Lessons from Problem-based Learning
Published on 12. August 2010
Book
Hardback
278 pages
978-0-19-958344-7 (ISBN)
Description
Problem-based learning (PBL) has excited interest among educators around the world for several decades. Among the most notable applications of PBL is the approach taken at the Faculty of Health, Medicine and Life sciences (FHML) at Maastricht University, the Netherlands. Starting in 1974 as a medical school, the faculty embarked on the innovative pathway of problem-based learning, trying to establish a medical training program which applied recent insights of education which would be better adapted to the needs of the modem physician. The medical school, currently part of the FHML, can be considered as an 'established' school, where original innovations and educational changes have become part of a routine.
The first book to bring this wealth of information together, Lessons from Problem-based Learning documents those findings and shares the experiences of those involved, to encourage further debate and refinement of problem-based learning in specific applications elsewhere and in general educational discussion and thought. Each chapter provides a description of why and what has been done in the Maastricht program, followed by reflection on the benefits and issues that have arisen for these developments. The final section of the book examines the application of PBL in the future, and how it is likely to develop further.
The first book to bring this wealth of information together, Lessons from Problem-based Learning documents those findings and shares the experiences of those involved, to encourage further debate and refinement of problem-based learning in specific applications elsewhere and in general educational discussion and thought. Each chapter provides a description of why and what has been done in the Maastricht program, followed by reflection on the benefits and issues that have arisen for these developments. The final section of the book examines the application of PBL in the future, and how it is likely to develop further.
More details
Language
English
Place of publication
Oxford
United Kingdom
Target group
Professional and scholarly
Educators; Anyone interested in medical education, especially the theoretical and practical aspects of PBL and the experiences from the Maastricht implementation
Illustrations
4 Abbildungen, 35 s/w Zeichnungen
35 black and white line drawings and 4 black and white halftones
Dimensions
Height: 249 mm
Width: 176 mm
Thickness: 22 mm
Weight
636 gr
ISBN-13
978-0-19-958344-7 (9780199583447)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Henk van Berkel | Albert Scherpbier | Harry Hillen
Lessons from Problem-based Learning
E-Book
08/2010
1st Edition
OUP Oxford
€86.39
Available for download
Persons
Henk van Berkel's research interests are educational testing and problem-based learning. From 1969 till 1976 he studied psychology at the University of Amsterdam. He received his PhD in 1984 at the same university. He published eleven books, mainly on topics as the Quality of Education and Educational Assessment. In addition, he wrote over 150 articles, including chapters in books and contributions to newspapers. He is the founding father of two journals, Advances in Health Sciences Education (publisher: Springer) and a journal in Dutch: EXAMENS. He is the managing editor of the first journal and the chief editor of the second. He chaired several visiting committees and was a member of others.
At this moment he holds the position of chairman of the Board of Admission of the Faculty of Health, Medicine and Life Sciences at Maastricht University. He is also the chair of the Faculty Board.
Albert Scherpbier is a graduate of the University of Groningen, the Netherlands, where he was surgical education coordinator from 1980 until 1991. In 1991 he was appointed Head of the Skillslab, Faculty of Medicine, Maastricht and in 1999 he was appointed as Scientific Director of the Institute for Medical Education, University Maastricht. At the moment he is associate dean for education and scientific director from the institute for education Faculty Health, Medicine and Life sciences. He has set in motion an extensive innovation of the Maastricht undergraduate curriculum, which is currently being implemented. From 1987 until 2004 he was editor and Editor-in-Chief of the journal of the Dutch Association for Medical Education. In 2003 he was appointed Chairman of this Association. His interests cover the broad field of medical education and assessment.
Prof.dr.H.F.P. (Harry) Hillen trained as internist and specialist in hemato-oncology. In 1993 he was appointed as professor of Internal Medicine and Medical Oncology at Maastricht University. In 1996 he became head of the Department of Internal Medicine and director of the Internist specialty training at the Academic Hospital Maastricht.
In 2003 he was nominated as dean of the Faculty of Medicine at Maastricht University and in 2007 as dean of the Faculty of Health Medicine and Life Sciences (FHML).
