Problem-Based Learning: Instructional use of examples or cases to teach using problem-solving skills and critical thinking.Curriculum: A course of study offered by an educational institution.Education, Medical, Undergraduate: The period of medical education in a medical school. In the United States it follows the baccalaureate degree and precedes the granting of the M.D.Education, Medical: Use for general articles concerning medical education.Teaching: The educational process of instructing.Programmed Instruction as Topic: Instruction in which learners progress at their own rate using workbooks, textbooks, or electromechanical devices that provide information in discrete steps, test learning at each step, and provide immediate feedback about achievement. (ERIC, Thesaurus of ERIC Descriptors, 1996).Educational Measurement: The assessing of academic or educational achievement. It includes all aspects of testing and test construction.Group Processes: The procedures through which a group approaches, attacks, and solves a common problem.Models, Educational: Theoretical models which propose methods of learning or teaching as a basis or adjunct to changes in attitude or behavior. These educational interventions are usually applied in the fields of health and patient education but are not restricted to patient care.Education, Dental: Use for articles concerning dental education in general.Students, Medical: Individuals enrolled in a school of medicine or a formal educational program in medicine.Thinking: Mental activity, not predominantly perceptual, by which one apprehends some aspect of an object or situation based on past learning and experience.Schools, Medical: Educational institutions for individuals specializing in the field of medicine.Physiology: The biological science concerned with the life-supporting properties, functions, and processes of living organisms or their parts.Science: The study of natural phenomena by observation, measurement, and experimentation.Students, Pharmacy: Individuals enrolled in a school of pharmacy or a formal educational program leading to a degree in pharmacy.Problem Solving: A learning situation involving more than one alternative from which a selection is made in order to attain a specific goal.Education, Pharmacy: Formal instruction, learning, or training in the preparation, dispensing, and proper utilization of drugs in the field of medicine.Computer-Assisted Instruction: A self-learning technique, usually online, involving interaction of the student with programmed instructional materials.Schools, Dental: Educational institutions for individuals specializing in the field of dentistry.Education, Nursing, Graduate: Those educational activities engaged in by holders of a bachelor's degree in nursing, which are primarily designed to prepare them for entrance into a specific field of nursing, and may lead to board certification or a more advanced degree.Occupational Health Nursing: The practice of nursing in the work environment.Students, Dental: Individuals enrolled a school of dentistry or a formal educational program in leading to a degree in dentistry.Libraries, DentalSecularism: Indifference to, or rejection of, RELIGION or religious considerations. (From Merriam-Webster's Collegiate Dictionary, 10th ed)Clinical Competence: The capability to perform acceptably those duties directly related to patient care.Mentors: Senior professionals who provide guidance, direction and support to those persons desirous of improvement in academic positions, administrative positions or other career development situations.Pharmacology: The study of the origin, nature, properties, and actions of drugs and their effects on living organisms.Learning: Relatively permanent change in behavior that is the result of past experience or practice. The concept includes the acquisition of knowledge.Program Evaluation: Studies designed to assess the efficacy of programs. They may include the evaluation of cost-effectiveness, the extent to which objectives are met, or impact.Teaching Materials: Instructional materials used in teaching.Endocrinology: A subspecialty of internal medicine concerned with the metabolism, physiology, and disorders of the ENDOCRINE SYSTEM.Faculty, Medical: The teaching staff and members of the administrative staff having academic rank in a medical school.Technology: The application of scientific knowledge to practical purposes in any field. It includes methods, techniques, and instrumentation.New MexicoEducation, Distance: Education via communication media (correspondence, radio, television, computer networks) with little or no in-person face-to-face contact between students and teachers. (ERIC Thesaurus, 1997)Pharmacology, Clinical: The branch of pharmacology that deals directly with the effectiveness and safety of drugs in humans.Faculty: The teaching staff and members of the administrative staff having academic rank in an educational institution.Education, Pharmacy, Graduate: Educational programs for pharmacists who have a bachelor's degree or a Doctor of Pharmacy degree entering a specific field of pharmacy. They may lead to an advanced degree.IndianaEndodontics: A dental specialty concerned with the maintenance of the dental pulp in a state of health and the treatment of the pulp cavity (pulp chamber and pulp canal).Faculty, Dental: The teaching staff and members of the administrative staff having academic rank in a dental school.Education, Medical, Continuing: Educational programs designed to inform physicians of recent advances in their field.Competency-Based Education: Educational programs designed to ensure that students attain prespecified levels of competence in a given field or training activity. Emphasis is on achievement or specified objectives.Libraries, MedicalAchievement: Success in bringing an effort to the desired end; the degree or level of success attained in some specified area (esp. scholastic) or in general.Personal Satisfaction: The individual's experience of a sense of fulfillment of a need or want and the quality or state of being satisfied.Maze Learning: Learning the correct route through a maze to obtain reinforcement. It is used for human or animal populations. (Thesaurus of Psychological Index Terms, 6th ed)Biochemistry: The study of the composition, chemical structures, and chemical reactions of living things.Questionnaires: Predetermined sets of questions used to collect data - clinical data, social status, occupational group, etc. The term is often applied to a self-completed survey instrument.Professional Competence: The capability to perform the duties of one's profession generally, or to perform a particular professional task, with skill of an acceptable quality.Education, Medical, Graduate: Educational programs for medical graduates entering a specialty. They include formal specialty training as well as academic work in the clinical and basic medical sciences, and may lead to board certification or an advanced medical degree.Students: Individuals enrolled in a school or formal educational program.Attitude: An enduring, learned predisposition to behave in a consistent way toward a given class of objects, or a persistent mental and/or neural state of readiness to react to a certain class of objects, not as they are but as they are conceived to be.Cooperative Behavior: The interaction of two or more persons or organizations directed toward a common goal which is mutually beneficial. An act or instance of working or acting together for a common purpose or benefit, i.e., joint action. (From Random House Dictionary Unabridged, 2d ed)Program Development: The process of formulating, improving, and expanding educational, managerial, or service-oriented work plans (excluding computer program development).Feedback: A mechanism of communication within a system in that the input signal generates an output response which returns to influence the continued activity or productivity of that system.Internet: A loose confederation of computer communication networks around the world. The networks that make up the Internet are connected through several backbone networks. The Internet grew out of the US Government ARPAnet project and was designed to facilitate information exchange.Motivation: Those factors which cause an organism to behave or act in either a goal-seeking or satisfying manner. They may be influenced by physiological drives or by external stimuli.Discrimination Learning: Learning that is manifested in the ability to respond differentially to various stimuli.Avoidance Learning: A response to a cue that is instrumental in avoiding a noxious experience.Attitude of Health Personnel: Attitudes of personnel toward their patients, other professionals, toward the medical care system, etc.Verbal Learning: Learning to respond verbally to a verbal stimulus cue.Reversal Learning: Any situation where an animal or human is trained to respond differentially to two stimuli (e.g., approach and avoidance) under reward and punishment conditions and subsequently trained under reversed reward values (i.e., the approach which was previously rewarded is punished and vice versa).Anatomy: A branch of biology dealing with the structure of organisms.Reference Books, Medical: Books in the field of medicine intended primarily for consultation.Serial Learning: Learning to make a series of responses in exact order.

