Twelve tips on how to survive PBL as a medical student

References

• Blissett S, Cavalcanti RB, Sibbald M. Should we teach using schemas? Evidence from a randomised trial. Med Educ 2012; 46: 815–822
   PubMed Web of Science ®Google Scholar
• Bossert ST. Cooperative activities in the classroom. Rev Res Educ 1988; 15: 225–250
   Web of Science ®Google Scholar
• Collard A, Gelaes S, Vanbelle S, Bredart S, Defraigne J-O, Boniver J, Bourguignon J-P. Reasoning versus knowledge retention and ascertainment throughout a problem-based learning curriculum. Med Educ 2009; 43: 854–865
   PubMed Web of Science ®Google Scholar
• Dewey J. Experience and education. Collier Books, New York 1938
   Google Scholar
• Dolmans DH, De Grave W, Wolfhagen IH, Van Der Vleuten CP. Problem-based learning: Future challenges for educational practice and research. Med Educ 2005; 39: 732–741
   PubMed Web of Science ®Google Scholar
• Duffy T, Cunningham DJ. Constructivism: Implications for the design and delivery of instruction. Handbook of research on educational communications and technology, DH Jonassen. London Simon & Schuster, New York 1996; 170–198
   Google Scholar
• Durning SJ, Artino AR. Situativity theory: A perspective on how participants and the environment can interact: AMEE Guide no. 52. Med Teach 2011; 33: 188–199
   PubMed Web of Science ®Google Scholar
• Entwistle N, Hanley M, Hounsell D. Identifying distinctive approaches to studying. Higher Educ 1979; 8: 365–380
   Google Scholar
• Garbutt S. The transfer of TQM from industry to education. Education+Training 1996; 38: 16–22
   Google Scholar
• General Medical Council. 2009. Tomorrow's Doctors [Online]. The General Medical Council. Available from: http://www.gmc-uk.org/education/undergraduate/tomorrows_doctors_2009.asp [Accessed 22 April 2011]
   Google Scholar
• Harris KR, Alexander PA. Integrated, constructivist education: Challenge and reality. Educ Psychol Rev 1998; 10: 115–127
   Google Scholar
• Hitchcock MA, Anderson AS. Dealing with dysfunctional tutorial groups. Teach Learn Med 1997; 9: 19–24
   Web of Science ®Google Scholar
• Holen A. The PBL group: Self-reflections and feedback for improved learning and growth. Med Teach 2000; 22: 485–488
   PubMed Web of Science ®Google Scholar
• Kamei RK, Cook S, Puthucheary J, Starmer CF. 21st century learning in medicine: Traditional teaching versus team-based teaching. Med Sci Educ 2012; 22: 57–64
   Google Scholar
• Kloss RJ. A nudge is best: Helping students through the Perry Scheme of intellectual development. College Teach 1994; 42: 151–158
   Google Scholar
• Kolb D. Experiental learning. Prentice-Hall, Englewood Cliffs, NJ 1984
   Google Scholar
• Land R, Cousin G, Meyer JHF, Davies P. Threshold concepts and troublesome knowledge (3): Implications for course design and evaluation. Improving student learning – equality and diversity, C Rust. Oxford Centre for Staff and Learning Development, Oxford 2005; 53–64
   Google Scholar
• Land R, Meyer JHF, Smith J. Threshold concepts within the disciplines. Sense Publishers, Rotterdam and Taipei 2008
   Google Scholar
• Lave J, Wenger E. Situated learning: Legitimate peripheral participation. Cambridge University Press, Cambridge 1991
   Google Scholar
• Margetson DB. The relation between understanding and practice in problem-based medical education. Med Educ 1999; 33: 359–364
   PubMed Web of Science ®Google Scholar
• Maudsley G. Do we all mean the same thing by “problem-based learning”? A review of the concepts and a formulation of the ground rules. Acad Med 1999; 74: 178–185
   PubMed Web of Science ®Google Scholar
