Evaluation of an Interactive Case-based Online Network (ICON) in a Problem Based Learning Environment

2005 ◽  
Vol 10 (3) ◽  
pp. 215-230 ◽  
Author(s):  
Arif N. Nathoo ◽  
Patricia Goldhoff ◽  
James J. Quattrochi
Keyword(s):  
Learning Environment ◽  
Problem Based Learning ◽  
Case Based

Educating Engineering Undergraduates: Effects of Scaffolding in a Problem-Based Learning Environment

2012 ◽  
Author(s):  
Rob Mayer ◽  
Brandon Moeller ◽  
Vince Kaliwata ◽  
Ben Zweber ◽  
Richard Stone ◽  
...  
Keyword(s):  
Learning Environment ◽  
Problem Based Learning ◽  
Engineering Undergraduates

Educating Engineering Undergraduates: Effects of Scaffolding in a Problem-Based Learning Environment

2012 ◽  
Vol 56 (1) ◽  
pp. 2507-2511 ◽  
Author(s):  
Rob Mayer ◽  
Brandon Moeller ◽  
Vince Kaliwata ◽  
Ben Zweber ◽  
Richard Stone ◽  
...  
Keyword(s):  
Learning Environment ◽  
Problem Based Learning ◽  
Engineering Undergraduates

scholarly journals What Ifs and Multi-directional symptoms PBL cases: two simple and functional adjuncts to problem-based learning materials

2019 ◽  
Vol 27 (8) ◽  
Author(s):  
Jeff Schwartz
Keyword(s):  
Medical Education ◽  
Clinical Reasoning ◽  
Problem Based Learning ◽  
New Materials ◽  
Learning Materials ◽  
Case Based Learning ◽  
Patient Presentation ◽  
Case Based ◽  
Management Issues

Although problem-based learning (PBL) is widely used in medical education for its many virtues, a number of deficiencies exist. As means of enhancing the experience of PBL for students, two relatively simple adjuncts to PBL are presented. What Ifs are short hypothetical scenarios, appended to the end of a PBL case, that require students to revisit elements of the PBL case just completed and apply their newly acquired knowledge to clinical reasoning in an altered scenario or to explore anew another dimension of the PBL case. Multi-directional symptoms PBL cases are cases where a common presenting symptom, rather than a specific pathology, is the focus of the PBL case and, following a core narrative of the initial patient presentation, a series of independent continuation narratives with appropriate histories, examination findings and investigation results, lead students to divergent diagnoses and management issues. In addition to keeping the PBL process fresh by rotating new materials regularly, these adjuncts extend the PBL process in the direction of case-based learning.

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