*  Education World: Problem-Based Learning: Tips and Project Ideas

Get best practices for these valuable real-world learning opportunities. Project ideas, too! ... The Toy Unit: Problem-Based Learning Puts Students in Charge. * Expeditionary Learning Melds Project-Based Learning and Common ... Best practices for problem-based learning. Begin with a focus on very real, very local problems in the neighborhood or the ... What is problem-based learning?. In this type of instruction, students work together to solve real-world problems in their ...

*  Problem Based Learning

Problem Based Learning has been shown to produce better results than traditional, mainstream classroom education. ... WHAT IS PROBLEM BASED LEARNING? Traditionally, students learn by listening to lectures and reading, and are assessed on their ... With problem-based learning, students are assessed on their ability to go through a problem solving process. ... The problems that you will solve in your course will relate to what you are learning. They are problems that you might ...

*  Instructional-Design-Live #11 Online Problem Based Learning with Maggi Savin Baden

11 Online Problem Based Learning with Maggi Savin Baden. Instructional-Design-Live #11 Online Problem Based Learning with Maggi ... A Practical Guide to Problem-Based Learning Online, Facilitating Problem-Based Learning, New Approaches to Qualitative Research ... She has been investigating problem based learning for a number of years and is currently pursuing research into applications ... ...

*  An evaluation of problem based learning in postgraduate trauma education - Enlighten: Publications

Robb, A.J.P. (2000) An evaluation of problem based learning in postgraduate trauma education. In: RCN Accident and Emergency ...

*  Microadaptivity within complex learning situations - a personalized approach based on competence structures and problem spaces

... in game-based learning. Integrating the competence-based knowledge space theory and the information-processing theory of human ... In this paper, we present an approach to microadaptivity, i.e. to adaptivity within complex learning situations as they occur, ... problem solving we developed a sound model as a basis for microadaptivity and continuous competence state monitoring. The ...

*  Fremdsprachen und Neue Medien: Towards an Open Source Framework for Collaborative Problem-Based Learning Environments

E-Learning MP3 Neue Medien Oberstufe Online Adventure Phonetik Podacstaing Podcast Podcasting Podcasting E-Learning Poetry ... Tutorial breeze Business English chanson DaF DELF Deutsch Didaktik E-Learning e-lesson EdTech EFL ELT Englisc h Englisch ... Get the Farr-Out Links to Learning widget and many other great free widgets at Widgetbox!. Get the JochenEnglish widget and ... Lehrer für Französisch und Englisch am Gymnasium am Rotenbühl in Saarbrücken, teilabgeordnet als Referent für E-Learning und ...

*  Problem Based Learning

Problem Based Learning About Problem-based Management Education. Problem-based learning (PBL) was first formally introduced by ... In contrast to the case method, in problem-based learning the learning objectives and activities are based on the knowledge and ... Problem Based Learning PBL is the learning that results from the process of working towards the understanding or resolution of ... As Barrows and Tamblyn (1980) note, in problem-based learning "the learning results from the process of working towards the ...

