COGNITIVE CONSEQUENCES OF PROBLEM-BASED LEARNING FOR THE EARLY DEVELOPMENT OF MEDICAL EXPERTISE

Authors
Citation
Ce. Hmelo, COGNITIVE CONSEQUENCES OF PROBLEM-BASED LEARNING FOR THE EARLY DEVELOPMENT OF MEDICAL EXPERTISE, Teaching and learning in medicine, 10(2), 1998, pp. 92-100
Citations number
19
Language
INGLESE
art.tipo
Article
Categorie Soggetti
Medicine, General & Internal","Education, Scientific Disciplines
ISSN journal
1040-1334
Volume
10
Issue
2
Year of publication
1998
Pages
92 - 100
Database
ISI
SICI code
1040-1334(1998)10:2<92:CCOPLF>2.0.ZU;2-N
Abstract
Background: Problem-based learning (PBL) is used by many medical schoo ls as either a full-time curriculum or an addition to a traditional cu rriculum. Purposes: The effects of PBL are examined using frameworks d erived from theories of expertise and PBL's goals. Methods: Students i n full-time PBL, elective PBL, and full-time traditional curricula at two schools were compared on a series of pathophysiological explanatio n tasks over the course of the Ist year of medical school. The student s' explanations were analyzed using written protocol analysis techniqu es derived from cognitive science research. Results: PBL students gene rate explanations that are more accurate, coherent, and comprehensive than non-PBL students. They transfer the reasoning strategies that the y are taught and are more likely to use science concepts in their expl anations. This effect is stronger for the full-time PBL students. Conc lusion: The results demonstrate strong benefits of PBL, particularly f or the first-time students. Copyright (C) 1998 Lawrence Erlbaum Associ ates,Inc.