Jump to ContentJump to Main Navigation
Lessons from Problem-based Learning
Users without a subscription are not able to see the full content.

Lessons from Problem-based Learning

Henk van Berkel, Albert Scherpbier, Harry Hillen, and Cees van der Vleuten

Abstract

Problem-based learning (PBL) has excited interest among educators around the world for several decades. Among the most notable applications of PBL is the approach taken at the Faculty of Health, Medicine, and Life sciences (FHML) at Maastricht University, the Netherlands. Starting in 1974 as a medical school, the faculty embarked on the innovative pathway of problem-based learning, trying to establish a medical training program which applied recent insights of education which would be better adapted to the needs of the modem physician. The medical school, currently part of the FHML, can be con ... More

Keywords: PBL, Maastricht University, FHML, educational discussion, problem-based learning

Bibliographic Information

Print publication date: 2010 Print ISBN-13: 9780199583447
Published to Oxford Scholarship Online: September 2010 DOI:10.1093/acprof:oso/9780199583447.001.0001

Authors

Affiliations are at time of print publication.

Henk van Berkel, editor
Associate Professor, Maastricht University, The Netherlands

Albert Scherpbier, editor
Associate Dean for Education and Scientific Director of the Institute for Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands

Harry Hillen, editor
Professor of Internal Medicine, Dean Emeritus Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands

More

Subscriber Login

Forgotten your password?

Contents

View:

Chapter 2 History of problem-based learning in medical education

Harry Hillen, Albert Scherpbier, and Wynand Wijnen

Chapter 3 The problem-based learning process

Diana Dolmans and Henk Schmidt

Chapter 4 Designing a problem-based learning medical curriculum

Mascha Verheggen and Hetty Snellen-Balendong

Chapter 5 Designing problems

Henk Schmidt and Jos Moust

Chapter 7 Basic sciences in problem-based learning

Esther Bergman and Ton de Goeij

Chapter 9 Simulated patients

Lonneke Bokken and Jan-Joost Rethans

Chapter 10 Skills training

Robbert Duvivier, Jan van Dalen, Pie Bartholomeus, Maarten Verwijnen, and Albert Scherpbier

Chapter 11 Communication skills

Robbert Duvivier, Jan van Dalen, and Jan-Joost Rethans

Chapter 12 Learning how to learn, teaching how to teach

Emmaline Brouwer and Marijke Kruithof

Chapter 13 E-learning in problem-based learning

Jeroen Donkers, Daniëlle Verstegen, Bas de Leng, and Nynke de Jong

Chapter 16 Curriculum governance

Ineke Wolfhagen and Albert Scherpbier

Chapter 17 Quality assurance

Renée Stalmeijer, Diana Dolmans, Henk van Berkel, and Ineke Wolfhagen

Chapter 18 Faculty development

Marie-Louise Schreurs and Willem de Grave

Chapter 21 Assessment in problem-based learning

Lambert Schuwirth and Cees van der Vleuten

Chapter 22 Progress testing

Arno Muijtjens and Wynand Wijnen

Chapter 23 Research in education1

Cees van der Vleuten, Diana Dolmans, and Jeroen van Merriënboer

Chapter 25 Internationalization

Gerard Majoor and Susan Niemantsverdriet

End Matter