*  Problem-based learning « Primastuti Dewi.R

... is an exciting alternative to traditional classroom learning. With PBL, your teacher presents you with a problem, not lectures ... becomes active in the sense that you discover and work with content that you determine to be necessary to solve the problem.… ... or assignments or exercises.Since you are not handed 'content', your learning ... Problem-based learning. Posted by primastuti dewi on June 21, 2010. Problem-based learning (PBL) is an exciting alternative. to ...

*  Collaborative problem-based learning: Adaptation of vygotsky sociocultural learning theory - UTP Institutional Repository

Alan Giffin Downe , (2012) Collaborative problem-based learning: Adaptation of vygotsky sociocultural learning theory. [ ...

*  Templates for effective eTeaching strategies : Predict-Oberve-Explain, Problem-Based Learning and Role Plays | Macquarie...

Templates for effective eTeaching strategies : Predict-Oberve-Explain, Problem-Based Learning and Role Plays. Related. Asia ... Problem-Based Learning and Role Plays using LAMS, with a focus on practical steps to implementation. It considers background ... One of the great promises of the field of Learning Design is sharing of effective eTeaching strategies in the form of 'runnable ... Program and abstracts : 2011 Asia Pacific LAMS and Leaning Design Conference : learning design for a changing world. Publisher ...

*  Sabinet | The effects of problem-based learning on pre-service teachers' critical thinking dispositions and perceptions of...

The aim of this study was two-fold. The first aim was to determine the levels of critical thinking disposition and perception of problem-solving ability of pre-service teachers. The second aim was to compare the effects of problem-based learning and traditional teaching methods on the critical thinking dispositions and perceptions of problem-solving ability of pre-service teachers, when implemented in the teaching of the acid-base topic. Participants for the study consisted of 49 pre-service teachers. A pre-test-post-test control group design was used. Data were obtained using the California Critical Thinking Disposition Inventory and Problem-Solving Inventory. It was generally determined that pre-service teachers exhibit low levels of critical thinking disposition and medium levels of perception of problem-solving ability. Also, while problem-based ...

*  "Using Technology to Support Project and Problem-based Learning" by Roisin Donnelly

This chapter is aimed at supporting lecturers in universities and colleges who have begun or are considering introducing project or problem-based learning (PBL) for students' learning. In order to keep up with rapid change and make the most of learning technologies as aids to both learning strategies, a range of practical insights based on research will be provided in sections, supplemented with a variety of examples of learning technology being infused into both strategies. The range provided are by no means exhaustive, and you may know of many more examples yourself. It is unlikely that any one student would experience all of these learning methods in a project or problem-based learning event, but they are provided for academics, thinking of remodelling courses or modules.

*  "Design and Evaluation of a Problem-Based Learning Environment for Teac" by Laura Hemker, Claudia Prescher et al.

Problem-based learning can have a great impact on the acquisition of practical knowledge, which is a central learning aim in the field of teacher education. Therefore, we implemented a problem-based learning approach in four seminars on educational assessment. In this paper, we outline our didactic design and discuss the results of the first evaluations, which explored acceptance of the approach, learning results, and expected applicability of the acquired knowledge.

*  Students' perceptions on their ability to engage critical thinking in a problem-based learning online environment -...

This paper reports the evaluation of students' perception on their capability to engage critical thinking in a problem-based learning online (PBL online) environment. The learning process intervention was took place throughout the second semester of 200812009 academic yea~ at the Universiti Malaysia Sabah, Malaysia. Thirty science physics students from the School of Science and Technology (SST}, and twenty preservice science teachers from the School of Education and Social Development (SESD) which then form ten collaborative groups ( 4-5 members in each group) were involved. The samples followed all the PBL learning activities (i.e., learner-centred, self-directed learning, inductive learning, collaborative and interdependent learning). Data were gathered through an open-ended questions and a semi-structured focus group interviews after the students finished with the ...

*  ePBL: Design and implementation of a Problem-based Learning environment

Problem-based Learning (PBL) has been utilized by educators for almost half a century as a powerful and engaging student-centered pedagogy. PBL has also been employed across a wide range of disciplines and areas in education primarily medical, engineering, and business. The pedagogy that has been practiced for decades using the traditional face-to-face activities largely benefited from all the online technologies in empowering the learners in a non-classical structure. Computer technologies were exploited by researcher and educators at different capacities in order to add a value to PBL. Online implementations ranged from using basic communication tools to building fully-fledged systems and websites. Several research projects succeeded in building comprehensive, feature-rich, PBL-tailored learning environments. On the other hand, some implementation were either partially useful or inherently deficient. Although many attempts achieved ...

*  Learning without teaching? Problem-based learning in Maastricht | Active Learning in Political Science ©

All this week, I'm benefiting from the European Union. They are paying for me to visit Maastricht University's Faculty of Arts & Social Sciences, to exchange teaching practice under the auspices of the ERASMUS+ programme. If you've heard of ERASMUS you'll know it allows students to study in other countries, but it also has a teacher strand, to help promote more connection between higher education institutions.. In practice, that has meant I'm doing some teaching on euroscepticism (my research area) and on using simulations (my other research area), while also sitting in on some problem-based learning (PBL) sessions. Maastricht is perhaps the leading proponent of PBL in Europe, using it across its teaching provision, so it's an amazing opportunity for me to see it at work.. PBL essentially places the focus on students to define, research and resolve their own areas of study (within certain limits). This means identifying key questions and then working towards ...

