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Problem-Based and Project-Based Learning
- Publisher
- Springer Journals
- Copyright
- Copyright © 2019 by Springer Nature B.V.
- Subject
- Education; Medical Education
- ISSN
- 1382-4996
- eISSN
- 1573-1677
- DOI
- 10.1007/s10459-019-09917-1
- Publisher site
- See Article on Publisher Site
Abstract
Medical education strives to foster effective education of medical students despite an ever-changing landscape in medicine. This article explores the utility of projects in problem-based learning—project-PBL—as a way to supplement traditional case-PBL. First, project-PBL may enhance student engagement and motivation by allowing them to direct their own learning. Second, project-PBL may help students develop metacognitive competencies by forcing them to collaborate and regulate learning in settings without a facilitator. Finally, project-PBL may foster skills and competencies related to medical research. As illustrated through a brief example from Aalborg University, Denmark, students learn differently from project-PBL and case-PBL, and so one implementation cannot simply replace the other. I conclude by suggesting future directions for research on project-PBL to explore its benefits in medical education.
Journal
Advances in Health Sciences Education – Springer Journals
Published: Oct 22, 2019