Problem-based learning of social sciences and humanities by fourth-year medical students

Colby, Kay; Almy, Thomas P.; Zubkoff, Michael

doi:10.1097/00001888-198605000-00012

Cited by 4 publications

(3 citation statements)

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“…39 The use of oral assessment was commonly reported by PBL medical schools. 24,28,[40][41][42][43][44][45][46][47][48] Patient-management problems, 49 computer simulations, and paper cases. To test clinical reasoning and problem-solving by case simulation, patient-management problems were used extensively until the late 1980s, when evidence of psychometric flaws led to their discontinuation.…”

Section: Outcome-oriented Instrumentsmentioning

confidence: 99%

Assessment in Problem-Based Learning Medical Schools: A Literature Review

Nendaz¹,

Tekian²

1999

Teaching and Learning in Medicine

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Background: Despite widespread use of problem-based learning (PBL) in medical schools, no review currently exists on its assessment. Given the importance of assessment for any curriculum, a critical review of the literature was conducted to explore whether the assessment methods match the philosophical tenets of PBL. Summary: Articles from MEDLINE and other databases on the assessment of PBL were reviewed. The following areas require special attention by PBL medical schools: enhancement of formal continuous formative assessment; use of the context of a working problem to assess knowledge and problem-solving skills; prevention of negative steering effects by a judicious choice of assessment content, instruments, and timing; and implementation of a longitudinal and centralized student profile. Conclusion: Despite the existence of general practical recommendations on assessment in PBL settings, this review reveals a lack of uniformity and consensus on the practical application of general principles. Topics for future research are highlighted.

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Section: Outcome-oriented Instrumentsmentioning

confidence: 99%

Assessment in Problem-Based Learning Medical Schools: A Literature Review

Nendaz¹,

Tekian²

1999

Teaching and Learning in Medicine

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“…Finally, third-year residents participate in three multidisciplinary sessions, each one involving a case in occupational health, geriatrics or adolescent health (9). The aim of these sessions is to help residents integrate their knowledge of medical ethics into common clinical situations.…”

Section: B Residents' Application Of Ethical Principlesmentioning

confidence: 99%

Teaching clinical medical ethics: a model programme for primary care residency.

et al. 1988

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Few residency training programmes explicitly require substantive exposure to issues in medical ethics and fewer still have a formal curriculum in this area. Traditional undergraduate medical ethics courses teach preclinical students to identify ethical issues and analyse them at a theoretical level. Residency training, however, is the ideal time to establish the critical behavioural link which makes ethics truly useful in clinical medicine. The General Internal Medicine Residency Training Program at Rhode Island Hospital has developed an integrated, three-year curriculum with the goals of helping residents to perceive ethical issues in clinical practice, to utilise basic philosophical principles in resolving ethical dilemmas and to communicate these issues clearly and sensitively to patients. The curriculum has been well received by residents and has had a hospital-wide impact. We believe that training residents in medical ethics and communication skills is an effective approach to developing physicians' humane qualities.

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“…Being originally related to vocational courses, PLB has become very popular and widely adapted across the humanities and sciences, and in some cases even on more traditional degrees, like philosophy or literature (Abercrombie 1970;Birch 1986;Colby 1986;Boud and Feletti 1997;Alavi 1995;Glasgow 1997;Wilkerson and Gijselaers 1996). Glasgow (1997, xxvi) explains PBL as an approach which requires students to 'acquire knowledge, information, and learning techniques and processes while working towards the solution of a problem, on an investigation, or toward the production of a product'.…”

Section: Pbl and Pdp: Post-modern Methods Trapped In Positivismmentioning

confidence: 99%

The ethical foundation of critical pedagogy in contemporary academia: (self)‐reflection and complicity in the process of teaching

Rabikowska

2009

Pedagogy, Culture & Society

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Problem-based learning of social sciences and humanities by fourth-year medical students

Cited by 4 publications

References 0 publications

Assessment in Problem-Based Learning Medical Schools: A Literature Review

Assessment in Problem-Based Learning Medical Schools: A Literature Review

Teaching clinical medical ethics: a model programme for primary care residency.

The ethical foundation of critical pedagogy in contemporary academia: (self)‐reflection and complicity in the process of teaching

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