• Maudsley G, Strivens J. Promoting professional knowledge, experiential learning and critical thinking for medical students. Med Educ 2000; 34: 535–544
   PubMed Web of Science ®Google Scholar
• Meyer JHF, Land R. Threshold concepts and troublesome knowledge (2): Epistemological considerations and a conceptual framework for teaching and learning. Higher Education 2005; 49: 373–388
   Web of Science ®Google Scholar
• Michaelsen L, Knight A, Fink L. Team based learning: A transformative use of small groups in college teaching. Stylus Publishing, Sterling, VA 2002
   Google Scholar
• Neufeld VR, Barrows HS. The “McMaster PHILOSOPHY”: An approach to medical education. J Med Educ 1974; 49: 1040–1050
   PubMedGoogle Scholar
• Norman GR, Schmidt HG. The psychological basis of problem-based learning: A review of the evidence. Acad Med 1992; 67: 557–565
   PubMed Web of Science ®Google Scholar
• Palincsar AS. Social constructivist perspectives on teaching and learning. Ann Rev Psychol 1998; 49: 345–375
   PubMed Web of Science ®Google Scholar
• Papinczak T, Young L, Groves M. Peer assessment in problem-based learning: A qualitative study. Adv Health Sci Educ 2007a; 12: 169–186
   PubMed Web of Science ®Google Scholar
• Papinczak T, Young L, Groves M, Haynes M. An analysis of peer, self, and tutor assessment in problem-based learning tutorials. Med Teach 2007b; 29: e122–e132
   PubMed Web of Science ®Google Scholar
• Papinczak T, Young L, Groves M, Haynes M. Effects of a metacognitive intervention on students’ approaches to learning and self-efficacy in a first year medical course. Adv Health Sci Educ 2008; 13: 213–232
   PubMed Web of Science ®Google Scholar
• Perry WJ. Forms of ethical and intellectual development in the college years. Jossey-Bass, San Fransisco, CA 1999
   Google Scholar
• Piaget J. Psychology of intelligence. Routledge, London and New York 2001
   Google Scholar
• Rushton A. Formative assessment: A key to deep learning. Med Teach 2005; 27: 509–513
   PubMed Web of Science ®Google Scholar
• Schmidt HG. Foundations of problem-based learning: Some explanatory notes. Med Educ 1993; 27: 422–432
   PubMed Web of Science ®Google Scholar
• Schmidt HG, Vermeulen L, Van Der Molen HT. Longterm effects of problem-based learning: A comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Med Educ 2006; 40: 562–567
   PubMed Web of Science ®Google Scholar
• Savin-Baden M. Disjunction as a form of troublesome knowledge in problem-based learning. Overcoming barriers to student understanding – Threshold concepts and troublesome knowledge, JHF Meyer, R Land. Routledge, London and New York 2006; 160–172
   Google Scholar
• Spaulding WB. The Undergraduate Medical Curriculum (1969) model: McMaster university. Can Med Assoc J 1969; 100: 659–664
   PubMed Web of Science ®Google Scholar
• Taylor DCM, Miflin B. Problem-based learning: Where are we now?. Med Teach 2008; 30: 742–763
   PubMed Web of Science ®Google Scholar
• Tuckman BW, Jensen MAC. Stages of small-group development revisited. Group Organ Stud 1977; 2: 419–427
   Google Scholar
• Visschers-Pleijers AJSF, Dolmans DHJM, De Leng BA, Wolfhagen HAP, Van Der Vleuten CPM. Analysis of verbal interactions in tutorial groups: A process study. Med Educ 2006; 40: 129–137
   PubMed Web of Science ®Google Scholar
• Vygotsky L. Mind in society: The development of higher psychological processes. Harvard University Press, Cambridge, MA 1978
   Google Scholar
• Watmough SD, Garden AS, Taylor DCM. Pre-registration house officers' views on studying under a reformed medical curriculum in the UK. Med Educ 2006; 40: 893–899
   PubMed Web of Science ®Google Scholar