PubMed Health⌕ Search

SEARCH · PubMed Health

Results for “Problem-Based Learning”

Explore indexed PubMed citations for clinical trials, systematic reviews and public health research. Read source abstracts and follow each citation to its original PubMed record.

Quote a phrase for an exact phrase match. Source license links do not imply unrestricted reuse.

At least 37 records · Page 2Linked to original sources
PubMed1992

Active and problem-based learning: two years' experience in physiology at the Medical School of the University of Barcelona.

Traditional educational methods are used in most medical schools. The introduction of new methods including active and problem-solving learning in traditional medical schools is difficult. The aims of this experiment were: (1) to introduce a self-learning system with a problem-solving approach in physiology; (2) to promote active student participation; (3) to introduce early clinical exposure; (4) to evaluate the response of the students to this experiment; and (5) to evaluate the feasibility and usefulness of a self-learning and problem-solving approach in only one discipline. Our experience has shown that it is possible to change the learning system in a traditional medical school, with good acceptance by the students and with a high level of satisfaction on the part of the teachers.

Curriculum↗
PubMed2026

Educational approaches to enhance genomics competencies among health sciences students: A scoping review with implications for nursing education.

INTRODUCTION: Genomics is increasingly recognized as essential for precision health, yet its integration into undergraduate nursing and other health sciences curricula remains limited. Persistent gaps in genomics literacy and confidence among students and professionals indicate that current educational approaches may not adequately prepare graduates for genomics-informed care and precision health. The aim of this review is to map educational approaches and methods used to enhance genomic competencies among undergraduate health sciences students and discuss implications for nursing education. METHODS: Scoping review, reported in accordance with PRISMA-ScR recommendations. Systematic search in CINAHL Ultimate, ERIC, and MEDLINE for studies published in English between January 2015 and December 2024 was undertaken. Data were charted using a standardized extraction form and synthesized descriptively and narratively, grouping interventions by educational approach, methods, strategies, techniques, and tools. RESULTS: Thirty-one studies were included, mostly from the United States, involving primarily medical and nursing students. Educational approaches centered on experiential and practice-based learning, simulation, case- and problem-based learning, flipped classrooms, collaborative or interprofessional learning, narrative and arts-based methods, and technology-enhanced strategies such as virtual labs, online modules, and digital storytelling. These approaches were associated with improvements in genomic knowledge, application to clinical scenarios, ethical awareness, engagement, and self-reported confidence, although outcomes were predominantly short-term. CONCLUSIONS: Genomics education for health sciences students is characterized by diverse, largely experiential and student-centered approaches. Integration into curricula remains fragmented and often focused on genetics rather than broader genomics and precision health. Nurse educators should prioritize integrated, authentic, and ethically informed genomics education, supported by educator development and digital technologies, including generative AI, to prepare graduates for precision nursing care.

Genomics↗
PubMed1992

[Methods in continuing professional education. Results of a pilot survey of physicians].

There is not enough evidence, that formal continuing education can improve the quality of patient care. A model to support the work of quality circles by improving the acquisition of new knowledge and skills through problem-based learning in small groups was suggested in 1991. The results of a pilot survey carried out in three different groups of physicians and professional health care workers gave evidence that the model is acceptable in Germany, where problem-based learning is virtually unknown. Attributes of study groups like inclusion of nonphysicians, who would also be accepted as moderators, were indicated by a great majority. Topics and groups should be chosen by the individual and not be imposed by a central organization. Of the four methods suggested for problem-solving-presentation of the solution by an expert, solving the problem in group work, advice from an external expert, use of electronic publications--at least three were selected by 62, 65 and 96% of the responders in the three different groups. 30% of the total of 108 responders favor all four methods. Three of the four tasks of organizations responsible for continuing education are accepted: 1. support of local study groups, 2. provision of consulting experts, 3. instillation of information centers using modern information technology. Production and application of case simulations to be used in the study groups were only accepted by 23%. The differences between groups could have been caused by external influence such as experience with case presentations. The results justify a survey with improved and extended methodology in a sample of doctors representative for the physicians working within the frame work of social insurance.

