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- Problemorientiertes Lernen
POL - Problemorientiertes Lernen
In Abkehr vom traditionell-enzyklopädischen Wissenserwerb, bei dem disparate Fächerstoffe additiv und dozentenabhängig gelernt werden, zielt problemorientiertes Lernen (POL) auf eine fächerübergreifende Integration von Inhalten, die in aktiven und selbstreflexiven Lernprozessen anzueignen sind. Das alte Modell des lehrerabhängigen, vorwiegend rezeptiven Lernens wird stärker zu einem tutorunterstützten, selbstverantwortlichen und recherchierkompetenten Lernen, das mehr ,aus eigener Kraft’ leistet.
Das Kernstück des POL, die problemorientierte Lehr-Lernspirale, initiiert ein (im medizinischen Bereich) patientenzentriertes, fächerübergreifendes und zugleich am Forschungsprozess orientiertes Lernen (im Sinne der Arbeitsphasen ,Problemstellung - Hypothesen - Befund – Ergebnisdiskussion’).
Die acht Schritte der problemorientierten Lehr-Lernspirale sind:
- Problempräsentation
- Hypothesenbildung
- Hypothesendiskussion und –gewichtung
- Reflexion der eigenen Denkrationalen
- Diagnose der Wissenslücken und Überführung in Lernziele
- Lernzielgesteuertes Selbststudium
- Synthese des Gelernten und
- Rückbezug auf die anfängliche Problemstellung.
Lehrkoordinator: Dr. Rainer Weber
Wir geben eine Übersicht über die mittlerweile umfangreiche Literatur zum Thema "Problemorientiertes Lernen". Interessierten empfehlen sich zum Einstieg insbesondere die Schriften von Barrows (The Tutorial Process), Schmidt & Norman (The Psychological Basis of Problem-Based Learning) und Walton und Matthews (Essential of Problem-Based Learning), die im Studiendekanat erhältlich sind.
Albanese MA & und Mitchell S (1993): Problem-based learning: A review of Literature on its outcomes and implementation issues. Academic Medicine, 68, 52-81
Antepohl W (1994): Reforms in medical education: Is there a role for medical students as agents of change? Changing Medical Education and Medical Practice, 6, 6-7
Antepohl W (1996): Problemorientiertes Lernen als Ergänzung zum Kurs der allgemeinen Pharmakologie an der Christian-Albrechts-Universität zu Kiel. Med. Diss., Kiel, 1996 (im Genehmigungsverfahren)
Arnold M et al. (Murrhardter Kreis) (1995): Das Arztbild der Zukunft, Analysen künftiger Anforderungen an den Arzt, Konsequenzen für die Ausbildung und Wege zu ihrer Reform. 3. Auflage, Robert Bosch Stiftung, Bleicher Verlag, Gerlingen
Association of American Medical Colleges (1984): Physicians for the twenty-first century - the GPEP-Report, Association of American Medical Colleges 1984, Washington D.C.
Baptist S (1992): The tutor role. Paper presented at the Loccum Conference on Curricular Reforms in Medicine, Loccum, Germany, 1992
Barrows H (1985): How to design a problem-based curriculum for pre-clinical years. New York, Springer Publishing Co
Barrows H (1988): The tutorial process. Springfield, IL, Southern Illinois University School of Medicine.
Barrows H (1994): Practice-based learning: problem-based learning applied to medical education. Springfield, IL, Southern Illinois University School of Medicine.
Barrows H (l986): A taxonomy of problem based learning methods. Medical Teacher, 20, 481-486.
Bloch R (1995): Reform des Studienganges Humanmedizin an der Medizinischen Fakultät der Universität Bern, Medical Education, 29
Boelen C (1991): Changing medical education - an agenda for action. WHO-Eigenverlag, Genf
Boelen C (1992): Medical education reform: The need for global action. Academic Medicine, 67, 745-749
Boshuizen, HP and Schmidt, HG (1992).:The role of biomedical knowledge in clinical reasoning by experts, intermediates and novices. Cognitive Science, 16, 153-184.
Boud D & Feletti G (1991): The challenge of problem-based learning. London, Kogan.
Bundesministerium der Gesundheit (1993, 1995): Diskussionsentwurf zur 8. Änderung der Approbationsordnung für Ärzte, Dezember 1993, zuletzt geändert am 16.05.1995, Bonn, Eigenverlag
Busse R (1993): Harvard Medical School. in: Gäbel, E., Remstedt, S.: Medizinische Reformstudiengänge, 147-168, Mabuse-Verlag, Frankfurt/M
Busse R (1993): Stand der Planungen eines neuen Medizinstudiums ("Berliner Modell") an der Freien Universität Berlin. in: Habeck D, Schagen U und Wagner G: Reform der Ärzteausbildung, 143-152, Blackwell Wissenschaft, Berlin
Colby K (1986): Problem-based learning of social sciences and humanities. Journal Of Medical Education, 61(5), 413-415.
Conrad PB, Obenshain SS & Anderson RE (1991): Comparison of faculty members and students’ perceptions concerning performance criteria and evaluation strategies at the University of New Mexico School of Medicine. Academic Medicine, 66, 553-557
Coulson RL, Osborne CE (1984): Insuring curricular content in a student-directed problem-based learning program. In: Tutorials in problem-based learning, ed. by H Schmidt, Van Gorcum, Assen, The Netherlands.
