Review of the literature on PBL in the clinical setting

被引:29
作者
Foley, RP
Polson, AL
Vance, JM
机构
[1] VICTORIA GEN HOSP,VICTORIA,BC,CANADA
[2] UNIV ILLINOIS,DEPT MED,CHICAGO,IL
关键词
D O I
10.1080/10401339709539805
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Background: There has been an abundant flow of information written about problem-based curricula in the basic sciences. However, there is little collective information about its use in the clinical setting. This article reviews the literature concerning the implementation of problem-based learning (PBL) in the clinical setting and draws conclusions regarding its misconceptions and feasibility. Summary: The authors found numerous articles that described PBL programs in undergraduate, graduate, and continuing medical education, but only a handful met the criteria outlined in Barrows' taxonomy of PBL. Many programs produced interesting innovations in clinical education, but they should not be labeled PBL. Conclusions: When writing about PBL, authors should describe how their program fits or departs from a PBL taxonomy and provide enough detail to permit others to replicate it. In addition, there remains a dire need for more experimental studies to warrant the extensive use of problem-based learning in the clinical setting.
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页码:4 / 9
页数:6
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