title: Problem-based learning in reproductive physiology.
abstract: One of the most misunderstood concepts in progressive educational curricula is that of problem-based learning (PBL). Often confused with problem solving, the two are quite different. Courses conducted in a PBL format use problems as a launch pad for resulting study. This article reviews a course designed to enable students to learn and understand the principles of human reproductive physiology using PBL. The learning process is situation based, student directed, and takes place in small groups. The rationale for some of these innovations is discussed and the way in which they were implemented is described.
authors.affiliation: Department of Obstetrics and Gynecology, Faculty of Health Sciences, McMaster University, USA. lobbd@McMaster.ca
authors.forename: Derek K
authors.initials: DK
authors.lastname: Lobb
authors.forename: David R
authors.initials: DR
authors.lastname: Inman
authors.forename: Richard G
authors.initials: RG
authors.lastname: Butler
mesh_terms: D002983:Clinical Competence / Q000592:standards; D003479:Curriculum / Q000592:standards; D004506:Education, Nursing / Q000379:methods* / Q000592:standards; D006801:Humans; D008880:Midwifery / Q000193:education* / Q000592:standards; D015402:Nursing Education Research; D009936:Organizational Innovation; D018794:Problem-Based Learning / Q000379:methods / Q000592:standards; D015397:Program Evaluation; D012098:Reproduction; D014481:United States