Problembaseret undervisning på medicinstudiet

V Jønsson; Peter Lyngdorf; Troels Bygum Knudsen; Lisbeth Jørgensen; C V Ringsted; T V Schroeder

Problembaseret undervisning på medicinstudiet

V Jønsson, Peter Lyngdorf, Troels Bygum Knudsen, Lisbeth Jørgensen, C V Ringsted, T V Schroeder

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › peer review

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.

Bidragets oversatte titel	[Problem-based learning in medical education]
Originalsprog	Dansk
Tidsskrift	Ugeskrift for Laeger
Vol/bind	162
Udgave nummer	8
Sider (fra-til)	1068-72
Antal sider	5
ISSN	0041-5782
Status	Udgivet - 21 feb. 2000

Citationsformater

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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.",

author = "V J{\o}nsson and Peter Lyngdorf and Knudsen, {Troels Bygum} and Lisbeth J{\o}rgensen and Ringsted, {C V} and Schroeder, {T V}",

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TY - JOUR

T1 - Problembaseret undervisning på medicinstudiet

AU - Jønsson, V

AU - Lyngdorf, Peter

AU - Knudsen, Troels Bygum

AU - Jørgensen, Lisbeth

AU - Ringsted, C V

AU - Schroeder, T V

PY - 2000/2/21

Y1 - 2000/2/21

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.

AB - 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.

M3 - Tidsskriftartikel

SN - 0041-5782

VL - 162

SP - 1068

EP - 1072

JO - Ugeskrift for Laeger

JF - Ugeskrift for Laeger

IS - 8

ER -