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Problem‐based learning: its rationale and efficacy
Author(s) -
Finucane Paul M,
Johnson Steve M,
Prideaux David J
Publication year - 1998
Publication title -
medical journal of australia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.904
H-Index - 131
eISSN - 1326-5377
pISSN - 0025-729X
DOI - 10.5694/j.1326-5377.1998.tb139025.x
Subject(s) - enthusiasm , relevance (law) , context (archaeology) , problem based learning , psychology , medical education , medicine , social psychology , political science , paleontology , law , biology
Problem‐based learning (PBL) in medical education uses clinical cases as the context for students to study basic and clinical sciences. Its possible advantages over traditional approaches include its greater relevance to the practice of medicine, its ability to promote retention and application of knowledge, and its encouragement of self‐directed life‐long learning. Possible disadvantages include higher costs, both in resources and staff time. Although its efficacy is difficult to evaluate, the current enthusiasm for PBL seems justified and its use is likely to increase further.