From cases to projects in problem-based medical education
Problem-based learning (PBL) based on patient cases has become a well-established worldwide educational approach in medical education. Recent studies indicate that case-based PBL when used throughout an entire curriculum may develop into a counter-productive routine for students as well as teachers....
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Aalborg University Open Publishing
2014-06-01
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| Series: | Journal of Problem Based Learning in Higher Education |
| Online Access: | https://journals.aau.dk/index.php/pbl/article/download/1008/791 |
| _version_ | 1797229763609231360 |
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| author | Diana Stentoft Meg Duroux Trine Fink Jeppe Emmersen |
| author_facet | Diana Stentoft Meg Duroux Trine Fink Jeppe Emmersen |
| author_sort | Diana Stentoft |
| collection | DOAJ |
| description | Problem-based learning (PBL) based on patient cases has become a well-established worldwide educational approach in medical education. Recent studies indicate that case-based PBL when used throughout an entire curriculum may develop into a counter-productive routine for students as well as teachers. Consequently, there is a need to develop PBL approaches further allowing students to work with more ill-defined problems and alternative learning structures. In this paper, we argue that this can be realised by introducing project-PBL into the medical curriculum, as in the medical education at Aalborg University, Denmark. We outline organisations of case- and project- PBL in the medical curriculum and present an explorative study of 116 first and second year students’ experiences working in the two settings of PBL. Results reveal that students generally rate their PBL experiences positively however, project-PBL is rated more positively than case-PBL on all parameters studied. These results invite further consideration of the differences in working with cases and projects. Two central differences are discussed; the nature of the problem as the trigger of learning and students' possibilities for directing their own learning processes. The study demonstrates that introducing project-PBL may contribute significantly in problem-based medical education. However, the need for extensive research into advantages and limitations of the combined use of case- and project-PBL is also emphasised. |
| first_indexed | 2024-04-24T15:17:46Z |
| format | Article |
| id | doaj.art-0c95c710e6ca4408b9bd3ab9cdb348a8 |
| institution | Directory Open Access Journal |
| issn | 2246-0918 2246-0918 |
| language | English |
| last_indexed | 2024-04-24T15:17:46Z |
| publishDate | 2014-06-01 |
| publisher | Aalborg University Open Publishing |
| record_format | Article |
| series | Journal of Problem Based Learning in Higher Education |
| spelling | doaj.art-0c95c710e6ca4408b9bd3ab9cdb348a82024-04-02T08:49:49ZengAalborg University Open PublishingJournal of Problem Based Learning in Higher Education2246-09182246-09182014-06-0121456210.5278/ojs.jpblhe.v2i1.1008 From cases to projects in problem-based medical educationDiana StentoftMeg DurouxTrine FinkJeppe EmmersenProblem-based learning (PBL) based on patient cases has become a well-established worldwide educational approach in medical education. Recent studies indicate that case-based PBL when used throughout an entire curriculum may develop into a counter-productive routine for students as well as teachers. Consequently, there is a need to develop PBL approaches further allowing students to work with more ill-defined problems and alternative learning structures. In this paper, we argue that this can be realised by introducing project-PBL into the medical curriculum, as in the medical education at Aalborg University, Denmark. We outline organisations of case- and project- PBL in the medical curriculum and present an explorative study of 116 first and second year students’ experiences working in the two settings of PBL. Results reveal that students generally rate their PBL experiences positively however, project-PBL is rated more positively than case-PBL on all parameters studied. These results invite further consideration of the differences in working with cases and projects. Two central differences are discussed; the nature of the problem as the trigger of learning and students' possibilities for directing their own learning processes. The study demonstrates that introducing project-PBL may contribute significantly in problem-based medical education. However, the need for extensive research into advantages and limitations of the combined use of case- and project-PBL is also emphasised.https://journals.aau.dk/index.php/pbl/article/download/1008/791 |
| spellingShingle | Diana Stentoft Meg Duroux Trine Fink Jeppe Emmersen From cases to projects in problem-based medical education Journal of Problem Based Learning in Higher Education |
| title | From cases to projects in problem-based medical education |
| title_full | From cases to projects in problem-based medical education |
| title_fullStr | From cases to projects in problem-based medical education |
| title_full_unstemmed | From cases to projects in problem-based medical education |
| title_short | From cases to projects in problem-based medical education |
| title_sort | from cases to projects in problem based medical education |
| url | https://journals.aau.dk/index.php/pbl/article/download/1008/791 |
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