Abstract
In a recent review article, Colliver concluded that there was no convincing evidence that problem‐based learning was more effective than conventional methods. He then went on to lay part of the blame on cognitive psychology, claiming that ‘the theory is weak, its theoretical concepts are imprecise... the basic research is contrived and ad hoc ’. This paper challenges these claims and presents evidence that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory‐based research.
Keywords
BlameCurriculumPsychological interventionCognitionPsychologyEpistemologyCognitive psychologyCognitive sciencePedagogySocial psychologyPhilosophy
Affiliated Institutions
Related Publications
The psychological basis of problem-based learning
Several potential advantages for students' learning are claimed for problem-based learning (PBL). Students in PBL curricula may be more highly motivated; they may be better prob...
Effectiveness of Problem-based Learning Curricula
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 give...
Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It build...
Educational Partnerships for Public Health
Based on a study of five W.K. Kellogg Foundation-funded educational partnerships, this article reports the stakeholders' views on five sets of anticipated outcomes: health profe...
Embodied Knowledge
The study of teachers' personal practical knowledge is an emerging orientation that focuses on the way teachers' understanding of their world affects the way they structure clas...
Publication Info
- Year
- 2000
- Type
- article
- Volume
- 34
- Issue
- 9
- Pages
- 721-728
- Citations
- 709
- Access
- Closed
External Links
Social Impact
Altmetric
PlumX Metrics
Social media, news, blog, policy document mentions
Citation Metrics
709
OpenAlex
Cite This
Geoffrey R. Norman,
Henk G. Schmidt
(2000).
Effectiveness of problem‐based learning curricula: theory, practice and paper darts.
Medical Education
, 34
(9)
, 721-728.
https://doi.org/10.1046/j.1365-2923.2000.00749.x
Identifiers
- DOI
- 10.1046/j.1365-2923.2000.00749.x