Medical problem based learning supported by intranet technology: a natural student centred approach

Carlile, Simon; Barnet, Stewart; Sefton, Ann Jervie; Uther, James

doi:10.1016/s1386-5056(98)00073-2

Cited by 23 publications

(19 citation statements)

References 5 publications

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“…Minerva has similarities to software systems to support PBL that have been operating at the University of Sydney for some time (Carlile et al, 1998). It was first made available to students in September 2000.…”

Section: Electronic Managed Learning Environmentmentioning

confidence: 99%

The introduction of large class problem-based learning into an undergraduate medical curriculum: an evaluation

et al. 2005

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When considering implementing integrated curriculum models, such as problem-based learning (PBL), concerns may be expressed about the need for increased staff resources required to deliver tutor-led small group PBL. Less staff intensive ways of supporting PBL need to be explored. We compared the outcomes of a PBL module conducted in a large class format within a lecture theatre with a module having the same defined learning outcomes delivered in small group PBL format, both supported by e-learning resources. The pre-existing 27 small groups within the whole class (n = 246) of first year students undertaking a cardiovascular basic science module at Sheffield undergraduate medical school, UK, were randomized to 22 groups undertaking the large class Integrated Learning Activity (ILA) and 5 groups to traditional small group facilitated PBL sessions. Outcome measures were: a pre-post knowledge based test, a student educational effectiveness questionnaire, and assessment of student group work and presentations. There seemed to be no significant differences in learning outcomes between the methods although it is recognized that students would prefer the small group teaching format. Within institutions where resources to support small group PBL are limited, the large group ILA format supported with e-learning techniques may be a useful alternative approach.

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Section: Electronic Managed Learning Environmentmentioning

confidence: 99%

The introduction of large class problem-based learning into an undergraduate medical curriculum: an evaluation

et al. 2005

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“…This hypothesis cannot fully account for the PBL-led transformation of medical teaching in the 1990s, however, overlooking as it does a powerful contrary trend: the explosive proliferation of biomedical knowledge [15,16] as epitomized by the completion of the Human Genome Project [17]. Although at first sight contradictory, this reciprocal relationship between knowledge growth and didactic teaching invites a unifying explanation: namely, that the switch of educational philosophy to non-didactic methods represents a strategy for teachers and students to cope with the expansile information environment [18,19]. …”

Section: Introductionmentioning

confidence: 99%

Learning from the problems of problem-based learning

Epstein

2004

BMC Med Educ

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BackgroundThe last decade has witnessed a rapid expansion of biomedical knowledge. Despite this, fashions in medical education over the same period have shifted away from factual (didactic) teaching and towards contextual, or problem-based, learning (PBL). This paradigm shift has been justified by studies showing that PBL improves reasoning and communication while being associated with few if any detectable knowledge deficits.DiscussionAnalysis of the literature indicates that the recent rapid rise of PBL has closely paralleled the timing of the information explosion. The growing dominance of PBL could thus worsen the problems of information management in medical education via several mechanisms: first, by creating the impression that a defined spectrum of core factual knowledge suffices for clinical competence despite ongoing knowledge expansion (quality cost); second, by dissuading teachers from refining the educational utility of didactic modalities (improvement cost); and third, by reducing faculty time for developing reusable resources to impart factual knowledge more efficiently (opportunity cost).SummaryThese costs of PBL imply a need for strengthening the knowledge base of 21st-century medical graduates. New initiatives towards this end could include the development of more integrated cognitive techniques for facilitating the comprehension of complex data; the design of differentiated medical curricula for producing graduates with defined high-priority skill sets; and the encouragement of more cost-effective faculty teaching activities focused on the prototyping and testing of innovative commercializable educational tools.

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“…Quality control is an issue. A more sophisticated use of IT sees a seamless integration into a new medical programme [71]. Despite earlier concerns, students will accept computer-aided learning regardless of learning preferences [72].…”

Section: Strategies To Encourage Learning: Some Issues In Medicinementioning

confidence: 99%

“…Many PBL programmes include the basic characteristics listed above, although implementation varies considerably [85]. With ready access to computers, PBL can now incorporate evidence-based medicine into the discussion [71].…”

Section: Problem-based Learningmentioning

confidence: 99%

“…For knowledge-based areas of the curriculum, it is crucial to ensure that the questions are relevant, appropriate and of high quality. When formative questions are made freely available on line, students make extensive use of them [71]. In clinical settings, good tutors have always supported and encouraged students to self-assess by reflecting and commenting on their own performance.…”

Section: Principles Of Assessment For Learning In Medical Programmesmentioning

confidence: 99%

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New Approaches to Medical Education: An International Perspective

Sefton

2004

Med Princ Pract

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Internationally, medical education has increasingly been the subject of scrutiny and debate. This article represents a review of the burgeoning literature on medical education. The focus is on encouraging teachers to improve the quality of students’ learning. The educational rationale for some of the major current developments is considered. Change imposes significant challenges for teachers and students, although there are helpful examples from the literature. The curriculum must be internally consistent, based on well-defined educational principles and effectively managed. Goals or outcomes – broadly defined – must be debated and determined so that they are clear to staff, students and the community. Several interrelated issues must be considered and resolved – student selection, specification of content, identification of core clinical skills and broader academic and professional behaviours. The most effective educational processes must be determined in order to support active learning. Problem-based learning is now well established and its underlying principles are discussed. Assessment of students must encourage learning and ensure that well-defined academic and professional skills are achieved. Programmes must be subject to evaluation so that the quality of the experiences of students, staff and patients is progressively improved. In order to develop effective skills in teaching and in the management of programmes, teachers need to be supported by good staff development.

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Medical problem based learning supported by intranet technology: a natural student centred approach

Cited by 23 publications

References 5 publications

The introduction of large class problem-based learning into an undergraduate medical curriculum: an evaluation

The introduction of large class problem-based learning into an undergraduate medical curriculum: an evaluation

Learning from the problems of problem-based learning

New Approaches to Medical Education: An International Perspective

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