An evaluation of problem based learning in the multiprofessional education curriculum for the health professions
Journal of Interprofessional CarePublished 1 January 1997
Lesley Hughes, Jeff Lucas
Citations38
SJR quartileQ2
SJR score0.88
SNIP1.23
Generate an AI Snapshot to get a quick, structured summary of this paper.
Study Snapshot
ObjectiveStudy objective
MethodsResearch methodology
PopulationPopulation studied
Sample sizeSample sizes
OutcomesStudy outcomes here
ResultsStudy results comes here
LimitationsResearch study limitations comes here
A concise AI-generated summary of the paper will appear here once you click Generate AI Snapshot.
TL;DR
Perception is that both the message (MPE) and the messenger (PBL) have been evaluated positively and both the objectives of MPE and PBL have been met.
Abstract
Multiprofessional education (MPE) in the undergraduate curriculum for the health profession has been delivered using problem based learning (PBL). The first of three modules has been evaluated over a two-year period. The evaluations measure student perception of whether the objectives of MPE and PBL have been met, tutor performance and the quality of the working problems. The overall perception is that both the message (MPE) and the messenger (PBL) have been evaluated positively.
Keywords
Social SciencesMedicine
Bibliothèque et Archives nationales du Québec (Québec government)Educating the reflective practitioner
11,390 Citations1987Donald A. Schön
Building on the concepts of professional competence that he introduced in his classic The Reflective Practitioner, Schon offers an approach for educating professional in all areas that will prepare them to handle the complex and unpredictable problems of actual practice with confidence, skill, and care.
American Journal of Occupational TherapyProblem-Based Learning: An Approach to Medical Education Problem-Based Learning: An Approach to Medical Education, BarrowsHoward S., M.D., TamblynRobyn M., B.Sc. N. Springer Publishing Company, Publishers, 200 Park Avenue South, New York, NY 10003, 206 pp (1980), $19.95.
2,152 Citations1981Kathleen Kennedy Engle
When there are many people who don't need to expect something more than the benefits to take, this problem based learning an approach to medical education book will probably make you feel curious.
The Challenge of Problem-based Learning
1,763 Citations2013David Boud, Grahame I. Feletti
Academic MedicineThe psychological basis of problem-based learning
1,475 Citations1992G R Norman, Henk G. Schmidt
There is no evidence that PBL curricula result in any improvement in general, content-free problem-solving skills, and there are several potential advantages for students' learning claimed for problem-based learning.
Medical EducationProblem‐based learning: rationale and description
1,252 Citations1983Henk G. Schmidt
The process of problem‐based learning is described and measured against three principles of learning: activation of prior knowledge, elaboration and encoding specificity.
International Journal of Educational ResearchPeer interaction and learning in small groups
1,034 Citations1989Noreen M. Webb
Academic MedicineInfluence of tutorsʼ subject-matter expertise on student effort and achievement in problem-based learning
189 Citations1993Henk G. Schmidt, A. van der Arend +3 more
The results indicate that the assumption in the literature that tutors do not necessarily need content knowledge so long as they are skilled in the tutoring process is not entirely justified: the students who were guided by content experts achieved somewhat better and spent more time on self-directed learning.
Academic MedicineEffects of tutors with subject expertise on the problem-based tutorial process
144 Citations1991Matt J. Silver, LuAnn Wilkerson
It is demonstrated that tutors' expertise has important effects on the process of discussion in a problem-based tutorial: they spoke more often and for longer periods, provided more direct answers to the students' questions, and suggested more of the topics for discussion.
Medical TeacherThe McMaster Medical Education Philosophy in Theory, Practice and Historical Perspective
46 Citations1987W. Pallie, D. H. Carr
A brief historical survey of medical education down to present times has been examined and some of its undesirable features identified and the ability of the programme to respond to future developments in health education and care is identified among its major strengths.
Scandinavian Journal of Social MedicineThe New Medical Education at the Faculty of Health Sciences, Linköping University—A Challenge for Both Students and Teachers
32 Citations1992Nils‐Holger Areskog
The author here describes his experiences in the new role as tutor and examiner for medical students following the new curriculum of the Health University of Linköping.
Advances in Health Sciences EducationProblem-based learning in medical education: Developing a research agenda
30 Citations1996C A Woodward
Journal of Interprofessional CareMultiprofessional Education in the Undergraduate Health Professions Curriculum: Observations from Adelaide, Linköping and Salford
29 Citations1995Lesley Davidson, Jeff Lucas
A comparative overview of how three educational institutions sought to incorporate MPE in the undergraduate curriculum is provided and both similarities and differences in approach are highlighted.
International Journal of Rehabilitation ResearchCo-ordinating Community Care
27 Citations1994Ralph K. Davidson
Teaching and Learning in MedicineUndergraduate medical education in Sweden: A case study of the faculty of health sciences at linköping university
15 Citations1991Björn Bergdahl, Johnny Ludvigsson +2 more
This article discusses the development of Linkoping's medical program, which started in conjunction with that of Uppsala's in 1969 and which became a full undergraduate program in 1975, as well as the group dynamics of its development.