Compares two groups of psychotherapy students with regard to their educational training in a three-year program. One of the groups attended a traditional psychotherapy program based on conventional lectures while the other attended a problem-based learning (PBL) program. The traditionally trained group reported a significantly higher level of…

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…

Analyzes results from the final clinical examinations of two separate campuses of the University of the West Indies that use two different learning approaches. Concludes that, except for a few isolated cases, there were no statistically significant differences between the performance of the traditional group and the problem based learning (PBL)…

Discusses a new systems integrated course format that offers an attractive alternative to teachers at traditional medical schools that wish to obtain many of the benefits of problem-based learning without adopting a full problem-based learning curriculum. (Author/CCM)

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)

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)

Reports on the implementation of a problem-orientated undergraduate medical curriculum that emphasizes experiential learning and the mastering of practical skills. Finds that attitudes, knowledge, and skills are interrelated and contribute to an enhanced process of learning. (Author/MM)

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…

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)

Uses qualitative methods to examine a peer-tutoring model from the perspective of the student tutor. Reports that students struggled with basic facilitation skills and had difficulty separating the role of student from that of tutor. (Author/YDS)

Evaluates the implementation of a curriculum that married a lecture-based first year program with a problem-based curriculum in the second year. Demonstrates how this unusual curricular structure was successful in improving students' perceptions of and performance in basic sciences. (Author/CCM)

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

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…

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

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)