The essence of problem-based learning is that a group of eight to 10 students decide for themselves what they need to study after discussing trigger material, such as a written problem. After a few days of self-study, they meet to share, compare, and relate what they have found to the original trigger matter, and to see if they have covered enough ground. Problem-based learning, as currently employed in medical education, originated at McMaster University in Canada, and has been adopted by about one-quarter of all medical schools in the US and about one-half of those in Canada, with Europe and the rest of the world catching up rapidly. Despite the widespread use of problem-based learning in higher education (including medicine, dentistry, health sciences, law, economics and mathematics), there has until now been a serious lack of published practical advice of both students and teachers. This is a 'how to do it' book, intended for students, teachers and those still at school who are trying to decide whether or not to choose a medical school that uses problem-based learning or one that has a more traditional approach to medical education. After a brief introduction, the book explains what problem-based learning is and how it works, and how it fits in with what we know about how adults learn. There are chapters on how to design problems and trigger material, how a tutorial group works, and how self-assessment, peer-assessment and tutor assessment are undertaken. There is practical advice for students, e.g. how to make the transition from a traditional school education to a much more self-directed kind of activity, in which it might be easy to get lost without some practical guidance at the outset. There is practical advice for teachers, who have the job of helping students adapt and cope with the sudden change of no longer being told what to do. The book concludes with chapters on serious pitfalls and a brief discussion of what problem-based learning can be expected to achieve. STEPS IN THE TUTORIAL PROCESS IN PROBLEM-BASED LEARNING Steps 1 to 7: 1. Clarify unfamiliar terms 2. Define the problem(s) 3. Brainstorm possible hypotheses or explanations 4. Arrange explanations into a tentative solution 5. Define learning objectives 6. Gather information and private study 7. Share the results of information gathering and private study Steps 5 to 8 within a clinical medical curriculum: 5. Define learning objectives and requisite clinical experience 6. Gather information and requisite clinical experience 7. Share the results of information gathering and private study 8. Discuss clinical experience

The Fifth Edition of the highly praised Practical Guide for Medical Teachers provides a bridge between the theoretical aspects of medical education and the delivery of enthusiastic and effective teaching in basic science and clinical medicine. Healthcare professionals are committed teachers and this book is an essential guide to help them maximise their performance. - This highly regarded book recognises the importance of educational skills in the delivery of quality teaching in medicine. - The contents offer valuable insights into all important aspects of medical education today. - A leading educationalist from the USA joins the book's editorial team. - The continual emergence of new topics is recognised in this new edition with nine new chapters: The role of patients as teachers and assessors; Medical humanities; Decision-making; Alternative medicine; Global awareness; Education at a time of ubiquitous information; Programmative assessment; Student engagement; and Social accountability. - An enlarged group of authors from more than 15 countries provides both an international perspective and a multi-professional approach to topics of interest to all healthcare teachers.

Highly regarded in the field of medical education, A Practical Guide for Medical Teachers provides accessible, highly readable, and practical information for those involved in basic science and clinical medicine teaching. The fully updated 6th Edition offers valuable insights into today’s medical education. Input from global contributors who offer an international perspective and multi-professional approach to topics of interest to all healthcare teachers. With an emphasis on the importance of developing educational skills in the delivery of enthusiastic and effective teaching, it is an essential guide to maximizing teaching performance. Offers comprehensive, succinct coverage of curriculum planning and development, assessment, student engagement, and more. Includes 10 new chapters that discuss the international dimension to medical education, clinical reasoning, the roles of teachers, mentoring, burnout and stress, the patient as educator, professional identity, curriculum and teacher evaluation, how students learn, and diversity, equality and individuality. Delivers the knowledge and expertise of more than 40 international contributors. Features helpful boxes highlighting practical tips, quotes, and trends in today’s medical education.

The essence of problem-based learning is that a group of eight to 10 students decide for themselves what they need to study after discussing trigger material, such as a written problem. After a few days of self-study, they meet to share, compare, and relate what they have found to the original trigger matter, and to see if they have covered enough ground. Problem-based learning, as currently employed in medical education, originated at McMaster University in Canada, and has been adopted by about one-quarter of all medical schools in the US and about one-half of those in Canada, with Europe and the rest of the world catching up rapidly. Despite the widespread use of problem-based learning in higher education (including medicine, dentistry, health sciences, law, economics and mathematics), there has until now been a serious lack of published practical advice of both students and teachers. This is a 'how to do it' book, intended for students, teachers and those still at school who are trying to decide whether or not to choose a medical school that uses problem-based learning or one that has a more traditional approach to medical education. After a brief introduction, the book explains what problem-based learning is and how it works, and how it fits in with what we know about how adults learn. There are chapters on how to design problems and trigger material, how a tutorial group works, and how self-assessment, peer-assessment and tutor assessment are undertaken. There is practical advice for students, e.g. how to make the transition from a traditional school education to a much more self-directed kind of activity, in which it might be easy to get lost without some practical guidance at the outset. There is practical advice for teachers, who have the job of helping students adapt and cope with the sudden change of no longer being told what to do. The book concludes with chapters on serious pitfalls and a brief discussion of what problem-based learning can be expected to achieve. STEPS IN THE TUTORIAL PROCESS IN PROBLEM-BASED LEARNING Steps 1 to 7: 1. Clarify unfamiliar terms 2. Define the problem(s) 3. Brainstorm possible hypotheses or explanations 4. Arrange explanations into a tentative solution 5. Define learning objectives 6. Gather information and private study 7. Share the results of information gathering and private study Steps 5 to 8 within a clinical medical curriculum: 5. Define learning objectives and requisite clinical experience 6. Gather information and requisite clinical experience 7. Share the results of information gathering and private study 8. Discuss clinical experience

In this book, the authors address some basic problems in the learning of biomedical science, medicine, and the other health sciences. Students in most medical schools, especially in basic science courses, are required to memorize a large number of "facts," facts which may or may not be relevant to medical practice. Problem-based learning has two fundamental postulates--the learning through problem-solving is much more effective for creating a body of knowledge usable in the future, and that physician skills most important for patients are problem-solving skills, rather than memory skills. This book presents the scientific basis of problem-based learning and goes on to describe the approaches to problem-based medical learning that have been developed over the years at McMaster University, largely by Barrows and Tamblyn.

This Fourth Edition of the highly praised Practical Guide for Medical Teachers provides a bridge between the theoretical aspects of medical education and the delivery of enthusiastic and effective teaching in basic science and clinical medicine. Healthcare professionals are committed teachers and this book is a practical guide to help them maximise their performance. Practical Guide for Medical Teachers charts the steady rise of global interest in medical education in a concise format. This is a highly practical book with useful "Tips" throughout the text. The continual emergence of new topics which are of interest to teachers in all healthcare disciplines is recognised in this new edition with seven new chapters: The hidden curriculum; Team based learning; Patient safety; Assessment of attitudes and professionalism; Medical education leadership; Medical education research; and How to manage a medical college An enlarged group of 73 authors from 14 countries provide both an international perspective and a multiprofessional approach to topics of interest to all healthcare teachers.