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Titolo:
Effectiveness of problem-based learning curricula: theory, practice and paper darts
Autore:
Norman, GR; Schmidt, HG;
Indirizzi:
McMaster Univ, Dept Clin Epidemiol & Biostat, Hamilton, ON L8N 3Z5, CanadaMcMaster Univ Hamilton ON Canada L8N 3Z5 at, Hamilton, ON L8N 3Z5, Canada Maastricht Univ, Dept Psychol, NL-6200 MD Maastricht, Netherlands Maastricht Univ Maastricht Netherlands NL-6200 MD aastricht, Netherlands
Titolo Testata:
MEDICAL EDUCATION
fascicolo: 9, volume: 34, anno: 2000,
pagine: 721 - 728
SICI:
0308-0110(200009)34:9<721:EOPLCT>2.0.ZU;2-N
Fonte:
ISI
Lingua:
ENG
Soggetto:
EXPERTISE; OUTCOMES; ISSUES; MODELS;
Keywords:
education, medical, graduate, methods; evaluation studies; knowledge; models, educational; problem-based learning, standards;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Clinical Medicine
Citazioni:
28
Recensione:
Indirizzi per estratti:
Indirizzo: Norman, GR McMaster Univ, Dept Clin Epidemiol & Biostat, 1200 Main St W, Hamilton, ONL8N 3Z5, Canada McMaster Univ 1200 Main St W Hamilton ON Canada L8N 3Z5 Canada
Citazione:
G.R. Norman e H.G. Schmidt, "Effectiveness of problem-based learning curricula: theory, practice and paper darts", MED EDUC, 34(9), 2000, pp. 721-728

Abstract

In a recent review article, Colliver concluded that there was no convincing evidence that problem-based learning was more effective than conventionalmethods. He then went on to lay part of the blame on cognitive psychology,claiming that 'the theory is weak, its theoretical concepts are imprecise... the basic research is contrived and ad hoc'. This paper challenges theseclaims and presents evidence that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory-based research.

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Documento generato il 12/07/20 alle ore 02:31:56