Overview
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.
Full Product Details
Author: Susan Bridges ,
Colman McGrath ,
Tara L. Whitehill
Publisher: Springer
Imprint: Springer
Edition: 2012
Volume: 8
Dimensions:
Width: 15.50cm
, Height: 1.70cm
, Length: 23.50cm
Weight: 0.588kg
ISBN: 9789400725140
ISBN 10: 9400725140
Pages: 254
Publication Date: 05 January 2012
Audience:
College/higher education
,
Professional and scholarly
,
Postgraduate, Research & Scholarly
,
Professional & Vocational
Format: Hardback
Publisher's Status: Active
Availability: Manufactured on demand
We will order this item for you from a manufactured on demand supplier.
Reviews
Book Review Problem-Based Learning in Clinical Education: The Next Generation Kun Huang Bridges, S., McGrath, C., & Whitehill, T.L. (Eds.). (2012). Problem-based learning in clinical education: The next generation. New York: Springer. 251pp. ISBN 978-94-007-2514-0, $139.00 (hardcover) Medical schools are the pioneers of problem-based learning (PBL). Since the advent of PBL in the late 1960s, dramatic changes have taken place in the landscape of education. The constructivist paradigm as reflected in PBL has become a significant influence on today s educational research and practice. While numerous studies have been conducted over the years to examine PBL from different angles, it is a good time to revisit medical education and take a systematic look at how PBL is being implemented and investigated in today s medical schools. This edited book, Problem-Based Learning in Clinical Education: The Next Generation, serves such a purpose. The book is unique in that it originated from the University of Hong Kong, where a curriculum overhaul has taken place to implement PBL. Further, appealing to a global audience, PBL scholars and practitioners from all over the world contributed to this edited volume. The book has a collection of 14 chapters. The first chapter by Hmelo-Silver and Eberbach provides the readers a comprehensive overview of the theoretical underpinnings of PBL and offers the necessary lenses to examine and interpret the subsequent chapters. The last chapter by Bridges, Whitehill, and McGrath summarizes the research directions in PBL based on the work presented in this book. The main part of the book examines PBL from three different perspectives: learning outcomes, new technologies, and the inside processes. Five chapters focus on different learning outcomes of PBL. Chapter 2 explores the delayed outcomes of PBL by inviting two previous students to reflect back on their PBL experience 16 years ago and discuss the impact of this experience on their later career.