*  Problem-based learning

... (PBL) is a didactic concept of "active learning" in tertiary education. Key elements of PBL are teamwork and self-directed learning strategies. Accordingly, students are encouraged to take responsibility for their group and organise the learning process largely themselves, rather than follow externally set rules.. ...

*  9780387963907 isbn/isbn13 $$ Compare Prices at 110 Bookstores! New Directions for Medical Education: Problem-based Learning...

9780387963907 New Directions for Medical Education: Problem-based Learning and Community-oriented Medical Education (Frontiers of Primary Care),books, textbooks, text book

*  Problem- and case-based learning - E-Learning Modules

As Davis and Harden (1999) have indicated, there is still some confusion about what PBL really is. It is best thought of as an educational approach where students are encouraged to take an active role in their learning by discussing a problem (or scenario) centred on a clinical situation, community problem or current scientific debate. In the clinical context, this might be a description of events when a patient attends a GP surgery or A&E department. The history, presenting complaint, signs and symptoms, ethical issues, investigations needed (and their outcomes) can all be woven into the case, as required. The problem has to be written so that the students can identify the areas that they need to explore in order to be able to resolve satisfactorily gaps in their knowledge and understanding that become apparent during group discussion.. A key point in understanding the nature of PBL is to differentiate it from problem ...

*  "Exploring the Nardoo: Designing problem-based learning experiences for" by Susan J. Bennett

This chapter examines how instructional designers work together in teams to solve problems. It examines the advantages and disadvantages of a team approach to instructional design. This case will explore how a team of instructional designers worked together to create Exploring the Nardoo, a multi-award winning CD-ROM developed by the University of Wollongong's Educational Media Laboratory (emLab). The case describes key issues related to the design and development of the package from the perspective of a faculty-based multimedia unit, which was established with a strong emphasis on advancing research through innovations in design.

*  Needs Assessment 2005 Results | AAN

In addition, dozens of comments were made, but these were wide-ranging and no themes or patterns were apparent.. Several patterns emerged from the total data. Respondents were interested in ways to involve students more actively in their own learning, such as having them work in small groups, using problem-based learning strategies, facilitating discussions, and designing activities, assignments, and projects, including writing and research assignments. They also wanted to learn ways to integrate technology, including the Internet, into their courses, and to develop course websites. Another focus was on methods for reaching students more effectively: motivating students, understanding their learning styles, teaching them how to become better learners, engaging them in critical thinking, dealing with difficult students, mentoring graduate students. In addition, respondents were interested in learning how to ...


The IMBA offers a flexible pattern of study. The program is designed for both working professionals and full time students. The flexible design of courses allows working candidates to plan their workload and schedule to accommodate their busy careers. The program also has ample courses and activities to keep a full time IMBA candidate well involved in their studies, either way our program is student focused, giving students' many choices according to their needs.. All courses have been designed around the unique culture and outlook of the IMBA program. We utilize case studies, problem-based learning and group projects, to facilitate an excellent learning environment. The workload is demanding, however upon graduation you will be ready to cope with business challenges on the global stage.. The IMBA program requires a minimum of 42 credits to graduate. Students can normally complete all their courses in one and half years while they can extend ...

*  Bone Densitometry Course 2018

Includes 1 night B&B accommodation. Additional nights available at £100 per night.. Registration fees are payable by credit card or by requesting an invoice (UK delegates only). Places are only guaranteed on receipt of payment. Registration is non-transferable.. Delegates arriving at the lecture course with any fees partially or fully outstanding will be asked to present a debit or credit card as either payment or guarantee of payment. Where a card is provided as guarantee of payment, this will be charged 1 month following the lecture course, if outstanding fees have not been settled via an alternative method. Admittance to the lecture course will not be permitted without prior payment of fees or without debit or credit card guarantee. Individuals are therefore strongly advised to seek proof of payment from their organisations prior to arrival and to bring this to the lecture course.. Cancellations. All cancellations must be made in writing.. • Cancellations of , 21 days notice will be given ...


ate and engage in play with your child. Both of these are ideal learning experiences for parents of newly diagnosed children as it ...

