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Medical Teacher Volume 34, 2012 - Issue 5
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Twelve Tips

Twelve tips for constructing problem-based learning cases

Samy A. AzerKing Saud University, Saudi Arabia; SAMY A. AZER, MB, BCh, MSc, MEd (UNSW), PhD (SydU), FACG, MPH (UNSW), is a professor of Medical Education and the head of Curriculum Development and Research Unit, College of Medicine, King Saud University. He was a professor of Medical Education and chair of Medical Education Research and Development Unit, Faculty of Medicine, Universiti Teknologi MARA, Malaysia. Formerly, he was a senior lecturer in Medical Education at the Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne and the University of Sydney.Correspondence[email protected]
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Ray PetersonUniversity of Adelaide, Australia; RAY PETERSON, BSc (Hons), DipEd, Grad Dip Sc Ed, MAppSc, PhD, is an associate professor in Education, Faculty of Health Sciences at the University of Adelaide. He has extensive experience in teaching, learning and assessment in medical education and in the training of PBL tutors.
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Anthony P. S. GuerreroUniversity of Hawai‘i John A. Burns School of Medicine, USA; ANTHONY P. S. GUERRERO, MD, is a professor and an executive vice-chair in the Department of Psychiatry and Clinical Professor of Paediatrics, the University of Hawai‘i John A. Burns School of Medicine. He was formerly the associate chair for Education and Training and director of Medical Student Education, Department of Psychiatry. He regularly tutors in the first module of the medical school curriculum.
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Gudrun EdgrenLund University, Faculty of Medicine, Sweden; GUDRUN EDGREN, PhD, MMedEd, is an associate professor and director of the Centre for Teaching and Learning, Faculty of Medicine, Lund University. At the centre, she teaches courses and runs workshops in medical education and takes part in evaluations and research projects in education.
Pages 361-367 | Published online: 28 Mar 2012

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Dervla Kelly, Sarah Hyde & Mohamed Elhassan Abdalla. (2022) Mapping health, social and health system issues and applying a social accountability inventory to a problem based learning medical curriculum. Medical Education Online 27:1.
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Michal Waisman-Nitzan, Yonat Ivzori & Dana Anaby. (2022) Implementing Pathways and Resources for Engagement and Participation (PREP) for Children with Disabilities in Inclusive Schools: A Knowledge Translation Strategy. Physical & Occupational Therapy In Pediatrics 42:5, pages 526-541.
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Martha Krogh Topperzer, Louise Ingerslev Roug, Liv Andrés-Jensen, Peter Pontoppidan, Marianne Hoffmann, Hanne Baekgaard Larsen, Kjeld Schmiegelow & Jette Led Sørensen. (2022) Twelve tips for postgraduate interprofessional case-based learning. Medical Teacher 44:2, pages 130-137.
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Hongmei Dong, Renslow Sherer, Jon Lio, Ivy Jiang & Brian Cooper. (2018) Twelve tips for using clinical cases to teach medical ethics. Medical Teacher 40:6, pages 633-638.
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David A. Cohen, Lori R. Newman & Laurie N. Fishman. (2017) Twelve tips on writing a discussion case that facilitates teaching and engages learners. Medical Teacher 39:2, pages 147-152.
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Rachel H. Ellaway, Terry Poulton & Trupti Jivram. (2015) Decision PBL: A 4-year retrospective case study of the use of virtual patients in problem-based learning. Medical Teacher 37:10, pages 926-934.
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Samy A. Azer, Michelle Mclean, Hirotaka Onishi, Masami Tagawa & Albert Scherpbier. (2013) Cracks in problem-based learning: What is your action plan?. Medical Teacher 35:10, pages 806-814.
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