Effectiveness of problem-based learning curricula: theory, practice and paper darts

被引：380
|
作者：
Norman, GR
Schmidt, HG
机构：
[1] McMaster Univ, Dept Clin Epidemiol & Biostat, Hamilton, ON L8N 3Z5, Canada
[2] Maastricht Univ, Dept Psychol, NL-6200 MD Maastricht, Netherlands
来源：
MEDICAL EDUCATION | 2000年 / 34卷 / 09期
关键词：
education; medical; graduate; methods; evaluation studies; knowledge; models; educational; problem-based learning; standards;
D O I：
10.1046/j.1365-2923.2000.00749.x
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In a recent review article, Colliver concluded that there was no convincing evidence that problem-based learning was more effective than conventional methods. 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 these claims 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.
引用
收藏
页码：721 / 728
页数：8
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