Advances in Health Sciences Education

, Volume 11, Issue 4, pp 315–319

Introduction to the Special Issue on Innovations in Problem-based Learning

  • Remy M. J. P. Rikers
  • Anique B. H. de Bruin


This special issue on Innovations in Problem-Based Learning is based on a symposium that was organized during the 11th biennial meeting of the European Association for Research on Learning and Instruction (EARLI) in Nicosia (Cyprus). Most papers in this special issue were presented at this symposium. The aim of this special issue in Advances in Health Sciences Education is to provide an overview of the state of the art in PBL research, and to discuss implications of these recent developments for educational practice. This introductory paper presents a short overview of all contributions to the special issue.


Problem-based learning special issue 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Barrows H.S., Tamblyn R.M. (1980). Problem-Based Learning: An Approach to Medical Education. New York: Springer Publishing CompanyGoogle Scholar
  2. Boshuizen H.P.A. (1996). The shock of practice: Effects on clinical reasoning. Paper presented at the Annual Meeting of the American Educational Research Association. New YorkGoogle Scholar
  3. Colliver J.. (2000). Effectiveness of problem-based learning curricula: Research & theoryAcademic Medicine 75: 259–266CrossRefGoogle Scholar
  4. Dochy F., Segers M., Van den Bossche P., Gijbels D. (2003). Effects of problem-based learning: a meta-analysis Learning & Instruction 5: 533–568CrossRefGoogle Scholar
  5. Gijbels D., Dochy F., Van den Bossche P., Segers M. (2005). Effects of problem-based learning: a meta-analysis from the angle of assessment Review of Educational Research 75(1): 27–61CrossRefGoogle Scholar
  6. Hmelo-Silver C.E. (2004). Problem-based learning: What and how do students learn?Educational Psychology Review 16(3): 235–266CrossRefGoogle Scholar
  7. Newman M., Elbourne D. (2005). Improving the usability of educational research: guidelines for the REPOrting of primary empirical research Studies in Education (The REPOSE Guidelines) Evaluation and Research in Education 18(4): 201–212CrossRefGoogle Scholar
  8. Norman G.R., Schmidt H.G. (1992). The psychological basis of PBL. A review of the evidence Academic Medicine 67: 557–565CrossRefGoogle Scholar
  9. Norman G.R., Schmidt H.G. (2000). Effectiveness of problem-based learning curricula: theory, practice and paper darts Medical Education 34: 721–728CrossRefGoogle Scholar
  10. Sinatra G.M., Pintrich P.R., (eds.). (2003). Intentional conceptual change. Mahwah, NJ: ErlbaumGoogle Scholar
  11. Van den Hurk M.M., Dolmans D.H.J.M., Wolfhagen H.A.P., Muijtjens A.M.M., Van der Vleuten C.P.M. (1999). Impact of individual study on tutorial group discussion Teaching and Learning in Medicine 11: 196–201CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  • Remy M. J. P. Rikers
    • 1
  • Anique B. H. de Bruin
    • 1
  1. 1.Higher Education Research Centre Rotterdam, Department of PsychologyErasmus University RotterdamRotterdamThe Netherlands

Personalised recommendations