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[Problem-based learning in medical education].
Ugeskr Laeger. 2000 Feb 21; 162(8):1068-72.UL

Abstract

Problem Based Learning (PBL) has not yet been instituted systematically at medical schools in Denmark. We therefore introduced the method in a 10th term course in internal medicine and surgery, eighteen months before graduation, and evaluated the experience after two terms with a total of 93 students and 15 tutors. Compared with traditional education such as bed-side clinics and lectures etc., PBL was the preferred method by 67% of the students, while 28% found the methods equally good and only 2% discredited PBL. The main advantage of PBL was ascribed to motivation and activation, the students finding themselves as being part of the problem-solving situation. The tutors estimated PBL highly when teaching clinical coping strategies, stressing the need for a realistic and appropriate setting. This experience supports the decision to introduce PBL throughout the new medical curriculum in Copenhagen.

Authors+Show Affiliations

Jønsson V
Laboratoriet for kliniske faerdigheder, H:S Rigshospitalet, og Københavns Universitet.
Lyngdorf P
No affiliation info available
Bygum T
No affiliation info available
Jørgensen LG
No affiliation info available
Ringsted CV
No affiliation info available
Schroeder TV
No affiliation info available

MeSH

CurriculumDenmarkEducation, MedicalEducational MeasurementEvaluation Studies as TopicGeneral SurgeryHumansInternal MedicineProblem-Based LearningSurveys and Questionnaires

Pub Type(s)

Comparative Study
English Abstract
Journal Article

Language

dan

PubMed ID

10741244

Citation

Jønsson, V, et al. "[Problem-based Learning in Medical Education]." Ugeskrift for Laeger, vol. 162, no. 8, 2000, pp. 1068-72.
Jønsson V, Lyngdorf P, Bygum T, et al. [Problem-based learning in medical education]. Ugeskr Laeger. 2000;162(8):1068-72.
Jønsson, V., Lyngdorf, P., Bygum, T., Jørgensen, L. G., Ringsted, C. V., & Schroeder, T. V. (2000). [Problem-based learning in medical education]. Ugeskrift for Laeger, 162(8), 1068-72.
Jønsson V, et al. [Problem-based Learning in Medical Education]. Ugeskr Laeger. 2000 Feb 21;162(8):1068-72. PubMed PMID: 10741244.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - [Problem-based learning in medical education]. AU - Jønsson,V, AU - Lyngdorf,P, AU - Bygum,T, AU - Jørgensen,L G, AU - Ringsted,C V, AU - Schroeder,T V, PY - 2000/3/31/pubmed PY - 2000/4/15/medline PY - 2000/3/31/entrez SP - 1068 EP - 72 JF - Ugeskrift for laeger JO - Ugeskr Laeger VL - 162 IS - 8 N2 - Problem Based Learning (PBL) has not yet been instituted systematically at medical schools in Denmark. We therefore introduced the method in a 10th term course in internal medicine and surgery, eighteen months before graduation, and evaluated the experience after two terms with a total of 93 students and 15 tutors. Compared with traditional education such as bed-side clinics and lectures etc., PBL was the preferred method by 67% of the students, while 28% found the methods equally good and only 2% discredited PBL. The main advantage of PBL was ascribed to motivation and activation, the students finding themselves as being part of the problem-solving situation. The tutors estimated PBL highly when teaching clinical coping strategies, stressing the need for a realistic and appropriate setting. This experience supports the decision to introduce PBL throughout the new medical curriculum in Copenhagen. SN - 0041-5782 UR - https://www.unboundmedicine.com/medline/citation/10741244/[Problem_based_learning_in_medical_education]_ DB - PRIME DP - Unbound Medicine ER -