Education, Continuing↗
PubMed1976

The medical undergraduate programme at McMaster University: learning epidemiology and biostatistics in an integrated curriculum.

The medical undergraduate programme at McMaster University is a three-year integrated course in which major emphasis is placed upon self-directed, problem-based learning. Group tutorials are the major meeting place for students, and there are very few formal lectures. In this paper we describe the curriculum in broad outline and the way in which epidemiology and biostatistics have been incorporated into it in the past seven years.

Curriculum↗
PubMed1992

Problem-management questionnaires as a student learning tool in environmental medicine.

Environmental medicine can be defined as the science and art of medicine applied to the interaction between environment and health. In support of the WHO Health for All strategy, the educational programmes encourage closer links between epidemiology, clinical practice and environmental protection, and utilize problem-based learning. For tuition, problem-management questionnaires are a worthwhile tool to assist student learning. Examples are given and a model answer for one of these is appended. Their development, use and evaluation are described. They can be readily prepared from different clinical and environmental problems, and they help to meet identified needs in community-oriented medical education.

Education, Medical↗
PubMed1992

Appropriate training for maternal health and the attributes of the trainer.

This review describes the qualities which those who are trainers in safe motherhood and other programs should display. The educational principles and objectives for maternal health workers, based on the tasks which they have to do and expressed in the skills and competences they must attain, are related to practical methods of training. Problem-based learning is advocated and the value of distance education for rural workers is discussed.

Developing Countries↗
PubMed1992

Developing and implementing a "basic science clerkship" for first-year students.

For over 15 years, human genetics at the University of Illinois College of Medicine at Chicago (UICMC) was taught exclusively through lectures. In 1989-90 the authors revised this course for the graduating class of 1993 in order to incorporate many features found in a clerkship experience, such as oral presentations and the exploration of differential diagnoses through patient cases. In addition to lectures, the revised course consisted of small-group work in concentrated blocks of time, involving both a library research project and problem-based learning, each of which contributed to (1) significant gains in student achievement compared with data from the class of 1992 and (2) extremely favorable assessments from the students and faculty. The format of a basic science clerkship is being adopted by other departments at UICMC. The authors suggest that this format could be used by other medical schools to integrate the basic and clinical sciences.

Clinical Clerkship↗
PubMed1992

Developing students' cognitive skills in a problem-based surgery clerkship.

In 1989-90, 57 students in a new program for the third-year surgery clerkship at the University of Kentucky College of Medicine participated either in a control group (22 students) receiving a traditional method of instruction (Socratic instruction, SI) or in an experimental group (35 students) taking part in problem-based learning (PBL) sessions. The two groups' performances on six evaluative instruments designed to test either their factual knowledge or their knowledge application (i.e., clinical problem-solving skills) were compared. The measures of factual knowledge were associated with higher scores for the SI group on two quizzes; scores were not significantly different on another quiz and on a cumulative final examination. The measures of knowledge application (administered at the end of the clerkship) were associated with higher scores for the PBL group: scores were significantly higher on a modified essay examination and approached significance on a standardized-patient examination. The authors conclude that their results (1) have important similarities to those of previous research suggesting that a PBL format is essentially equivalent to a traditional curricular format in improving students' factual knowledge and (2) support the hypothesis that PBL is superior in improving clinical problem-solving skills.

Clinical Clerkship↗
PubMed1992

Education in family and community health: the challenge faced by a new medical school.

This paper describes the efforts of the Department of Family and Community Health at Sultan Qaboos University in providing opportunities for the development of 'hands-on' problem-solving skills appropriate for Oman. The curriculum of the Department is discussed, highlighting the unusual emphasis of this discipline in both the preclinical and clinical curriculum of the College of Medicine. The importance of continuous assessment and supervision of students is discussed. Course-work in the preclinical curriculum of the Department is kept to a minimum. Field-work forms an important part of preclinical training, where application and problem-based learning are emphasized. During the clinical years the students are exposed to an integrated series of lectures and practicals covering core knowledge in clinical medicine. Practical clinical training, over a total period of 15 weeks, takes place at a variety of sites where common problems in primary health care in Oman are handled by students under supervision.

