Hostname: page-component-848d4c4894-ttngx Total loading time: 0 Render date: 2024-05-31T17:27:11.329Z Has data issue: false hasContentIssue false
  • English
  • Français

Using Problem-Based Learning In Neurosciences Education for Medical Students

Published online by Cambridge University Press:  02 December 2014

R. Allan Purdy ,
Timothy J. Benstead ,
D. Bruce Holmes  and
David M. Kaufman
R. Allan Purdy
Affiliation:
Department of Medicine, Faculty of Medicine, Dalhousie University, Halifax, NS
Timothy J. Benstead
Affiliation:
Department of Medicine, Faculty of Medicine, Dalhousie University, Halifax, NS
D. Bruce Holmes
Affiliation:
Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS
David M. Kaufman
Affiliation:
Division of Medical Education, Faculty of Medicine, Dalhousie University, Halifax, NS
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.
Background:

A Curriculum Task Force proposed problem-based learning as one important educational strategy and recommended changes to a traditional medical curriculum.

Methods:

This paper describes how a problem-based learning course in neurosciences was developed and has evolved since its inception in the Dalhousie University Faculty of Medicine. The curriculum planning and design phases are outlined, followed by a description of how the course has been implemented and evaluated.

Results:

Program evaluation results are presented, describing student performance on examinations and their feedback about the course.

Conclusion:

The authors summarize lessons learned and identify future issues to continue the ongoing development of the course.

Résumé

RÉSUMÉ<span class='bold'><span class='italic'>Introduction:</span></span>

Un groupe de travail sur le curriculum a indiqué que l’apprentissage par problème est une stratégie d’enseignement importante et a recommandé des changements au curriculum médical traditionnel.

<span class='italic'><span class='bold'>Méthodes:</span></span>

Cet article décrit le développement et l’évolution d’un cours de sciences neurologiques basé sur l’ap- prentissage par problème, depuis son instauration à la faculté de médecine de l’Université Dalhousie. Nous donnons un aperçu des phases de conception et de planification du curriculum et nous décrivons comment le cours a été établi et évalué.

<span class='italic'><span class='bold'>Résultats:</span></span>

Nous présentons les résultats de l’évaluation du programme et nous décrivons la performance des étudiants aux examens et leurs impressions sur le cours.

<span class='italic'><span class='bold'>Conclusion:</span></span>

Les auteurs font un sommaire des leçons apprises et identifient les enjeux importants pour le développement du cours dans l’avenir.

Type
Neurological and Neurosurgical Education
Information
Canadian Journal of Neurological Sciences , Volume 26 , Issue 3 , November 1999 , pp. 211 - 216
Copyright
Copyright © The Canadian Journal of Neurological 1999

References

1. Des Marchais, J. The involvement of teachers as problem-basedlearning tutors in the new Sherbrooke programme. Ann Commorient Med 1990; 3: 35–54.Google Scholar
2. Schmidt, HG, Dauphinee, WD, Patel, VL. Comparing the effects of problem-based and conventional curriculum in an international sample. J Med Educ 1987; 62(4): 305–315.Google Scholar
3. Sibley, JC. Towards an emphasis on problem-solving in teaching and learning: the McMaster experience. In: Schmidt, HG, Lipkin, M, deVries, MW, Greep, JM, eds. New Directions for Medical Education. New York: Springer Publishing Company, 1989: 147–156.Google Scholar
4. Tosteson, DC. New pathways in general medical education. N Engl J Med 1990; 322: 235–238.Google Scholar
5. Kaufman, A. Implementing problem-based medical education. NewYork: Springer Publishing Company, 1985.Google Scholar
6. Kantrowicz, MP. Innovative tracks at established institutions for theeducation of health personnel. Geneva: World Health Organization, 1987.Google Scholar
7. Vernon, DTA, Campbell, JD, Dally, JC. Problem-based learning intwo behavioural sciences courses at the University of Missouri. Acad Med 1992; 67(5): 49.Google Scholar
8. Barrows, HB, Tamblyn, RM. Problem-based learning: an approach tomedical education. New York: Springer Publishing Company, 1980.Google Scholar
9. Coles, CR. Evaluating the effects curricula have on student learning:toward a more competent theory for medical education. In: Nooman, ZM, Schmidt, HG, Ezzat, ES, eds. Innovation in Medical Education: An Evaluation of its Present Status. New York: Springer Publishing Company, 1990: 76–87.Google Scholar
10. Norman, GR, Schmidt, HG. The psychological basis of problem-based learning: a review of the evidence. Acad Med 1992; 67(9): 557–565.CrossRefGoogle ScholarPubMed
11. Kaufman, DM, Holmes, DB. Tutoring in problem-based learning:perceptions of teachers and students. Med Educ 1996; 30(5): 371–377.Google Scholar
12. Kaufman, DM, Holmes, DB. The relationship of tutors’ contentexpertise to interventions and perceptions in a PBL curriculum. Med Educ 1998; 32: 255–261.Google Scholar
13. Holmes, DB, Kaufman, DM. Tutoring in problem-based learning: ateacher development process. Med Educ 1994; 28: 275–283.CrossRefGoogle ScholarPubMed
14. MacDougall, B, Ruedy, J. Linking budgets to desired academic out-puts at Dalhousie University. Acad Med 1995; 70(5): 349–354.Google Scholar
15. Irby, DM. Models of faculty development for problem-based learning. Adv Health Sci Educ 1996; 1: 69–81.CrossRefGoogle ScholarPubMed
16. Grand’Maison, P, Des Marchais, J. Preparing faculty to teach in aproblem-based learning curriculum: the Sherbrooke experience. CMAJ 1991; 144: 557–561.Google ScholarPubMed
17. Moust, J, Degrave, W, Gijselaers, W. The tutor role: a neglected vari-able in the implementation for problem-based learning. In: Nooman, ZM, Schmidt, H, Ezzet, ES, eds. Innovation in medical education: an evaluation of its present status. New York: Springer Publishing Company, 1990, 135–151.Google Scholar
18. Kaufman, DM. Preparing Faculty as tutors in problem-based learning. In: Wright, WA & Associates, eds. Teaching Improvement Practices: Successful Strategies for Higher Education. Boston: Anker Publishing Company, 1995, 101–126.Google Scholar