Pathology education in a problem‐based medical curriculum

Bickley, Harmon C.; Donner, Robert S.; Walker, Anna N.; Tift, Jerome P.

doi:10.1080/10401339009539426

Cited by 10 publications

(6 citation statements)

References 2 publications

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“…There is very little in the literature about the cost of teaching medicine and very little dealing with pathology 36,65 , 102 . This amiably relaxed state of affairs will not continue and pathology departments are increasingly vulnerable to the accountant's gaze.…”

Section: Discussionmentioning

confidence: 99%

“…Nevertheless, these calculations persisted until the Millennium 8 , 10–12,27 , 32,35 . The hours of pathology study within a problem‐based learning (PBL) curriculum have also been calculated and found to be similar to the national average 36 . It is a striking feature of the literature how much time is dedicated to time calculations, generally in an uncritical manner.…”

Section: When and For How Long? Timing And Duration Of Pathology Coursesmentioning

confidence: 99%

“…Studies by Donner and Bickley 65 and Bickley et al 36 . provide a cost comparison of PBL and traditional curricula for pathologists.…”

Section: Problem‐based Learningmentioning

confidence: 99%

“…Studies of examination performance by PBL students have suggested improved clinical problem solving skills and a performance at least as good as students learning in traditional curricula 36,48 , 66 . Usually, it is difficult, if not impossible, to separate out the pathology component in an integrated examination system.…”

Section: Problem‐based Learningmentioning

confidence: 99%

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Teaching and learning pathology: a critical review of the English literature

2004

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With the gradual increase of integrated medical curricula, it is important for pathology teachers to engage in the change process and help to shape the new-style courses. One of the positive aspects of change is that it can provide an opportunity to rethink current practice. It is hoped that this paper might stimulate discussion about how pathology is taught and learnt, leading to further developments in this area.

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Section: Discussionmentioning

confidence: 99%

Section: When and For How Long? Timing And Duration Of Pathology Coursesmentioning

confidence: 99%

“…Studies by Donner and Bickley 65 and Bickley et al 36 . provide a cost comparison of PBL and traditional curricula for pathologists.…”

Section: Problem‐based Learningmentioning

confidence: 99%

Section: Problem‐based Learningmentioning

confidence: 99%

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Teaching and learning pathology: a critical review of the English literature

2004

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“…Compared to SIUSM's two‐track curriculum, JMC's SSO track is similar to the PBL track in SIUSM, despite the different number of students. We believe that a problem‐based curriculum works best with classes not exceeding 50 students (Bickly et al 1990). PBL is usually undertaken in the small‐group format of five to seven students and a faculty tutor (Barrows 1985).…”

Section: Small‐group and Alternative Trackmentioning

confidence: 99%

Feasibility of problem-based learning in Jiujiang Medical College: why not try it?

Yang

Zhang

1992

Medical Education

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Against a background of problems in delivering rural health care in the Jiujiang district of China, this paper outlines the development of a relevant 3-year SSO (Strengthening the training of clinical skills, Strengthening preventive medicine education, and Optimizing curricular structure) programme at Jiujiang Medical College (JMC). Some comparisons between JMC and the Southern Illinois University School of Medicine (SIUSM) are made, and the possibility of applying problem-based learning to JMC is discussed.

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A Comparative Study of Problem-Based and Lecture-Based Learning in Junior Secondary School Science

Wong

Day

2008

Res Sci Educ

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The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary students' science achievement. Secondary One students were divided into two groups: group A (n=37), was taught two topics: "Human Reproduction" and "Density" through PBL; group B (n=38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess students' academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application according to Bloom's Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve the syllabus' learning objectives; secondly, the PBL group shows a significant improvement in students' comprehension and application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students' interactions will further determine whether students taught through PBL develop improved learning in relation to high order skills, in a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform.

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Pathology education in a problem‐based medical curriculum

Cited by 10 publications

References 2 publications

Teaching and learning pathology: a critical review of the English literature

Teaching and learning pathology: a critical review of the English literature

Feasibility of problem-based learning in Jiujiang Medical College: why not try it?

A Comparative Study of Problem-Based and Lecture-Based Learning in Junior Secondary School Science

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