Clinical Competence↗
PubMed1992

Complex medical case histories as portals to medical practice and integrative, scientific thought.

Complex clinicopathological conferences from the New England Journal of Medicine are used to introduce first-year medical and graduate students to scientific reasoning at the level of the whole organism and to help them mobilize and integrate the knowledge obtained in their previous studies. The approach involves outlining the etiology of the case history. This becomes a framework for thought allowing students to easily cope with the profusion of data. The method is cost effective: a single professor can interact with a large class, yet engage students on a one-to-one basis. It is a powerful adjunct to, but does not replace, lecture or small group activities such as problem-based learning. An annotated case history involving diabetes mellitus is provided.

Adult↗
PubMed1992

The new medical education at the Faculty of Health Sciences, Linköping University--a challenge for both students and teachers.

The medical faculty at the Linköping University was established in 1970. Until 1986 the medical students spent their first two preclinical years in Uppsala and the last three and a half years in Linköping following a conventional medical curriculum. In the fall of 1986 the Health University (Faculty of Health Sciences) was established with a common organization and educational aims i.e. problem-based learning and multiprofessional education for six health educations, physicians, nurses, physioterapists, occupational therapists, laboratory technologists and community care managers. The medical education in Linköping then became complete with a thorough innovation of the curriculum. The first students following the new curriculum will have their final examinations in January 1992. The experiences of teachers and students are overwhelmingly positive as shown in an evaluation from the other five health curricula of shorter duration. Since no medical students have so far completed their studies according to the new curriculum no corresponding evaluation for the medical education is yet available. However, the author here describes his experiences in the new role as tutor and examiner.

Curriculum↗
PubMed1992

Problem-based medical education: effect on library use.

Problem-based learning (PBL) is being adopted by U.S. medical schools. Information-seeking skills are central to the PBL curriculum, which emphasizes self-directed learning and the acquisition of problem-solving and lifelong learning skills. The purpose of this study is to begin exploring the relationship between the PBL curriculum and student information and library use. Medical students in PBL and conventional medical school curricula were compared on library and information-seeking competencies, behaviors, and perceptions. A survey was sent to second-year students in four medical schools, two schools with two curricular tracks (one PBL and one conventional), one PBL school, and one conventional school. The results showed certain significant differences (P less than 0.05) between PBL and conventional curriculum students, suggesting that PBL students were the more frequent library users, used information resources that supported the independent learning process, acquired information-seeking skills at an earlier stage in their medical education, and reported greater ease in using these skills.

Curriculum↗
PubMed1992

The Yankton Model Program.

Changes in medical education towards a student-centered, problem-based learning, with continuity care experience in ambulatory settings have been recommended. The University of South Dakota School of Medicine has developed such an educational model for third year medical students named the Yankton Model Program and is herein described.

Curriculum↗
PubMed2026

A systematic literature review of cultural concepts taught by pharmacist preceptors during pharmacy student experiential placements.

BACKGROUND: Cultural concepts such as cultural intelligence, awareness, competency and safety are essential in guiding culturally responsive care in health professional practice. Pharmacist preceptors play a pivotal role in sharing both clinical and cultural safe practice with pharmacy students. Culturally responsive care can contribute to achieving health equity, which is especially important for Indigenous communities. AIM: To review literature on cultural concepts in pharmacist preceptorship practices, and how these concepts are taught and communicated to pharmacy students during experiential learning. METHOD: The systematic review followed the PRISMA 2020 guideline. Scopus, PubMed, and Google Scholar were used to identify articles specific to pharmacist preceptors and pharmacy students published between 2015 and 2025, and available in English. RESULTS: Three full-text articles met the inclusion criteria. Major themes and subthemes were identified; pharmacist preceptors lacked preparedness to teach cultural concepts, resulting in variability in preceptors' understanding of cultural concepts and confidence in fulfilling preceptor responsibilities, underutilised structured frameworks to guide students' learning, challenges with preceptorship due to limited resources and support, and the influence of preceptorship on student learning, which impacted students' learning and competency. CONCLUSION: Pharmacy students had minimal exposure to culturally informed pharmacist preceptorship. It is likely that pharmacist preceptors require country-specific educational resources to support culturally safe preceptorship. Future research is required to substantiate these findings, and to guide culturally responsive practice and promote equitable health outcomes in diverse populations.

