Problem-based LearningProblem-based learning (PBL) is becoming widely used in higher education. Popular in the medical sciences, PBL is now finding applications beyond - in engineering, sciences and architecture - and is widely applicable in many fields. It is a powerful teaching technique that appeals to students and educators alike. This book will be of great value to those who want to improve their use of PBL and for those who want to learn more and implement it. It provides compelling accounts of experiences with PBL from eight countries including the UK, US, Canada, Australia and New Zealand, and gives readers the opportunity to understand PBL and to develop strategies for their own curriculum, in any subject and at many levels. |
Contents
| 6 | |
Come and See the Real Thing David Prideaux Bren Gannon | 13 |
No Money Where Your Mouth Is Nina Felice Schor | 20 |
Into the Lions Den Amy Blue | 27 |
Lost in the Mêlée D Christopher Clark | 34 |
But What if They Leave with Misinformation? Gwendie Camp | 40 |
Overcoming Obstacles Ann Sefton | 52 |
Forward from the Retreat Peter Schwartz | 60 |
Why Does the Department Have Professors if They Dont | 98 |
A Challenge of Problem | 104 |
The Students Did That? David Taylor | 111 |
Mature Students? Emyr W Benbow and Ray FT McMahon | 119 |
To Admit or Not to Admit? That Is the Question Chuck | 126 |
Why Arent They Working? Diana Dolmans Ineke Wolfhagen | 135 |
Reflecting on Assessment Jan LovieKitchin | 149 |
They Just Dont Pull Their Weight Don Woods | 163 |
Too Little Too Late? CarolAnn Courneya | 71 |
Not More PBL Elizabeth Farmer | 78 |
Resolving the Integration Problem | 90 |
Conclusion | 171 |
| 177 | |
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Common terms and phrases
academic acceptance achieve activities actually approach asked assessment attendance Background become behaviours better challenge clerkship clinical Committee concerns considered continued contributions course curricular curriculum deal Dean decided decision demonstration departments difficulties discussion early educational effective evaluation example expected experience facilitators faculty faculty members felt final followed functioning further give given goals grade ideas identified implementation important improve included individual initial integration interesting introduced involved issues journal knowledge learning major medical school Medicine meeting methods objectives outcome participants patient performance planning positive practice prepared present problem problem-based programme proposal questions raised reflection reported response result role sciences session situation skills solution staff strategies successful suggested teachers teaching things thought traditional tutorial groups understand unit University week