Problem-based learning versus lecture-based learning in postgraduate medical education
✍ Scribed by Paul B Smits, Cathelijn D de Buisonjé, Jos H Verbeek, Frank J van Dijk, Jaap C Metz and Olle J ten Cate
- Book ID
- 126850334
- Publisher
- Scaninavian Journal of Work, Environment, and Health
- Year
- 2003
- Tongue
- English
- Weight
- 999 KB
- Volume
- 29
- Category
- Article
- ISSN
- 0355-3140
- DOI
- 10.2307/40967300
No coin nor oath required. For personal study only.
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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. Fo
The General Medical Council's influential document Tomorrow's Doctors1 recommended that medical education should foster 'learning through curiosity, and exploration of knowledge and the critical evaluation of evidence . . . '. Many medical schools in the United Kingdom hope to achieve these aims by