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Twelve tips for constructing problem-based learning cases

Azer, Samy A.; Peterson, Ray; Guerrero, Anthony P. S. and Edgren, Gudrun LU (2012) In Medical Teacher 34(5). p.361-367
Abstract
Background: One of the key elements for introducing a problem-based learning (PBL) programme is constructing good PBL cases. Good cases should reflect the educational principles of PBL including (a) integration of basic and clinical sciences together with professionalism and psychosocial components, (b) encouragement of discussion of cognitive domains such as identification of problems, generation of hypotheses, construction of an enquiry plan, weighing evidence for and against each hypothesis, interpretation of findings, construction of mechanisms, using evidence to refine the hypothesis and construction of a management plan, (c) encouragement of discussion of cases in small groups with an emphasis on student-centred learning, (d)... (More)
Background: One of the key elements for introducing a problem-based learning (PBL) programme is constructing good PBL cases. Good cases should reflect the educational principles of PBL including (a) integration of basic and clinical sciences together with professionalism and psychosocial components, (b) encouragement of discussion of cognitive domains such as identification of problems, generation of hypotheses, construction of an enquiry plan, weighing evidence for and against each hypothesis, interpretation of findings, construction of mechanisms, using evidence to refine the hypothesis and construction of a management plan, (c) encouragement of discussion of cases in small groups with an emphasis on student-centred learning, (d) promotion of collaborative learning and contribution of students to the case discussion and (e) encouragement of teamwork and self-directed learning strategies. Aims and methods: Despite the importance of construction of good PBL cases to the success of a PBL programme, the art of construction of these cases is understudied or described in the literature. Based on our experience in PBL and evidence from literature, we described 12 tips for constructing good PBL cases. Results and conclusions: Constructing good PBL cases is an art that necessitates teamwork and input from several different disciplines. Cases should be constructed using a template reflecting the educational objectives of the programme. This approach will ensure optimum learning outcomes and consistency in the design and delivery of cases. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
categories
Higher Education
in
Medical Teacher
volume
34
issue
5
pages
361 - 367
publisher
Taylor & Francis
external identifiers
  • wos:000303241700012
  • scopus:84860115777
ISSN
0142-159X
DOI
10.3109/0142159X.2011.613500
language
English
LU publication?
yes
id
d0e37604-c524-4c7d-bfd5-001dcdc91451 (old id 2570790)
date added to LUP
2012-06-01 08:52:14
date last changed
2017-10-01 03:32:29
@article{d0e37604-c524-4c7d-bfd5-001dcdc91451,
  abstract     = {Background: One of the key elements for introducing a problem-based learning (PBL) programme is constructing good PBL cases. Good cases should reflect the educational principles of PBL including (a) integration of basic and clinical sciences together with professionalism and psychosocial components, (b) encouragement of discussion of cognitive domains such as identification of problems, generation of hypotheses, construction of an enquiry plan, weighing evidence for and against each hypothesis, interpretation of findings, construction of mechanisms, using evidence to refine the hypothesis and construction of a management plan, (c) encouragement of discussion of cases in small groups with an emphasis on student-centred learning, (d) promotion of collaborative learning and contribution of students to the case discussion and (e) encouragement of teamwork and self-directed learning strategies. Aims and methods: Despite the importance of construction of good PBL cases to the success of a PBL programme, the art of construction of these cases is understudied or described in the literature. Based on our experience in PBL and evidence from literature, we described 12 tips for constructing good PBL cases. Results and conclusions: Constructing good PBL cases is an art that necessitates teamwork and input from several different disciplines. Cases should be constructed using a template reflecting the educational objectives of the programme. This approach will ensure optimum learning outcomes and consistency in the design and delivery of cases.},
  author       = {Azer, Samy A. and Peterson, Ray and Guerrero, Anthony P. S. and Edgren, Gudrun},
  issn         = {0142-159X},
  language     = {eng},
  number       = {5},
  pages        = {361--367},
  publisher    = {Taylor & Francis},
  series       = {Medical Teacher},
  title        = {Twelve tips for constructing problem-based learning cases},
  url          = {http://dx.doi.org/10.3109/0142159X.2011.613500},
  volume       = {34},
  year         = {2012},
}