assesses the quality of tutorial sessions in the problem-based learning curriculum that was adopted at the University of Tampere in Finland. (Author/CCM)

Critical review of the literature on problem-based learning (PBL) in medical education focuses on: (1) the credibility of claims (both empirical and theoretical) about the ties between PBL and educational outcomes and (2) the magnitude of the effects. Concludes there is no convincing evidence that PBL improves knowledge base and clinical…

Examines the discourse of a problem-based learning group in medicine. Identifies ethnomethodological conversation analysis to analyze a segment of interaction in a problem-based learning (PBL) meeting. Observes that the presentation of a theory makes relevant a variety of sequential activities through which participants in this instructional…

Examines the discourse of a problem-based learning group in medicine. Uses a conceptual distinction between linguistic (and other semiotic) resources for making typological (or categorical) versus topological (or continuous variation) meanings as part of a multimedia semiotic analysis of the data episode. (SR)

Examines the discourse of a problem-based learning group in medicine. Finds evidence of similarity in the way that medical students and family members converse. Finds a paradox arising when activities of technoscience and ordinary conversation are rendered in ways that make them indistinguishable without extrinsic reference to who people are or to…

Discusses where the future of medical education is leading and uses two approaches: (1) the evolutionary approach focusing on different learning types introduced to curricula; and (2) the revolutionary view of the future of medical education. (Contains 73 references.) (YDS)

Innovations in undergraduate medical education, such as integration of disciplines and problem based learning, have given rise to concerns about students' knowledge of anatomy. This article originated from several studies investigating the knowledge of anatomy of students at the eight Dutch medical schools. The studies showed that undergraduate…

Case studies are an important vehicle for student learning in problem-based learning curricula and higher education. "WebCaseStudy.com" was designed to support student learning through case studies in a simulated community of practice. This paper reports on the process of capturing community of practice knowledge for case studies to…

A study used conversational analysis to examine the reasoning students use in a Problem-Based Learning (PBL) environment as they formulate a theory (in medical contexts, a diagnosis) which accounts for evidence (medical history and symptoms). A videotaped group interaction was analyzed and transcribed. In the segment of interaction examined, the…

The effectiveness of problem-based learning (PBL) in preparing for the Medical College Admission Test (MCAT) was studied. A 10-week PBL experience was implemented to supplement lecture-based instruction in preparing for the MCAT. Over 2 years, 33 students participated. Participants met for 3 hours in small PBL groups directed by a tutor three…

Highlights the differences between classical teaching methods and problem-based learning. Describes the curriculum and problem-based approach of the Faculty of Medicine at the Maastricht University and gives an overview of the implementation of biochemistry in the medical curriculum. Discusses the procedure for student assessment and presents…

Students in a problem-oriented alternative medical curriculum at Michigan State University used the same problem-based methods for curriculum improvement that are used to solve clinical problems. Students worked with faculty toward constructive curricular revision. (MSE)

A study of the characteristics and beliefs of medical college faculty undertaking problem-based, small-group teaching methods found (1) adoption of the innovation was influenced by perceived need for change and perceived benefits of that change, (2) adopters tended toward institutional collegiality, and (3) colleague contacts were influential.…

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)

Describes a study of medical school students in The Netherlands that tested the assumption of problem-based learning that learning issues, generated by students while discussing a problem, are used as guides for self-directed learning activities. Faculty objectives and student-generated learning issues are compared. (LRW)