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
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.