Title of article :
Problem-Based Learning and Medical Education Forty Years On: A Review of Its Effects on Knowledge and Clinical Performance
Author/Authors :
Neville, Alan J. McMaster University - Faculty of Health Sciences, Canada
From page :
1
To page :
9
Abstract :
Problem-based learning (PBL) has swept the world of medical education since its introduction 40 years ago, leaving a trail of unanswered or partially answered questions about its benefits. The literature is replete with systematic reviews and meta-analyses, all of which have identified some common themes; however, heterogeneity in the definition of a ‘problem-based learning curriculum’ and its delivery, coupled with different outcome measurements, has produced divergent opinions. Proponents and detractors continue to dispute the merits of the cognitive foundation of a PBL approach, but, despite this, there is evidence that graduates of PBL curricula demonstrate equivalent or superior professional competencies compared with graduates of more traditional curricula.
Keywords :
Problem , based learning . Medical education .Self , directed learning . Memory and cognitive architecture .Guided learning .Outcome assessment . Clinical competency
Journal title :
Medical Principles and Practice
Journal title :
Medical Principles and Practice
Record number :
2694601
Link To Document :
بازگشت