Problem-Based Learning in Clinical Education (eBook)
XXVI, 254 Seiten
Springer Netherland (Verlag)
978-94-007-2515-7 (ISBN)
Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier 'chalk-and-talk' modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students' learning outcomes in the context of clinical education.
The chapters draw on studies that explore PBL both theoretically and empirically. The volume's eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the 'how' of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.
Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier 'chalk-and-talk' modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students' learning outcomes in the context of clinical education.The chapters draw on studies that explore PBL both theoretically and empirically. The volume's eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the 'how' of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.
Part I Introduction.- 1. Learning Theories and Problem-based Learning; Cindy E. Hmelo-Silver and Catherine Eberbach.- Part II Investigating the Achievement in Student Learning Outcomes in PBL Programmes.- 2. A Backward Glance, the Forward Gaze: Evaluation in Problem-based Courses; Karen Toulouse, Robert Spaziani and Patangi K. Rangachari.- 3. Comparisons in Basic Science Learning Outcomes between Students in PBL and Traditional Dental Curricula at the Same Dental School; Charles F. Shuler.- 4. Experiences from Two Swedish Speech and Language Pathology Education Programmes Using Different Approaches to Problem-based Learning; Christina Samuelsson, Inger Lundeborg and Anita McAllister.- 5. The Influence of Two PBL Curricula Contexts on First-year Students’ Understandings of PBL, Approaches to Learning and Outcomes; Tracey Winning, Vicki Skinner, Angela Kinnell, Grant Townsend, Gunnel Svensäter, Madeleine Rohlin and Julia Davies.- 6. Learning Styles and Academic Outcomes: A Longitudinal Study on the Impact of a Problem-based Learning Curriculum; Ciara O’Toole.- Part III Researching New Technologies for PBL Curriculum Design.- 7. Multimodality in Problem-based Learning (PBL): An International Ethnography; Susan Bridges, Michael Botelho, Judith L. Green and Anson C. M. Chau.- 8. The Changing Face of Problem-based Learning: Social networking and Interprofessional Collaboration; Evelyn L. C. Howe and Marc Aurel Schnabel.- 9. Effects of Video Triggers on the PBL Process; Lap Ki Chan, Jingyan Lu, Mary S. M. Ip and Amber L. M. Yip.- Part IV Exploring ‘Inside’ the PBL Tutorial Process.- 10. Japanese First-year PBL Students’ Learning Processes: A Classroom Discourse Analysis; Rintaro Imafuku.- 11. Sounds of Silence: Examining Silence in Problem-based Learning (PBL) in Asia; Jun Jin.- 12. Getting on with Each Other: PBL Group Dynamics and Function; Vicki Skinner, Annette Braunack-Mayer and Tracey Winning.- 13. PBL Tutorials in a Hybrid Curriculum: Opportunities and Challenges; Sigrid Harendza, Olaf Kuhnigk, Franziska Puttnies and Sven Anders.- Part V Conclusion.- 14. The Next Generation: Research Directions in PBL; Susan Bridges, Tara Whitehill and Colman McGrath.- Appendices.- Index.
| Erscheint lt. Verlag | 5.1.2012 |
|---|---|
| Reihe/Serie | Innovation and Change in Professional Education | Innovation and Change in Professional Education |
| Zusatzinfo | XXVI, 254 p. |
| Verlagsort | Dordrecht |
| Sprache | englisch |
| Themenwelt | Geisteswissenschaften |
| Medizin / Pharmazie ► Allgemeines / Lexika | |
| Sozialwissenschaften ► Pädagogik ► Berufspädagogik | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Schlagworte | Barrows • clinical education • clinical teachers • conceptual development • Courses • Curriculum Design • Discourse analysis • Empirical Research • facilitator development • facilitator effectiveness • interprofessional learning • learning • learning approaches • PBL • problem based • Problem-Based Learning • problem based programmes • professional competencies • Programmes • staff development • Student • student approaches • Student learning • student learning outcomes • student performance • Teachers • tutorial process |
| ISBN-10 | 94-007-2515-9 / 9400725159 |
| ISBN-13 | 978-94-007-2515-7 / 9789400725157 |
| Haben Sie eine Frage zum Produkt? |
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