Problem-based learning: An assessment of its feasibility and cost

Donner, Robert S.; Bickley, Harmon C.

doi:10.1016/0046-8177(90)90170-a

Cited by 49 publications

(31 citation statements)

References 11 publications

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“…As a consequence, the economic viability of problem-based learning becomes a major concern when class sizes exceed 100 students. 3 Given the limited resources available, 4 evidence-based evaluation of the effects of problem-based learning during medical school on improving physician competency would certainly strengthen any justification for the adoption of such programs.…”

mentioning

confidence: 99%

The effects of problem-based learning during medical school on physician competency: a systematic review

Koh¹,

Khoo²,

Wong³

et al. 2008

Canadian Medical Association Journal

515

360

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3 34 4 P roblem-based learning curricula have been introduced in many medical schools around the world.1,2 However, their adoption was met with some concern, primarily because of the substantial manpower needed. For example, student contact hours are 3-4 times greater for educators in a problem-based learning curriculum than for educators in a traditional curriculum. As a consequence, the economic viability of problem-based learning becomes a major concern when class sizes exceed 100 students.3 Given the limited resources available, 4 evidence-based evaluation of the effects of problem-based learning during medical school on improving physician competency would certainly strengthen any justification for the adoption of such programs. 5-9Past reviews of problem-based learning focused only on its effects during medical school or postgraduate training.10-16 In addition, 4 of those reviews also studied student and educator preferences and indicated that medical students 11,14,15 and educators 16 generally prefer problem-based learning to traditional teaching methods. The reviews did not study the effects of problem-based learning during medical school on the competencies of practising physicians. Colliver emphasized this lack of evidence when he cautioned that student satisfaction cannot be extrapolated as a predictor of physician competency.17 To our knowledge, there has been only one systematic review, published in 1993, that indirectly reported the effects of problembased learning during medical school on physician competency after graduation. The study was based on a small sample of doctors in their early postgraduate years.16 Since then, many rigorous studies have evaluated the effects of problem-based learning during medical school up to 20 years after graduation. We performed a systematic review of controlled studies to determine whether problem-based learning during medical school leads to greater physician competencies after graduation. MethodsIn our study, we used Maudsley's definition of problem-based learning, which she defined as both a method and philosophy involving problem-first learning via work in small groups and independent study. The effects of problem-based learning during medical school on physician competency: a systematic review Background: Systematic reviews on the effects of problembased learning have been limited to knowledge competency either during medical school or postgraduate training. We conducted a systematic review of evidence of the effects that problem-based learning during medical school had on physician competencies after graduation.

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mentioning

confidence: 99%

The effects of problem-based learning during medical school on physician competency: a systematic review

Koh¹,

Khoo²,

Wong³

et al. 2008

Canadian Medical Association Journal

515

360

View full text Add to dashboard Cite

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“…Apesar do uso de métodos ativos de aprendizagem, como a Aprendizagem Baseada em Problemas (ABP) e Problematização, não serem novos (ENGEL, 1992), (DONNER;BICKLEY, 1990), tem-se percebido grandes dificuldades em sua aplicação. Isso se dá, devido à dificuldade de aceitação dos professores em trabalhar com um método completamente diferente dos adotados atualmente na maioria das universidades (TSUJI E SILVA, 2010), Os métodos ativos exigem, no início de sua aplicação, um trabalho coletivo, onde o professor não é mais responsável somente por um conteúdo independente, desenvolvido para ser ministrado em uma disciplina, mas sim por um grupo, com a discussão permanente entre os pares.…”

Section: Motivação E Justificativaunclassified

Construção de um modelo para o uso de simuladores na implementação de métodos ativos de aprendizagem nas escolas de medicina

Bez¹,

Vicari²,

Moretó³

2013

Workshops Do Congresso Brasileiro De Informática Na Educação

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“…Apesar do uso de métodos ativos de aprendizagem não serem novos (ENGEL, 1992), (DONNER;BICKLEY, 1990), tem-se percebido grandes dificuldades em sua aplicação, principalmente devido à dificuldade de aceitação dos professores em trabalhar com um método completamente diferente dos adotados atualmente na maioria das universidades (TSUJI e SILVA, 2010), (GOMES et al, 2009). Segundo os mesmos autores, nos encontros nacionais e internacionais que debatem a educação médica, os relatos dos médicos-professores apontam claramente a resistência do corpo docente como uma das maiores dificuldades na implantação dos processos de mudança curricular.…”

Section: Introductionunclassified

HEALTH SIMULATOR: um simulador de casos de estudo para a área da saúde

et al. 2018

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Este artigo apresenta o desenvolvimento de um simulador de casos de estudo em saúde denominado Health Simulator. Um aporte teórico embasa o desenvolvimento. O simulador foi concebido com uma estrutura robusta que permite a especialistas inserir conhecimentos específicos de cada área da saúde em um formalismo denominado rede bayesiana. Os casos de estudo são escritos em um sistema de fácil manipulação por profissionais que não são da área da computação, sendo transformados, de forma automática em um jogo sério para os alunos. Na execução do jogo os alunos são acompanhados de um agente que recomenda conteúdos e novos casos de estudo, reforçando e/ou instigando o aluno a aprender.

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Problem-based learning: An assessment of its feasibility and cost

Cited by 49 publications

References 11 publications

The effects of problem-based learning during medical school on physician competency: a systematic review

The effects of problem-based learning during medical school on physician competency: a systematic review

Construção de um modelo para o uso de simuladores na implementação de métodos ativos de aprendizagem nas escolas de medicina

HEALTH SIMULATOR: um simulador de casos de estudo para a área da saúde

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