Problem-based learning in medical school: A student's perspective

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Problem-based learning in medical school: A student's perspective

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Title: Problem-based learning in medical school: A student's perspective
Author: Chang, Bliss J.
Citation: Chang, Bliss J. 2016. “Problem-based learning in medical school: A student's perspective.” Annals of Medicine and Surgery 12 (1): 88-89. doi:10.1016/j.amsu.2016.11.011. http://dx.doi.org/10.1016/j.amsu.2016.11.011.
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Abstract: Problem-based learning (PBL) has been a concept in existence for decades yet its implementation in medical student education is limited. Considering the nature of a physician's work, PBL is a logical step towards developing students' abilities to synthesize and integrate foundational concepts into clinical medicine. Harvard's recently redesigned Pathways curriculum has shifted almost exclusively towards PBL in its one-year preclinical curriculum. This piece provides my thoughts, both derived from my own reflections as well as conversations and observations of my peers, on the effectiveness, advantages, and disadvantages of a PBL curriculum. All in all, the feelings of my peers and I regarding PBL has been overwhelmingly positive despite potential areas of improvement and continued fine-tuning.
Published Version: doi:10.1016/j.amsu.2016.11.011
Other Sources: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5134085/pdf/
Terms of Use: This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAA
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:29738968
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