Abstract
Until recently the vast majority of medical teachers were working in traditional medical schools and unlikely to be challenged by alternative teaching methods which were to be found only in a small minority of radical, and usually new, medical schools. However, a dramatic change has occurred. Many conventional and well-established medical schools, including our own, have undertaken curriculum reviews and have decided to change to ‘problem-based learning’ (PBL). However, experience has shown that when this approach has been introduced its effectiveness has often been undermined by a lack of understanding of the purpose and process of PBL. This chapter aims to give you guidance if faced with teaching in a problem-based course.
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Guided Reading
There areseveral books and many articles which provide the necessary background to thephilosophy, justification and practice of PBL.Some of the seminal work in thearea has been conducted by Barrows and two of his books are recommended. Theseare H.S. Barrows and R.H. Tamblyn, Problem-Based Learning: An Approach to Medical Education Springer, New York, 1980 and H.S. Barrows,How to Design a Problem-Based Curriculumfor Preclinical Years Springer, NewYork, 1985.
A more recent book which provides examples of PBL from many other professions is The Challenge of Problem Based Learning by D. Boud andG. Feletti (eds.), Kogan Page, London, 1991. This contains a valuable articleon assessment by D.B. Swanson, S.M. Case and C.P.M. van der Vleuten.
A source ofwritten examples of clinical problems suitable for preclinical and clinicalcourses is Clinical Problem- BasedLearning: A Workbook for Integrating Basic and Clinical Science by R.E.Waterman et al. University of New Mexico Press, Albuquerque, 1988.
Booksand articles referred to in this chapter
Problem Solving Skills, Solving Problems and Problem Based Learning by G.R. Norman, MedicalEducation 22,1988, 279-86.
A Taxonomy of Problem-Based Learning Methods by H.S. Barrows, Medical Education 20, 1986, 481-6.
The ’McMaster Philosophy’ AnApproach to Medical Education by V.R. Neufeld and H.S. Barrows,Journal of MedicalEducation 49,1974, 1040-50.
Tïie New Pathway to General Medical Education at Harvard University by G.I. Feletti andS.T. Carver (eds.), Teaching and Learning in Medicine 1, 1989, 42-6.
The New Mexico Experiment: Educational Innovation and Institutional Change by A. Kaufman et al., Academic Medicine 64, 1989,285-94.
Comparing the Effects of Problem-based and Conventional Curriculum in an International Sample by H.G.Schmidt, D.G.Dauphinee and V.L. Patel, Journal of Medical Education 62, 1987,305-15.
Problem-based Learning: a Review of Literature on its Outcomes and Implementation Issues by M.A.Albanese and S.A. Mitchell, Academic Medicine 68, 1993, 52-81.
Problem-based Learning: Ha ve the Expectations Been Met? by L. Berkson, Academic Medicine 68, 1993, S79-S88.
ClassroomAssessment Techniques. A Handbook for College Teachers by T.A. Angeloand K.P. Cross, Jossey Bass, San Francisco,1993.I
The Triple Jump Exercise - Further Studies of an Evaluation Technique by A.C.P. Powles et al., Proceed- I ings of theAnnual Conference on Research in Medical I
Education of theAmerican Association of Medical IColleges, 20, 1981, 74-9.
AlternativeApproaches to Medical School Curricula by D.B.Swanson et al. In: Essays on Curriculum Development and Evaluationin Medicine Reportof the SecondICambridge Conference. G. Page (ed.), University of British Columbia, 1989. I
DevelopingClinical Problem-Solving Skills by H.S. Barrows and G.C. Pickell, NortonMedical Books, New York, 1991.
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© 1994 David Newble and Robert Cannon
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Newble, D., Cannon, R. (1994). Teaching in a Problem-Based Course. In: A Handbook for Medical Teachers. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-1426-4_6
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DOI: https://doi.org/10.1007/978-94-011-1426-4_6
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