Problem-based learning. A critical review of its educational objectives and the rationale for its use.
Over the past 30 years there has been an increasing interest in curriculum innovation in medical schools in North America, the United Kingdom, Netherlands, and Australia. Since the introduction of problem-based learning at McMaster University in Canada in 1969, several medical schools throughout the world have adopted problem-based learning as the educational and philosophical basis of their curricula. Several studies have shown that problem-based learning is an important educational strategy for integrating the curriculum, motivating the students and helping them to identify their learning issues and set their own learning goals. However, there is a great deal of concern regarding what problem-based learning means and the advantages of problem-based learning over traditional curriculum have not been clearly addressed. In this review, a broad range of the definitions of problem-based learning have been addressed and the rationale for problem-based learning and its educational objectives are discussed.
Azer
S A
SA
Faculty Education Unit, Faculty of Medicine, Dentistry and Health Sciences, University of Melbourne, Parkville, Victoria 3010, Australia. s.azer@medicine.unimelb.edu.au
D001315:Australia; D002983:Clinical Competence / Q000592:standards; D004504:Education, Medical, Undergraduate / Q000458:organization & administration*; D006801:Humans; D017145:Models, Educational; D020380:Needs Assessment; D009426:Netherlands; D009656:North America; D009937:Organizational Objectives; D018794:Problem-Based Learning / Q000458:organization & administration*; D006113:United Kingdom