Graphic facilitation: Graphic Facilitation is the use of large scale imagery to lead groups and individuals towards a goal. The method is used in various processes such as meetings, seminars, workshops and conferences.Syllabus: A syllabus (pl. syllabi) is an outline and summary of topics to be covered in an education or training course.Peer-led Team Learning: Peer-led Team Learning, (PLTL), is a model of teaching undergraduate science, math, and engineering courses that introduces peer-led workshops as an integral part of a course.Gosser,D.DJ College of Dental Sciences and Research: Divya Jyoti (DJ) College of Dental Sciences and Research is a dental college located in Modinagar in the nagar panchayat of Niwari in Ghaziabad district in the Indian state of Uttar Pradesh. The founder and chairman is Ajit Singh Jassar.Leiden International Medical Student ConferenceThe Art of Negative Thinking: The Art of Negative Thinking (Norwegian: Kunsten å tenke negativt) is a 2006 Norwegian black comedy film directed and written by Bård Breien. The storyline revolves around a man (played by Fridtjov Såheim) who is adjusting to life in a wheelchair, and the socializing group he is made to join.List of medical schools in the United KingdomAlexander Walker (physiologist): Alexander Walker (1779—1852) was a Scottish physiologist, aesthetician, encyclopaedist, translator, novelist, and journalist.The Republican War on Science: The Republican War on Science is a 2005 book by Chris C. Mooney, an American journalist who focuses on the politics of science policy.Kiten (program)Dental Schools Council: The Dental Schools Council represents the interests of UK dental schools as it relates to national health, wealth, knowledge acquisition through teaching, research, and the profession of dentistry.Universities UK http://www.Ravindran Chetambath: Dr. Ravindran Chetambath was the Principal(Dean) of Calicut Medical College since July 2009 .VII Photo Agency: VII is an international photo agency wholly owned and governed by its membership.Standard evaluation frameworkEndocrine Research: Endocrine Research is a peer-reviewed medical journal that covers endocrinology in the broadest context. Subjects of interest include: receptors and mechanism of action of hormones, methodological advances in the detection and measurement of hormones; structure and chemical properties of hormones.General Medicine Faculty of RostGMU (Rostov State Medical University): Rostov State Medical University, Faculty of General Medicine - Located in Rostov city center with 20 departments, each departments has its own clinics with numbers of beds.Medical sign: A medical sign is an objective indication of some medical fact or characteristic that may be detected by a physician during a physical examination of a patient. For example, whereas paresthesia is a symptom (only the person experiencing it can directly observe their own tingling feeling), erythema is a sign (anyone can confirm that the skin is redder than usual).Albuquerque IsotopesAtlantic University: Atlantic University is private, distance education institution of higher and continuing education in Virginia Beach, Virginia. It is associated with Edgar Cayce's Association for Research and Enlightenment (A.European Association for Clinical Pharmacology and TherapeuticsKamaladalamIndiana University School of Dentistry: The Indiana University School of Dentistry (IUSD) is the dental school of Indiana University. It is located on the Indiana University – Purdue University Indianapolis campus in downtown Indianapolis.Journal of Endodontics: The Journal of Endodontics is the official journal of the American Association of Endodontists and is published by Elsevier. It is a monthly journal that was established in 1975 and publishes scientific articles, case reports, and studies comparing different tools, materials, and methods used in endodontic treatment.University of Sydney Library: The University of Sydney Library is the library system of the University of Sydney. According to its publications, it is the largest academic library in the southern hemisphere (circa 2005), with a print collection of over 5.Positivity offset: Positivity offset is a psychological term referring to two phenomena: People tend to interpret neutral situations as mildly positive, and most people rate their lives as good, most of the time. The positivity offset stands in notable asymmetry to the negativity bias.Learning Plan: A Learning Plan is a document (possibly an interactive or on-line document) that is used to plan learning, usually over an extended period of time.Frank Dickens (biochemist): Frank Dickens FRS (15 December 1899 - 15 June 1986) was a biochemist, best known for his work at the Courtauld Institute of Biochemistry with Edward Charles Dodds on the pentose phosphate pathway which generates NADPH.Peter N.Closed-ended question: A closed-ended question is a question format that limits respondents with a list of answer choices from which they must choose to answer the question.Dillman D.Upsilon Phi Delta: Upsilon Phi Delta (ΥΦΔ) is the national academic honor society for students in healthcare administration in the United States. The organization was formed in 1965 to further the profession of health administration and the professional competence and dedication of its members.Cigarette smoking among college students: The rates of college students smoking in the United States have fluctuated for the past twenty years. Majority of lifelong smokers begin smoking habits before the age of 24, which makes the college years a crucial time in the study of cigarette consumption.Document-centric collaboration: Document-centric collaboration is a new approach to working together on projects online which puts the document and its contents at the centre of the process.Temporal feedbackInternet organizations: This is a list of Internet organizations, or organizations that play or played a key role in the evolution of the Internet by developing recommendations, standards, and technology; deploying infrastructure and services; and addressing other major issues.Avoidance reactionProsection: A prosection is the dissection of a cadaver (human or animal) or part of a cadaver by an experienced anatomist in order to demonstrate for students anatomic structure."Prosection.Drug reference standard: A drug reference standard is a standardized substance which is used as a measurement base for similar substances. Where the exact active substances of a new drug are not known, a reference standard provides a calibrated level of biological effects against which new preparations of the drug can be compared.Sequence learning: In cognitive psychology, sequence learning is inherent to human ability because it is an integrated part of conscious and nonconscious learning as well as activities. Sequences of information or sequences of actions are used in various everyday tasks: "from sequencing sounds in speech, to sequencing movements in typing or playing instruments, to sequencing actions in driving an automobile.

(1/825) Do case studies mislead about the nature of reality?

