Abstract
The review of the literature revealed no convincing evidence that PBL improves knowledge base and clinical performance, at least not of the magnitude that would be expected given the resources required for a PBL curriculum. The results were considered in light of the educational theory that underlies PBL and its basic research. The author concludes that the ties between educational theory and research (both basic and applied) are loose at best.
Keywords
CredibilityCurriculumEducational researchOutcome (game theory)Problem-based learningMedical educationEmpirical researchEducation theoryPsychologyMathematics educationMedicinePedagogyHigher educationEpistemologyPolitical science
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Publication Info
- Year
- 2000
- Type
- review
- Volume
- 75
- Issue
- 3
- Pages
- 259-266
- Citations
- 907
- Access
- Closed
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Cite This
Jerry A. Colliver
(2000).
Effectiveness of Problem-based Learning Curricula.
Academic Medicine
, 75
(3)
, 259-266.
https://doi.org/10.1097/00001888-200003000-00017
Identifiers
- DOI
- 10.1097/00001888-200003000-00017