Humans↗
PubMed1992

SCORPIO: a system of medical teaching.

Reform in medical education is gaining momentum through the efforts of organizations such as the World Federation for Medical Education. Through the advocacy of such bodies, educational priorities have been redefined to widen the range of educational settings, upgrade evaluation systems and promote the training of teachers as educators. A system of medical teaching has been developed which addresses these issues. It is known by the acronym SCORPIO. The key elements of the system are that it is Structured, Clinical, Objective Referenced, Problem-based, Integrated and Organized. SCORPIO involves delivering a syllabus through a series of lecture-demonstrations at which students, teachers and patients gather at a defined area. Following a short introductory lecture, students rotate in small groups, through a series of teaching stations. These stations are structured to provide students with a problem-based, integrated learning experience. Assessment stations may be included before, during or after the teaching circuit. The teaching system has been formally evaluated over a period of time and now has an established place in the curriculum of this medical school.

Australia↗
PubMed1992

Increases in knowledge and use of information technology by entering medical students at McMaster University in successive annual surveys.

OBJECTIVE: To determine self-reported microcomputer and information technology competency, access, and usage by entering medical students and their perceptions of the need for training in additional applications. DESIGN: Cross-sectional surveys of successive classes. SETTING: McMaster University Faculty of Health Sciences Medical Undergraduate Program, which has a 33-month, problem-based, self-directed learning curriculum and a high applicant-to-student ratio. PARTICIPANTS: Medical school classes entering in 1987, 1988, and 1989. Response rates were 80%, 90%, and 86% respectively. MEASURES: A self-report questionnaire was sent to each student, with up to two follow-up letters to prompt a response. RESULTS: There was a progressive rise in reported information technology access and use for the three years. For the classes starting in 1987, '88, and '89 respectively, computer access was 29%, 49%, and 49% (P < 0.002 for linear trend), and, among those with computer access, modem access was 17%, 29% and 50% (P = 0.012). Self-service MEDLINE use on CD-ROM at the Health Sciences Library was 65%, 75%, and 89% respectively (P < 0.001) for all respondents within the first few months of starting medical school. Over 50% of each class stated they would take courses, if available, on clinical applications software, office management, online searching, filing, and CD-ROM searching. CONCLUSIONS: Half of the most recent entering students already had access to a personal computer and most wished to learn computer applications that would assist them with patient management, and with information access and organization. Medical schools need to address which applications they will teach or make available and how to bring all students to acceptable competency in their use.

Computer Literacy↗
PubMed1977

"Blood and guts": one component of an integrated program in biologic sciences as applied to medicine.

The 3-year medical school program at McMaster University encourages an approach to learning a physician can apply throughout his or her career. The program has four phases and provides early exposure to relevant clinical material. In phase 3, the basic science phase, the structure and function of organ systems in health and disease are studied. Understanding the mechanisms of disease in order to be able to relate clinical symptoms and signs to physiologic and pathologic processes is emphasized. The four 10-week units deal with groups of organ systems. The "blood and guts" unit teaches the student hematology and gastroenterology through a variety of problem-based methods. Specialists in the relevant scientific disciplines influence selection and construction of the problems presented. The students are evaluated by the faculty tutor on their accomplishment of specific objectives related to their competence in solving biomedical problems.

Curriculum↗