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Celebrating 50years of problem-based learning: progress, pitfalls and possibilities

Celebrating 50years of problem-based learning: progress, pitfalls and possibilities Advances in Health Sciences Education (2019) 24:849–851 https://doi.org/10.1007/s10459-019-09947-9 EDITORIAL Celebrating 50 years of problem‑based learning: progress, pitfalls and possibilities 1 2 3 Virginie F. C. Servant‑Miklos  · Nicole N. Woods  · Diana H. J. M. Dolmans © Springer Nature B.V. 2019 Fifty years ago, McMaster University’s Faculty of Medicine (as it was known at the time) embarked willy-nilly on a pedagogical experiment that, unbeknownst to its conceivers, would reverberate through higher education across the globe in the ensuing decades. The characteristics of that experiment have been described at length elsewhere (Servant-Miklos 2019a; Spaulding 1991), but what is most remarkable about it is the extent to which it shaped medical education research, and then spilled into all areas of higher education, from th engineering to liberal arts, and from Brazil to China. Commemorating the 50 anniversary of problem-based learning goes beyond just acknowledging the contribution of the pio- neers of PBL to medical education (though this definitely can and has been done). It really plugs us into key current debates about pedagogy and education research in and beyond the health sciences education sphere. Let’s start with the recognition that PBL did indeed radically transform medical educa- tion over the past 50  years. Of course, not every medical school in the world uses http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Health Sciences Education Springer Journals

Celebrating 50years of problem-based learning: progress, pitfalls and possibilities

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References (13)

Publisher
Springer Journals
Copyright
Copyright © 2019 by Springer Nature B.V.
Subject
Education; Medical Education
ISSN
1382-4996
eISSN
1573-1677
DOI
10.1007/s10459-019-09947-9
Publisher site
See Article on Publisher Site

Abstract

Advances in Health Sciences Education (2019) 24:849–851 https://doi.org/10.1007/s10459-019-09947-9 EDITORIAL Celebrating 50 years of problem‑based learning: progress, pitfalls and possibilities 1 2 3 Virginie F. C. Servant‑Miklos  · Nicole N. Woods  · Diana H. J. M. Dolmans © Springer Nature B.V. 2019 Fifty years ago, McMaster University’s Faculty of Medicine (as it was known at the time) embarked willy-nilly on a pedagogical experiment that, unbeknownst to its conceivers, would reverberate through higher education across the globe in the ensuing decades. The characteristics of that experiment have been described at length elsewhere (Servant-Miklos 2019a; Spaulding 1991), but what is most remarkable about it is the extent to which it shaped medical education research, and then spilled into all areas of higher education, from th engineering to liberal arts, and from Brazil to China. Commemorating the 50 anniversary of problem-based learning goes beyond just acknowledging the contribution of the pio- neers of PBL to medical education (though this definitely can and has been done). It really plugs us into key current debates about pedagogy and education research in and beyond the health sciences education sphere. Let’s start with the recognition that PBL did indeed radically transform medical educa- tion over the past 50  years. Of course, not every medical school in the world uses

Journal

Advances in Health Sciences EducationSpringer Journals

Published: Dec 12, 2019

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