Lessons from Problem-based Learning

Hardcover | September 18, 2010

EditorHenk van Berkel, Albert Scherpbier, Harry Hillen

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Problem-based learning (PBL) has excited interest among educators around the world for several decades. Among the most notable applications of PBL is the approach taken at the Faculty of Health, Medicine and Life sciences (FHML) at Maastricht University, the Netherlands. Starting in 1974 as amedical school, the faculty embarked on the innovative pathway of problem-based learning, trying to establish a medical training program which applied recent insights of education which would be better adapted to the needs of the modem physician. The medical school, currently part of the FHML, canbe considered as an 'established' school, where original innovations and educational changes have become part of a routine. The first book to bring this wealth of information together, Lessons from Problem-based Learning documents those findings and shares the experiences of those involved, to encourage further debate and refinement of problem-based learning in specific applications elsewhere and in general educationaldiscussion and thought. Each chapter provides a description of why and what has been done in the Maastricht program, followed by reflection on the benefits and issues that have arisen for these developments. The final section of the book examines the application of PBL in the future, and how it islikely to develop further.

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Problem-based learning (PBL) has excited interest among educators around the world for several decades. Among the most notable applications of PBL is the approach taken at the Faculty of Health, Medicine and Life sciences (FHML) at Maastricht University, the Netherlands. Starting in 1974 as amedical school, the faculty embarked on the ...

Henk van Berkel's research interests are educational testing and problem-based learning. From 1969 till 1976 he studied psychology at the University of Amsterdam. He received his PhD in 1984 at the same university. He published eleven books, mainly on topics as the Quality of Education and Educational Assessment. In addition, he wrote...

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Format:HardcoverDimensions:288 pages, 9.69 × 6.73 × 0.1 inPublished:September 18, 2010Publisher:Oxford University PressLanguage:English

The following ISBNs are associated with this title:

ISBN - 10:0199583447

ISBN - 13:9780199583447

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Table of Contents

1. Stewart Mennin: Introduction; sustainability of PBL and innovation in medical education at Maastricht University2. Harry Hillen, Albert Scherpbier and Wynand Wijnen: History of problem-based learning in medical education3. Diana Dolmans and Henk Schmidt: The problem-based learning process4. Mascha Verheggen and Hetty Snellen: Designing a problem-based learning medical curriculum5. Henk Schmidt and Jos Moust: Designing problems6. Jos Moust: The role of a tutor7. Esther Bergman and Ton de Goeij: Basic sciences in problem-based learning8. Agnes Diemers, Erik Heineman and Diana Dolmans: The introduction of real (ambulatory) patients early in the curriculum9. Lonneke Bokken and Jan-Joost Rethans: Simulated patients10. Robbert Duvivier, Jan van Dalen, Pie Bartholomeus, Maarten Verwijnen and Albert Scherpbier: Skills training11. Robbert Duvivier, Jan van Dalen and Jan-Joost Rethans: Communication skills12. Emmaline Brouwer and Marijke Kruithof: Learning how to learn, teaching how to teach13. Jeroen Donkers, Danielle Verstegen, Bas de Leng and Nynke de Jong: E-learning14. Jos Moust and Herma Roebertsen: Alternative instructional problem-based learning formats15. Martin Paul: How to organize the transition from a traditional curriculum to a PBL curriculum16. Ineke Wolfhagen and Albert Scherpbier: Curriculum governance17. Renee Stalmeijer, Diana Dolmans, Henk van Berkel and Ineke Wolfhagen: Quality assurance18. Marie-Louise Schreurs and Willem de Grave: Faculty development19. Fred Stevens, Marre Andree Wiltens and Krista Koetsenruijter: The institutialization of student participation in the evaluation: From passionate volunteers to skilled students delegates20. Gaby Lutgens, Fons van den Eeckhout and Jeroen ten Haaf: Hybrid learning spaces; learning resources and facilities21. Lambert Schuwirth and Cees van der Vleuten: Assessment22. Arno Muijtjens and Wynand Wijnen: Progress testing23. Cees van der Vleuten, Diana Dolmans and Jeroen van Merrienboer: Research in education24. Henk Schmidt: A review of the evidence: effects of problem-based learning on students and graduates of Maastricht Medical School25. Gerard Majoor and Susan Niemantsverdriet: Internationalization26. Gerard Majoor and Han Aarts: A role for problem-based learning in higher education in the developing world