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| Author | : Todd Stanley |
| Publisher | : Routledge |
| Total Pages | : 106 |
| Release | : 2021-09-03 |
| Genre | : Education |
| ISBN | : 1000490866 |
Case Studies and Case-Based Learning brings authentic, real-world learning to the classroom and:
| Author | : Olle ten Cate |
| Publisher | : Springer |
| Total Pages | : 208 |
| Release | : 2017-11-06 |
| Genre | : Education |
| ISBN | : 3319648284 |
This book is open access under a CC BY 4.0 license. This volume describes and explains the educational method of Case-Based Clinical Reasoning (CBCR) used successfully in medical schools to prepare students to think like doctors before they enter the clinical arena and become engaged in patient care. Although this approach poses the paradoxical problem of a lack of clinical experience that is so essential for building proficiency in clinical reasoning, CBCR is built on the premise that solving clinical problems involves the ability to reason about disease processes. This requires knowledge of anatomy and the working and pathology of organ systems, as well as the ability to regard patient problems as patterns and compare them with instances of illness scripts of patients the clinician has seen in the past and stored in memory. CBCR stimulates the development of early, rudimentary illness scripts through elaboration and systematic discussion of the courses of action from the initial presentation of the patient to the final steps of clinical management. The book combines general backgrounds of clinical reasoning education and assessment with a detailed elaboration of the CBCR method for application in any medical curriculum, either as a mandatory or as an elective course. It consists of three parts: a general introduction to clinical reasoning education, application of the CBCR method, and cases that can used by educators to try out this method.
| Author | : Ellen Bastiaens |
| Publisher | : Springer |
| Total Pages | : 215 |
| Release | : 2017-03-20 |
| Genre | : Education |
| ISBN | : 3319509934 |
This book describes lessons learned from the implementation of research based learning at Maastricht University. Well-known for its problem based learning (PBL) educational model, Maastricht University implemented research-based learning (RBL) as a new educational concept in addition to PBL, around 2009. The model has taken the shape of an excellence programme offering third-year bachelor students an opportunity to conduct academic research together with academic staff. The introduction of the research-based learning concept into the programmes of all Maastricht University’s faculties has resulted in a range of RBL models that vary to fit the various disciplines and programmes offered by the faculties. The book first presents theoretical models and a description of the concepts of research-based learning and undergraduate research (UGR). Next, by means of case studies, it describes the formulas developed to suit the various programmes, the challenges encountered, the initial reservations on the part of the staff, the limitations caused by regulations and demands of the curricula, as well as the successes and results of the excellence programme. The disciplines described in the case studies include psychology and neuroscience, knowledge engineering, social and cultural sciences, law, and business and economics.
| Author | : Peter Schwartz |
| Publisher | : Psychology Press |
| Total Pages | : 198 |
| Release | : 2001 |
| Genre | : Cognitive styles in children |
| ISBN | : 9780749435301 |
First Published in 2001. Routledge is an imprint of Taylor & Francis, an informa company.
| Author | : Paul McNamara |
| Publisher | : Scion Publishing Ltd |
| Total Pages | : 234 |
| Release | : 2019-09-30 |
| Genre | : Medical |
| ISBN | : 1911510533 |
Case-based learning is a fundamental part of teaching at medical school because it links theory to practice. Case-Based Discussions in Medicine is designed to help prepare students for clinical practice by working through real-life patient histories. All cases are presented in a consistent style, and cover: History of presenting complaint Examination and interpretation Differential diagnoses Investigations Diagnosis and management Each case concludes with background information covering the pathophysiology, diagnostic criteria and clinical guidelines. The book is an essential study companion for medical students and foundation doctors which will help you: become proficient at writing up a patient’s history and examination findings improve your clinical decision-making and patient management build your clinical knowledge Taken together, the cases will give confidence in dealing with common medical and surgical conditions and emergencies. From back pain and breathlessness to post-partum psychosis, via abdominal pain and jaundice, placenta praevia, and alcoholic liver disease, the book guides you through common cases in medicine, surgery, obstetrics and gynaecology, paediatrics and psychiatry.
| Author | : Maggi Savin-Baden |
| Publisher | : McGraw-Hill Education (UK) |
| Total Pages | : 208 |
| Release | : 2003-06-16 |
| Genre | : Education |
| ISBN | : 0335227759 |
"The book is written in a lively, engaging, conversational style, without compromising on empirical rigour to substantiate its claims. ...All practitioners of problem based learning will benefit from the multipronged perspectives on pbl facilitation contained here." British Journal of Educational Technology Interest in problem-based learning continues to flourish worldwide. To date there has been relatively little to help staff to examine the complex issues relating to facilitating the implementation of problem-based learning and the ongoing development of staff, students and the curriculum. This book explores a broad range of issues about facilitation, in particular: understandings of facilitation that have emerged from the author's recent research and ways of equipping and supporting staff in terrestrial and virtual contexts. It also questions how students are assessed and suggests ways of preventing plagiarism in problem-based learning. It examines what it might mean to be an effective facilitator and suggests ways of designing problem-based curricula that enhance learning.
