Does problem-based learning work? And whose fault is it if it doesn't? A response to the article by R. H. Glew
✍ Scribed by Ian E. Hughes; Edward J. Wood
- Publisher
- The American Society for Biochemistry and Molecular Biology
- Year
- 2003
- Tongue
- English
- Weight
- 50 KB
- Volume
- 31
- Category
- Article
- ISSN
- 1470-8175
No coin nor oath required. For personal study only.
✦ Synopsis
Glew [1] presents a dismal picture of problem-based learning (PBL) 1 as applied in some medical schools, but an equally grim picture could be presented of some more conventionally presented medical courses: hours spent memorizing minor details, little ability to make use of the information memorized, material presented with no clinical context, assessment only of regurgitated material, discipline-based material presented in isolation with no concept of the big or integrated picture, students without communication skills and with little appreciation of critical analysis or how to tackle new areas of knowledge for themselves, ineffective and disorganized science-based lecturers with poor teaching skills, and clinical teachers who fail to turn up for classes. Neither extreme serves our students well.
BACKGROUND: INFORMATION OVERLOAD