Descriptor
Source
| Academic Medicine | 7 |
Author
| Vernon, David T. A. | 2 |
| Albanese, Mark A. | 1 |
| Bernstein, Peter | 1 |
| Conran, Philip B. | 1 |
| Hosokawa, Michael C. | 1 |
| Maxwell, Joseph A. | 1 |
| Tipping, Jane | 1 |
| Wilkerson, Luann | 1 |
Publication Type
| Journal Articles | 7 |
| Reports - Research | 5 |
| Guides - Non-Classroom | 1 |
| Information Analyses | 1 |
| Reports - Evaluative | 1 |
| Speeches/Meeting Papers | 1 |
Education Level
Audience
| Administrators | 1 |
| Practitioners | 1 |
| Teachers | 1 |
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewedVernon, David T. A.; Hosokawa, Michael C. – Academic Medicine, 1996
Examined faculty attitudes toward a new problem-based learning (PBL) curriculum at Missouri-Columbia School of Medicine, surveying 115 participants in the new curriculum and 96 nonparticipants. Participants judged the PBL curriculum to be superior in most respects to the old curriculum, whereas nonparticipants judged both to be about equal. (MDM)
Descriptors: College Curriculum, Educational Attitudes, Higher Education, Medical Education
Peer reviewedVernon, David T. A. – Academic Medicine, 1995
A survey of 882 medical school faculty serving as problem-based learning (PBL) tutors found that most felt that PBL and traditional curricula were approximately equally efficient for learning; PBL rated higher in student interest, faculty interest, personal satisfaction, student reasoning, and preparation for clinical rotations; and traditional…
Descriptors: Curriculum Design, Higher Education, Instructional Effectiveness, Medical Education
Peer reviewedBernstein, Peter; And Others – Academic Medicine, 1995
A study of a new University of Toronto medical school problem-based learning (PBL) curriculum found that students (n=207) and faculty (n=15) had more favorable attitudes toward PBL after direct experience with it than before. Recommendations are made for other schools and programs wishing to implement PBL curricula. (Author/MSE)
Descriptors: Attitude Change, Curriculum Design, Curriculum Development, Higher 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
Using Faculty and Student Perceptions of Group Dynamics to Develop Recommendations for PBL Training.
Peer reviewedTipping, Jane; And Others – Academic Medicine, 1995
A study investigated medical school faculty and student knowledge and perceptions of group dynamics in the context of problem-based learning (PBL). Observation of 27 first-year medical students and 3 faculty in University of Toronto medical school PBL groups revealed a generally low awareness of effective group dynamics. Comprehensive medical…
Descriptors: Classroom Techniques, Curriculum Design, Faculty Development, Group Dynamics
Peer reviewedMaxwell, Joseph A.; Wilkerson, Luann – Academic Medicine, 1990
A curriculum involving reduced lecture time, small-group tutorials, a commitment to problem-based learning (PBL), and a strong reliance on self-directed study, was implemented at Harvard Medical School in 1985. This study focuses on the attitudes of 14 faculty tutors who had never tutored in a PBL curriculum. (MLW)
Descriptors: College Curriculum, Educational Innovation, Higher Education, Independent Study
Peer reviewedAlbanese, Mark A. – Academic Medicine, 1993
Issues in problem-based learning in medical education, revealed in a literature review, are discussed including basic and clinical science examination performance; thinking processes and study behaviors promoted; learning environment; student progress and satisfaction; graduate perceptions; choice of residency and specialty; faculty satisfaction;…
Descriptors: Academic Achievement, Academic Persistence, Career Choice, Cognitive Processes