| Author | : Susan Bridges |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 261 |
| Release | : 2012-01-05 |
| Genre | : Education |
| ISBN | : 9400725159 |
Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier ‘chalk-and-talk’ modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students’ learning outcomes in the context of clinical education. The chapters draw on studies that explore PBL both theoretically and empirically. The volume’s eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the ‘how’ of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.
| Author | : John B. Biggs |
| Publisher | : Academic Press |
| Total Pages | : 262 |
| Release | : 2014-05-10 |
| Genre | : Education |
| ISBN | : 1483273318 |
Educational Psychology Series: Evaluating the Quality of Learning: The SOLO Taxonomy (Structure of the Observed Learning Outcome) focuses on the approaches, methodologies, and techniques employed in the valuation of the quality of learning. The publication first offers information on the quality and quantity of learning and origin and description of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Discussions focus on general intellectual development and the growth of quality; some assumptions and applications of stage theory; from developmental stage to levels of learning quality; and general intellectual development and the growth of quality. The text then examines the teaching of history, elementary mathematics, English, and geography. Topics include interpreting a map and drawing conclusions, explaining a natural phenomenon, appreciation of poetry, implications for the teaching of history, English, and mathematics, numbers and operations, and general application of SOLO to history. The manuscript takes a look at modern languages, place of the taxonomy in instructional design, and some methodological considerations. Concerns include alternative formats for obtaining SOLO responses, instructional processes, curriculum analysis, remediation, and teacher intentions. The publication is a vital source of data for educators interested in the SOLO taxonomy.
| Author | : Mahnaz Moallem |
| Publisher | : John Wiley & Sons |
| Total Pages | : 787 |
| Release | : 2019-01-30 |
| Genre | : Education |
| ISBN | : 111917323X |
The first book to offer an in-depth exploration of the topic of problem-based learning with contributions from international experts The Wiley Handbook of Problem-Based Learning is the first book of its kind to present a collection of original essays that integrate the research and practice of problem-based learning in one comprehensive volume. With contributions from an international panel of leading scholars, researchers, practitioners and educational and training communities, the handbook is an authoritative, definitive, and contemporary volume that clearly demonstrates the impact and scope of research-based practice in problem-based learning (PBL). After many years of its successful implementation in medical education curricula, problem-based learning is now being emphasized and practiced more widely in K-12, higher education, and other professional fields. The handbook provides timely and stimulating advice and reflection on the theory, research, and practice of PBL. Throughout the book the contributors address the skills needed to implement PBL in the classroom and the need for creating learning environments that are active, collaborative, experiential, motivating and engaging. This important resource: Addresses the need for a comprehensive resource to problem-based learning research and implementation Contains contributions from an international panel of experts on the topic Offers a rich collection of scholarly writings that challenge readers to refresh their knowledge and rethink their assumptions Takes an inclusive approach that addresses the theory, design, and practice of problem-based learning Includes guidelines for instructional designers, and implementation and assessment strategies for practitioners Written for academics, students, and practitioners in education, The Wiley Handbook of Problem-Based Learning offers a key resource to the most recent information on the research and practice of problem-based learning.
| Author | : National Research Council |
| Publisher | : National Academies Press |
| Total Pages | : 96 |
| Release | : 2011-04-19 |
| Genre | : Education |
| ISBN | : 0309212944 |
Numerous teaching, learning, assessment, and institutional innovations in undergraduate science, technology, engineering, and mathematics (STEM) education have emerged in the past decade. Because virtually all of these innovations have been developed independently of one another, their goals and purposes vary widely. Some focus on making science accessible and meaningful to the vast majority of students who will not pursue STEM majors or careers; others aim to increase the diversity of students who enroll and succeed in STEM courses and programs; still other efforts focus on reforming the overall curriculum in specific disciplines. In addition to this variation in focus, these innovations have been implemented at scales that range from individual classrooms to entire departments or institutions. By 2008, partly because of this wide variability, it was apparent that little was known about the feasibility of replicating individual innovations or about their potential for broader impact beyond the specific contexts in which they were created. The research base on innovations in undergraduate STEM education was expanding rapidly, but the process of synthesizing that knowledge base had not yet begun. If future investments were to be informed by the past, then the field clearly needed a retrospective look at the ways in which earlier innovations had influenced undergraduate STEM education. To address this need, the National Research Council (NRC) convened two public workshops to examine the impact and effectiveness of selected STEM undergraduate education innovations. This volume summarizes the workshops, which addressed such topics as the link between learning goals and evidence; promising practices at the individual faculty and institutional levels; classroom-based promising practices; and professional development for graduate students, new faculty, and veteran faculty. The workshops concluded with a broader examination of the barriers and opportunities associated with systemic change.