This paper attempts a partial, critical look at the construction and use of case studies in ethics education. It argues that the authors and users of case studies are often insufficiently aware of the literary nature of these artefacts: this may lead to some confusion between fiction and reality. Issues of the nature of the genre, the fictional, story-constructing aspect of case studies, the nature of authorship, and the purposes and uses of case studies as "texts" are outlined and discussed. The paper concludes with some critical questions that can be applied to the construction and use of case studies in the light of the foregoing analysis.  (+info)

(2/825) Application of the problem-based learning model for continuing professional education: a continuing medical education program on managed care issues--Part II.

Physicians must incorporate concepts of practice management and knowledge of managed care into their practices. Managed care presents an immediate and challenging opportunity to providers of continuing medical education to offer effective educational programs for physicians on managed care issues. In this exploratory research, the problem-based learning model was used to develop a continuing medical education program that would offer an interactive and effective method for teaching physicians about managed care. Problem-based learning is a departure from the traditional lecture format of continuing medical education programs because it is designed for small groups of self-directed learners who are guided by a faculty facilitator. Although only a small number of participants participated in this program, the findings offer important considerations for providers of continuing medical education. For example, participants reported increased confidence in their knowledge about managed care issues. Participants also clearly indicated a preference for the small group, interactive format of the problem-based learning model.  (+info)

(3/825) An interdisciplinary approach to a day-long palliative care course for undergraduate students.

Although it is desirable that students in the health sciences be educated together to prepare them for interdisciplinary practice, many educational programs remain discipline specific. An undergraduate course in palliative care, originally designed for medical students at McMaster University, Hamilton, Ont., was expanded in 1993 to include students from various health sciences programs in the region. The course introduces students to the components of palliative care and its interdisciplinary nature in a problem-based way and directs students to additional educational resources. The authors describe the planning, content and evaluation of the course material. The observed decline in attendance by medical students, which coincided with the introduction of the interdisciplinary format, warrants further investigation. Future directions of the course are discussed.  (+info)

(4/825) Implementing practice guidelines for diabetes care using problem-based learning. A prospective controlled trial using firm systems.

OBJECTIVE: A controlled trial with 15-month follow-up was conducted in two outpatient clinics to study the effects of using the problem-based learning technique to implement a diabetes clinical practice guideline. RESEARCH DESIGN AND METHODS: A total of 144 patients with type 2 diabetes aged 25-65 years in two internal medicine outpatient clinics were enrolled in the study. African-Americans and Hispanics made up > 75% of the patients. Doctors and staff in one of the clinics were trained in the use of a clinical practice guideline based on Staged Diabetes Management. A problem-based learning educational program was instituted to reach consensus on a stepped intensification scheme for glycemic control and to determine the standards of care used in the clinic. HbA1c was obtained at baseline and at 9 and 15 months after enrollment. RESULTS: At 9 months, there was a mean -0.90% within-subject change in HbA1c in the intervention group, with no significant changes in the control group. The 15-month mean within-subject change in HbA1c of -0.62% in the intervention group was also significant. Among intervention patients, those with the poorest glycemic control at baseline realized the greatest benefit in improvement of HbA1c. The intervention group also exhibited significant changes in physician adherence with American Diabetes Association standards of care. CONCLUSIONS: Clinical practice guidelines are an effective way of improving the processes and outcomes of care for patients with diabetes. Problem-based learning is a useful strategy to gain physician support for clinical practice guidelines. More intensive interventions are needed to maintain treatment gains.  (+info)

(5/825) Teaching experimental design to biologists.

The teaching of research design and data analysis to our graduate students has been a persistent problem. A course is described in which students, early in their graduate training, obtain extensive practice in designing experiments and interpreting data. Lecture-discussions on the essentials of biostatistics are given, and then these essentials are repeatedly reviewed by illustrating their applications and misapplications in numerous research design problems. Students critique these designs and prepare similar problems for peer evaluation. In most problems the treatments are confounded by extraneous variables, proper controls may be absent, or data analysis may be incorrect. For each problem, students must decide whether the researchers' conclusions are valid and, if not, must identify a fatal experimental flaw. Students learn that an experiment is a well-conceived plan for data collection, analysis, and interpretation. They enjoy the interactive evaluations of research designs and appreciate the repetitive review of common flaws in different experiments. They also benefit from their practice in scientific writing and in critically evaluating their peers' designs.  (+info)

(6/825) Challenges of teaching physiology in a PBL school.

A problem-based learning (PBL) curriculum was introduced at McMaster University more than three decades ago. Not many schools have adopted the system despite its distinct advantages. The present paper examines the challenges of teaching physiology in a PBL curriculum and gleans through the literature supporting PBL. It appears that one of the reasons why PBL is not becoming readily acceptable is the lack of concrete reports evaluating the curricular outcomes. The suggestion (R.E. Thomas. Med Educ. 31:320-329, 1997) to standardize and internationalize all components of validated PBL curricula is quite valid. A database needs to be generated that can be easily accessed by traditional institutions to see the rationality and easy implementation of the PBL curriculum.  (+info)

(7/825) An inquiry-based teaching tool for understanding arterial blood pressure regulation and cardiovascular function.

