An Internet Guide to Key Variables for a Coherent Educational System Based on Principles of Problem-Based Learning

Abstract

Purpose: It was decided to explore the variables that would need to be considered when planning, revising, or evaluating the outcomes of a whole curriculum, based on the principles of Problem-Based Learning. Summary: A set of major variables was identified at a workshop discussion with academics from medical, dental, and veterinary science faculties. These variables were subsequently reviewed and described by a small group of colleagues in Great Britain, with additional assistance from colleagues in different parts of the world. Conclusions: The descriptions of 13 variables has been assembled, primarily with a focus on medical education. This guide has been published on the Internet, in order to solicit comments and suggestions from teachers in medicine, dentistry, and veterinary science across the world with the intention of producing a more universally applicable second edition of the guide.

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Erratum

As editor of the first edition I am very grateful for the expert contributions from my colleagues, Peter Dangerfield and Gillian Maudsley, University of Liverpool; Timothy Dornan, University of Manchester; David Powis, University of Newcastle, NSW; and Ann Sefton, University of Sydney, NSW. We have also received a great deal of valuable advice and information from other colleagues in Australia, Continental Europe, New Zealand and North America. A special acknowledgment is due to the University of Manchester Centre for Excellence in Enquiry-Based Learning for financial help and entry of the guide on its Web site.