He was vice-president of the board of Maastricht University Medical Centre +, after the merger of FHML and the Academic Hospital Maastricht.
Medical training and education were fields of special interest during his academic career.
After his retirement at 65, he is working now as adviser to the Board of Maastricht University with assignments in international medical education and in international university ranking.
Cees van der Vleuten came to the University of Maastricht in 1982. He was appointed as a Professor of Education in 1996 at the Faculty of Health, Medicine and Life Sciences and chair of the Department of Educational Development and Research. In 2005 he was appointed as the Scientific Director of the School of Health Professions Education. His area of expertise lies in evaluation and assessment. He has published widely on these topics, holds several academic awards for this work. He has frequently served as a consultant internationally.
At this moment he holds the position of chairman of the Board of Admission of the Faculty of Health, Medicine and Life Sciences at Maastricht University. He is also the chair of the Faculty Board.
Albert Scherpbier is a graduate of the University of Groningen, the Netherlands, where he was surgical education coordinator from 1980 until 1991. In 1991 he was appointed Head of the Skillslab, Faculty of Medicine, Maastricht and in 1999 he was appointed as Scientific Director of the Institute for Medical Education, University Maastricht. At the moment he is associate dean for education and scientific director from the institute for education Faculty Health, Medicine and Life sciences. He has set in motion an extensive innovation of the Maastricht undergraduate curriculum, which is currently being implemented. From 1987 until 2004 he was editor and Editor-in-Chief of the journal of the Dutch Association for Medical Education. In 2003 he was appointed Chairman of this Association. His interests cover the broad field of medical education and assessment.
Prof.dr.H.F.P. (Harry) Hillen trained as internist and specialist in hemato-oncology. In 1993 he was appointed as professor of Internal Medicine and Medical Oncology at Maastricht University. In 1996 he became head of the Department of Internal Medicine and director of the Internist specialty training at the Academic Hospital Maastricht.
In 2003 he was nominated as dean of the Faculty of Medicine at Maastricht University and in 2007 as dean of the Faculty of Health Medicine and Life Sciences (FHML).
He was vice-president of the board of Maastricht University Medical Centre +, after the merger of FHML and the Academic Hospital Maastricht.
Medical training and education were fields of special interest during his academic career.
After his retirement at 65, he is working now as adviser to the Board of Maastricht University with assignments in international medical education and in international university ranking.
Cees van der Vleuten came to the University of Maastricht in 1982. He was appointed as a Professor of Education in 1996 at the Faculty of Health, Medicine and Life Sciences and chair of the Department of Educational Development and Research. In 2005 he was appointed as the Scientific Director of the School of Health Professions Education. His area of expertise lies in evaluation and assessment. He has published widely on these topics, holds several academic awards for this work. He has frequently served as a consultant internationally.
Editor
Associate Professor, Maastricht University, The Netherlands
Associate Dean for Education and Scientific Director of the Institute for Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands
Professor of Internal Medicine, Dean Emeritus Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands
Professor of Education, Chair Department of Educational Development and Research, Scientific Director School of Health Professions Education, Maastricht University, The Netherlands
Content
1. Introduction; sustainability of PBL and innovation in medical education at Maastricht University ; 2. History of problem-based learning in medical education ; 3. The problem-based learning process ; 4. Designing a problem-based learning medical curriculum ; 5. Designing problems ; 6. The role of a tutor ; 7. Basic sciences in problem-based learning ; 8. The introduction of real (ambulatory) patients early in the curriculum ; 9. Simulated patients ; 10. Skills training ; 11. Communication skills ; 12. Learning how to learn, teaching how to teach ; 13. E-learning ; 14. Alternative instructional problem-based learning formats ; 15. How to organize the transition from a traditional curriculum to a PBL curriculum ; 16. Curriculum governance ; 17. Quality assurance ; 18. Faculty development ; 19. The institutialization of student participation in the evaluation: From passionate volunteers to skilled students delegates ; 20. Hybrid learning spaces; learning resources and facilities ; 21. Assessment ; 22. Progress testing ; 23. Research in education ; 24. A review of the evidence: effects of problem-based learning on students and graduates of Maastricht Medical School ; 25. Internationalization ; 26. A role for problem-based learning in higher education in the developing world