Lessons from Problem-Based Learning

ABOUT THIS BOOK

• The first book to bring together the wealth of information on problem-based learning developed at Maastricht University, The Netherlands
• Written by well-known and respected Professors from the foremost institution for problem-based learning

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 considered as an 'established' school, where original innovations and educational changes have become part of a routine.

The first book to bring this wealth of information together, Lessons from Problem-based Learning documents those findings and shares the experiences of those involved, to encourage further debate and refinement of problem-based learning in specific applications elsewhere and in general educational discussion and thought. Each chapter provides a description of why and what has been done in the Maastricht program, followed by reflection on the benefits and issues that have arisen for these developments. The final section of the book examines the application of PBL in the future, and how it is likely to develop further.

Readership: Educators; Anyone interested in medical education, especially the theoretical and practical aspects of PBL and the experiences from the Maastricht implementation

TABLE OF CONTENTS

1: Stewart Mennin: Introduction; sustainability of PBL and innovation in medical education at Maastricht University
2: Harry Hillen, Albert Scherpbier & Wynand Wijnen: History of problem-based learning in medical education
3: Diana Dolmans & Henk Schmidt: The problem-based learning process
4: Mascha Verheggen & Hetty Snellen: Designing a problem-based learning medical curriculum
5: Henk Schmidt & Jos Moust: Designing problems
6: Jos Moust: The role of a tutor
7: Esther Bergman & Ton de Goeij: Basic sciences in problem-based learning
8: Agnes Diemers, Erik Heineman & Diana Dolmans: The introduction of real (ambulatory) patients early in the curriculum
9: Lonneke Bokken & Jan-Joost Rethans: Simulated patients
10: Robbert Duvivier, Jan van Dalen, Pie Bartholomeus, Maarten Verwijnen & Albert Scherpbier: Skills training
11: Robbert Duvivier, Jan van Dalen & Jan-Joost Rethans: Communication skills
12: Emmaline Brouwer & Marijke Kruithof: Learning how to learn, teaching how to teach
13: Jeroen Donkers, Danielle Verstegen, Bas de Leng & Nynke de Jong: E-learning
14: Jos Moust & Herma Roebertsen: Alternative instructional problem-based learning formats
15: Martin Paul: How to organize the transition from a traditional curriculum to a PBL curriculum
16: Ineke Wolfhagen & Albert Scherpbier: Curriculum governance
17: Renée Stalmeijer, Diana Dolmans, Henk van Berkel & Ineke Wolfhagen: Quality assurance
18: Marie-Louise Schreurs & Willem de Grave: Faculty development
19: Fred Stevens, Marre Andrée Wiltens & Krista Koetsenruijter: The institutialization of student participation in the evaluation: From passionate volunteers to skilled students delegates
20: Gaby Lutgens, Fons van den Eeckhout & Jeroen ten Haaf: Hybrid learning spaces; learning resources and facilities
21: Lambert Schuwirth & Cees van der Vleuten: Assessment
22: Arno Muijtjens & Wynand Wijnen: Progress testing
23: Cees van der Vleuten, Diana Dolmans & Jeroen van Merrienboer: Research in education
24: Henk Schmidt: A review of the evidence: effects of problem-based learning on students and graduates of Maastricht Medical School
25: Gerard Majoor & Susan Niemantsverdriet: Internationalization
26: Gerard Majoor & Han Aarts: A role for problem-based learning in higher education in the developing world

AUTHOR INFORMATION

Edited by Henk van Berkel, Associate Professor, Maastricht University, The Netherlands, Albert Scherpbier, 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, Professor of Internal Medicine, Dean Emeritus Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands, and Cees van der Vleuten, Professor of Education, Chair Department of Educational Development and Research, Scientific Director School of Health Professions Education, Maastricht University, The Netherlands