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L. Wijnia, Virginie Servant‐Miklos (2019)
Behind the times: a brief history of motivation discourse in problem-based learningAdvances in Health Sciences Education, 24
D. Dolmans (2019)
How theory and design-based research can mature PBL practice and researchAdvances in Health Sciences Education, 24
Diana Stentoft (2019)
Problem-based projects in medical education: extending PBL practices and broadening learning perspectivesAdvances in Health Sciences Education, 24
A. Neville, G. Norman, R. White (2019)
McMaster at 50: lessons learned from five decades of PBLAdvances in Health Sciences Education, 24
C. Vleuten, L. Schuwirth (2019)
Assessment in the context of problem-based learningAdvances in Health Sciences Education, 24
Virginie Servant‐Miklos (2018)
Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two campsAdvances in Health Sciences Education, 24
Woei Hung, D. Dolmans, J. Merriënboer (2019)
A review to identify key perspectives in PBL meta-analyses and reviews: trends, gaps and future research directionsAdvances in Health Sciences Education, 24
Virginie Servant‐Miklos (2019)
Fifty Years on: A Retrospective on the World's First Problem-based Learning Programme at McMaster University Medical SchoolHealth Professions Education
Liesbeth Noordegraaf-Eelens, J. Kloeg, G. Noordzij (2019)
PBL and sustainable education: addressing the problem of isolationAdvances in Health Sciences Education, 24
(1991)
Revitalizing medical education, McMaster Medical School the early years 1965–1974
C. Kwan (2019)
A thorny path: the developmental course of problem-based learning for health sciences education in AsiaAdvances in Health Sciences Education, 24
J. Frambach, W. Talaat, Stella Wasenitz, M. Martimianakis (2019)
The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learningAdvances in Health Sciences Education, 24
P. Wyer (2019)
Evidence-based medicine and problem based learning a critical re-evaluationAdvances in Health Sciences Education, 24
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
Advances in Health Sciences Education – Springer Journals
Published: Dec 12, 2019
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