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Problem-based learning--a cautious approach

Publication ,  Journal Article
Ostbye, T; Robinson, M; Weston, WW
Published in: Nordisk medicin
January 1, 1994

Most medical schools in Canada have, over the last few years, introduced Problem Based Learning (PBL) into their undergraduate curricula. In contrast to some other schools which have radically transformed their entire curricula, the University of Western Ontario approach has been more cautious, setting aside 20 per cent of the time during the first two years of the curriculum to PBL, more traditional, didactic methods being used otherwise. The main challenges have been to integrate the underlying values of the two different approaches to teaching and learning to develop valid and reliable examination and evaluation procedures, and to sustain the enthusiasm and interest of a large, mostly voluntary, group of faculty members, continually improving their skills as tutors. The most beneficial results of this curricular change have been an increased interest in medical education reform in general, and an increased recognition of the importance of teaching in relation to appointments and promotions. Students have appreciated the break from a never ending stream of lectures, and many have welcomed the challenged to explore in depth areas of special interest.

Duke Scholars

Published In

Nordisk medicin

ISSN

0029-1420

Publication Date

January 1, 1994

Volume

109

Issue

11

Start / End Page

304 / 306
 

Citation

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Ostbye, T., Robinson, M., & Weston, W. W. (1994). Problem-based learning--a cautious approach. Nordisk Medicin, 109(11), 304–306.
Ostbye, T., M. Robinson, and W. W. Weston. “Problem-based learning--a cautious approach.” Nordisk Medicin 109, no. 11 (January 1, 1994): 304–6.
Ostbye T, Robinson M, Weston WW. Problem-based learning--a cautious approach. Nordisk medicin. 1994 Jan 1;109(11):304–6.
Ostbye, T., et al. “Problem-based learning--a cautious approach.” Nordisk Medicin, vol. 109, no. 11, Jan. 1994, pp. 304–06.
Ostbye T, Robinson M, Weston WW. Problem-based learning--a cautious approach. Nordisk medicin. 1994 Jan 1;109(11):304–306.

Published In

Nordisk medicin

ISSN

0029-1420

Publication Date

January 1, 1994

Volume

109

Issue

11

Start / End Page

304 / 306