Educators are placing a greater emphasis on the development of cooperative laboratory experiences that supplement the traditional lecture format. The new laboratory materials should encourage active learning, problem-solving, and inquiry-based approaches. To address these goals, we developed a laboratory exercise designed to introduce students to the hemodynamic variables (heart rate, stroke volume, total peripheral resistance, and compliance) that alter arterial pressure. For this experience, students are presented with "unknown" chart recordings illustrating pulsatile arterial pressure before and in response to several interventions. Students must analyze and interpret these unknown recordings and match each recording with the appropriate intervention. These active learning procedures help students understand and apply basic science concepts in a challenging and interactive format. Furthermore, laboratory experiences may enhance the students' level of understanding and ability to synthesize and apply information. In conducting this exercise, students are introduced to the joys and excitement of inquiry-based learning through experimentation.  (+info)

(8/825) Learning the regulation of peripheral blood flow.

Students can learn a great deal about the peripheral circulation when teaching is based on five building blocks: hemodynamic principles, neurohumoral control, and three elements of local control of blood flow (metabolic, myogenic, and paracrine). Study of a particular special circulation starts with the application of these building blocks in the context of the function of that tissue. For example, control of skin blood flow is largely concerned with regulation of body temperature (neurohumoral control) and the response to injury (paracrine control). Regulation of coronary blood flow is almost entirely a matter of meeting the metabolic needs of the myocardium (metabolic control). By mixing and matching the five building blocks and keeping in mind the special functions of a particular tissue, students can master the peripheral circulation efficiently.  (+info)


  • The DPsych aims to develop ethical, reflective and professional practitioners of counselling psychology who work collaboratively with service users to provide high-quality psychological services, drawing on evidence-based psychological practice in the context of a therapeutic relationship characterised by trust, respect, and appreciation for the subjective experience of the person and individuality of the client and their unique world view. (
  • Upon completing the program, graduates pursue practice roles across the continuum of acute care services ranging from high-acuity hospital based emergency or intensive care settings to specialty-based practices. (
  • Because students are being educated to diagnose and treat patients, this master's program was designed to combine the convenience of online learning with the necessary rigor to become a competent and confident advanced practice nurse upon graduation. (
  • In tandem with the curriculum, clinical practicum rotations allow students to put the principles they have learned into practice. (


  • In this type of instruction, students work together to solve real-world problems in their schools and communities. (
  • The problems that you will solve in your course will relate to what you are learning. (
  • Moreover, in PBL learning how to solve problems occurs in the process of learning the subject matter of the discipline rather than as a discrete skill (Prawat, 1989). (
  • With PBL, your teacher presents you with a problem, not lectures or assignments or exercises.Since you are not handed "content", your learning becomes active in the sense that you discover and work with content that you determine to be necessary to solve the problem. (
  • You may feel that you don't know enough to solve the problem but that is the challenge! (
  • What do you know to solve the problem? (
  • A problem statement should come from your/the group's analysis of what you know, and what you will need to know to solve it. (


  • This research study involves the use of teacher professional development activities such as collaborative learning, problem based learning, collaborative technologies, learning communities, and hands-on activities geared to increase teacher math achievement. (
  • The samples followed all the PBL learning activities (i.e., learner-centred, self-directed learning, inductive learning, collaborative and interdependent learning). (


  • Traditionally, students learn by listening to lectures and reading, and are assessed on their ability to recall and communicate what they have learned. (
  • Most learning occurs within the context of small groups rather than lectures. (
  • Assessment may include attendance and participation in lectures, quizzes, reports and problem based learning. (


  • 1. Demonstrate knowledge of the principles and practices of teaching and learning K-6 English (including strategies for programming, assessing, reading, writing, listening, speaking, viewing and representing). (


  • However, creating and sustaining technology-infused learning environments at the precollege level is a challenging task, as many schools have limited resources and expertise. (


  • You will have to gather information and learn new concepts, principles, or skills as you engage in the problem-solving process. (


  • The promise of seeing a very real impact becomes the motivation for learning. (


  • The diversity of our trainees is a highly valued feature of our course, and is integral to the learning context. (


  • In addition, we outline how these technologies align with deductive and inductive teaching methods that emphasize direct-instruction, inquiry-, problem-, and project-based methods, as studies have shown these methods are effective for precollege engineering education. (


  • Traditional rote learning is not working-at least not for all students. (
  • Successful problem-solving often requires students to draw on lessons from several disciplines and apply them in a very practical way. (
  • Even better, ask students to identify problems. (
  • Either way, set a reasonable scope for the activity by considering students' age and prior experience with problem-based learning. (
  • Once you have selected a problem, gather your students to discuss project goals, deadlines and materials, and to brainstorm some action steps for the project. (
  • In addition, consider how students will present their solution to the problem. (
  • It is inevitable that students will sometimes run into problems when trying to complete projects. (
  • View these obstacles as opportunities for students to develop their communication skills and problem-solving savvy. (
  • With problem-based learning, students are assessed on their ability to go through a problem solving process. (
  • The problem is one that students are to apt face in the future workplace. (
  • Students assume a major responsibility for their own instruction and learning. (
  • In problem-based learning students are asked to develop a plan for responding to the situation and, to the extent possible, execute the plan through different forms of role-play. (
  • This paper reports the evaluation of students' perception on their capability to engage critical thinking in a problem-based learning online (PBL online) environment. (
  • Data were gathered through an open-ended questions and a semi-structured focus group interviews after the students finished with the learning activities by the end of the semester. (
  • and learn how to provide accurate written and oral feedback for students in relation to their literacy development. (
  • While on campus, students participate in simulated clinical learning experiences conducted in our new state of the art multidisciplinary patient simulation lab. (
  • In addition, students undergo standardized patient experiences, problem based learning, and hands on experience with technical skills. (


