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University of Balamand > Academics > Research > Seminars > Karim Nasr

Adaptation and implementation of problem-based learning

University of Balamand

ABSTRACT: Problem-Based Learning (PBL) has been employed in a number of disciplines, especially in the medical field (Neufeld and Barrows, 1974; Barrows and Tamblin, 1980; Neufeld and Chong, 1984) and in other professions (Boud, 1985). PBL literature indicates that this instructional approach fosters active learning, supports knowledge construction, integrates disciplines, and naturally combines classroom learning with real-life applications. This approach is also said to be student-centered and concept-embedded, where students lead the discussion and discover knowledge as they need it to solve practical real-world problems. Students are anticipated to gain considerable practice with higher domain cognitive skills such as analysis, synthesis, and evaluation. Students are not left wondering if what they are studying has any use, but rather challenged by the practicality of solving real-life problems. This presentation offers field-tested ways to adapt and implement PBL into your courses and documents what works and what does not. Promised benefits of PBL are addressed and implementation challenges and lessons learned are highlighted.
  • Neufeld, V. and Barrows, H.S. (1974) The McMaster philosophy; an approach to medical education, Journal of Medical education, 49, pp. 1040 - 1050.
  • Barrows, h.S. and Tamblin, R.B. (1980) Problem-based learning. An Approach to Medical education (New York, Springer)
  • Neufeld, V. and Chong, J. P. (1984) Problem-based professional education in medicine, in: S. Goodlad (ed.) Education for the Professions, pp. 249 – 256 9Windsor, SRHE/NFER-Nelson)
  • ud, D. J. (ed.) (1985) Problem-based learning in education for the professions (HERDSA)
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