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Response to “the problem with problem-based medical education: Promises not kept” by R. H. Glew

✍ Scribed by Howard Barrows

Publisher
The American Society for Biochemistry and Molecular Biology
Year
2003
Tongue
English
Weight
29 KB
Volume
31
Category
Article
ISSN
1470-8175

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## Abstract More than a decade after a student‐centered, problem‐based learning (PBL) was implemented at many medical schools in the United States and other countries world wide, the debate about the merits of PBL medical education continues to embroil its proponents and those who favor the more tr

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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