  • In this paper, we present an approach to microadaptivity, i.e. to adaptivity within complex learning situations as they occur, e.g., in game-based learning. (



  • Be careful, however, not to over-emphasize the "pizzaz" of the presentation, at the expense of the problem-solving portion of the project. (
  • We contend that in the current environment of decentralized organizations, training experiences should emphasize cooperative problem-solving and teamwork as key areas for leadership development. (
  • In PBL the learning experience is structured so as to emphasize implementation as well as analysis and reflection (Bridges & Hallinger, 1992, 1995). (


  • Room 1: One problem that occurs to me with views expressed by all thus far is the fact that many (most? (


  • Studies suggest these activities engage learners, enhance retention and help establish a model for lifelong learning. (


  • This is an important characteristic that distinguishes problem-based learning from other problem-oriented approaches such as the case method (Bransford et al. (
  • This presentation explains how educators can adopt novel teaching approaches like Predict-Oberve-Explain, Problem-Based Learning and Role Plays using LAMS, with a focus on practical steps to implementation. (


  • You may also join online communities dedicated to problem-based learning. (


  • The learning process intervention was took place throughout the second semester of 200812009 academic yea~ at the Universiti Malaysia Sabah, Malaysia. (


  • Problem-based learning (PBL) is an exciting alternative to traditional classroom learning. (


  • The focus of managerial education, for example, turns from the concerns of the disciplines as conceived by scholars (e.g., psychology, sociology, MIS) to major problems that managers face in the workplace (Bridges & Hallinger, 1995). (


  • professors teaching online courses, knowing little about online learning and teaching, incorporate group activities (and other assignments) that are head-fakes to genuinely useful learning activities. (
  • We present an overview of available hardware- and software-based technologies, and characterize these technologies based on criteria such as median price, the type of learning activities fostered, and the required users' expertise levels. (


  • Field trips (mainly to the IA Watson Grains Research Centre, Narrabri) will be used especially to examine trial procedures and field-based operations, and to interact with commercial plant breeding. (


  • These real-world projects develop problem-solving, research and social skills, but that is just the beginning. (


  • One of the great promises of the field of Learning Design is sharing of effective eTeaching strategies in the form of 'runnable' templates. (


  • Research shows that PBL gives the learner greater long-term benefits than traditional learning, and many successful and progressive universities around the world use it in their courses. (
  • She has been investigating problem based learning for a number of years and is currently pursuing research into applications within Second Life. (


  • As Barrows and Tamblyn (1980) note, in problem-based learning "the learning results from the process of working towards the understanding or resolution of a problem. (
  • The problem is encountered first in the learning process, rather than facts, models, conceptual frameworks, or other information. (
  • This should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis: in short, the process and outcome. (


  • Integrating the competence-based knowledge space theory and the information-processing theory of human problem solving we developed a sound model as a basis for microadaptivity and continuous competence state monitoring. (


  • Every PBL project is carefully designed by experts to expose you to the information and skills that we want you to learn. (


  • 14.-Case based e-learning in occupational medicine--a European approach. (


  • Begin with a focus on very real, very local problems in the neighborhood or the school community. (
  • The solution to the focal problem has an implementation focus that goes beyond problem diagnosis and analysis. (
  • The problem serves as a stimulus and focus for problem-solving and learning. (


  • A variety of advanced learning technologies have emerged to enhance learning, promote hands-on experiences, and increase interest in engineering. (


  • The main base of the course may vary between the ATP and Camden campuses. (


  • Moreover, while numerous technology solutions are available to support ambitious engineering-learning goals, choosing the right technology to align to program goals and resources may be a daunting task. (



  • They are problems that you might encounter when working that field, adapted to your level of study . (


  • A statement of the problem (eg. (
  • Discuss the problem statement and list its significant parts. (
  • The problem statement is often revisited and edited as new information is discovered, or "old" information is discarded. (


  • LearnTechLib is a development of Global U - Learning & Technology Innovation, A non-profit, 501(c)(3) organization. (
  • LearnTechLib (The Learning & Technology Library) was formerly called EdITLib (Educational & Information Technology Library). (


  • You may take a walk through your school grounds or the surrounding neighborhood to identify suitable problems-say, a flower bed that is not living up to its potential or an ongoing litter problem. (
  • 3. Employ the functional view of language and identify its implications for teaching and learning English. (


  • Subject matter is organized around problems rather than the disciplines. (
  • rather they are used as the stimulus for new learning. (