De Volder ML & De Grave WS (1989): Approaches to learning in a problem-based medical programme: a developmental study. Medical Education, 23, 262-264
DeVolder ML, Schmidt HG, GeFrave WS und Moust JH (l984): Motivation and achievement in cooperative learning: The role of prior knowledge. in: H. Heckhausen: Task motivation and achievement. (335-347). Sawets und Zeitlinger, Lisse, Niederlande
Dolmans DH, Gijselaers WH, Schmidt, HG & van der Meer SB (1993): Problem effectiveness in a course using problem-based learning. Academic Medicine 68, 207-213
Dolmans DH et al. (1991): Course improvement based on course content data: an explorative study conducted in problem based curriculum. ERIC Document ED334220
Dolmans DH et al. (l992): Do students learn what their teachers intend they learn? Guiding processes in problem-based learning. ERIC Document ED343955.
Dolmans DH, Schmidt HG & Gijselaers WH (1994): Use of student-generated learning issues to evaluate problems in a problem-based curriculum. Teaching and Learning in Medicine, 6, 199-202.
Dolmans DH Schmidt HG & Gijselaers WH (1994): What drives the student in problem-based learning? Medical Education, 28, 372-380.
Dolmans DH, Wolfhagen IH et al. (1994): A rating scale for tutor evaluation in a problem-based curriculum: Validity and reliability. Medical Education, 28-550-558.
Eisenstaedt RS, Barry WE & Glanz K (1990): Problem-based learning: Cognitive retention and cohort traits of randomly selected participants and decliners. Academic Medicine, 65, supplement, S11-S14
Eitel F (11/1994): Wege zur Reform der Unterrichtsorganisation, Medizinische Ausbildung 11(2), S. 122-136
Eitel F (5/1994): Methoden der Unterrichtsbewertung, Medizinische Ausbildung 11(1), S. 70-79
Falck-Ytter Y & Stiegler I (1993): Beurteilung klinischer Fähigkeiten mit dem OSCE-Verfahren. Medizinische Ausbildung 10 (1993), 48-55
Fehr F (1994): Ethik und Probleme: Studierendenzentriertes Lernen an der Medizinischen Fakultät der Christian-Albrechts-Universität Kiel. In: Frewer, A.:Ethik im Studium der Humanmedizin, Lehrsituation und Reformperspektive an deutschen Universitäten, 41-50, Verlag Palm und Enke, Erlangen und Jena
Friemdann CP, de Bliek R, Greer DS, Mennin, SP, Norman GR, Sheps C, Swanson DB & Woodward CA (1990): Charting the winds of change: Evaluating innovative medical curricula. Academic Medicine, 65, 8-14
Geerligs T et al. (l993). Test format and test-directed study behavior in problem based learning. Paper presented at the annual meeting of the American Educational Research Association.
General Medical Council (1993): Tomorow’s Doctors, Recommendations on undergraduate medical education, Kiek and Read, London
Godden DR & Baddeley AD (1975): Context dependent memory in two natural environments: On land and underwater. British Journal of Psychology, 66, 325-332
Graffman K, Mårtenson D, Nordenström J und Svensson O (1994): Problembaserad inlärning under kirurgterminen, Huddinge Sjukhus Hösten 1993. Karolinska Institutet, MIP/KARO, Internrapport, Eigenverlag, Stockholm
Hafler JP (1991): Case writing: Case writers' perspectives. In: D. Boud und G. Feletti: The challenge of problem-based learning. Kogan Page, London
Hammar M, Forsberg PM und Loftås, P. (1995): An innovative examination ending the third and last phase of the undergraduate medical programme. Medical Education 29
Harden RM, Stevenson M, Downie WW, & Wilson GM (1975): Assessment of clinical competence using objective structured examination. British Medical Journal 1975, 1, 447-451
Hay JA & Schmuck MF (1993): Problem-based learning: development and analysis of a tutor evaluation form for use in small-group problem-based learning. Paper presented at the annual meeting of the American Educational Research Association.
Heindrichs, G., Obliers, R. & Köhle, H. (1996). Problemorientiertes Erstsemester-Tutorium in der Medizinischen Psychologie. In E. Neugebaur, J. Koebke & H. Troidl (Hrsg.). Qualität der Lehre in der Medizin S. 222 - 230) München: Urban & Schwarzenberg.
Hmelo EC, Gotterer GS & Bransford JD (1994): The cognitive effects of problem- based learning: a preliminary study. Paper presented at the American Educational Research Association annual meeting, New Orleans, LA. ERIC Doc #ED371026.
Johannsen M-L, Mårtenson D & Bircher J (1992): Students as tutors in problem based learning: does it work?. Medical Education, 26, 163-165
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Majoor GD, Schmidt HG, Snellen-Balendong AM, Moust JH, und Stalenhoef-Halling B (1990). Construction of problems for problem based-learning. in: Nooman Z, Schmidt HG, und Ezzat E (Eds.), Innovation in medical education: An evaluation of its present status, 114-122, Springer, New York
Margetson D (1991): Is there a future for problem-based education? Higher Education Review, 23(2), 33-47.
Martenson D (1993): Is problem-based learning beneficial? A research overview. Educaco Médica, 4, 2-9.
Mennin SP, Friedman M, Skipper B, Kalishman S & Snyder J (1993): Performances on the NBME I, II and III by medical students in the problem-based learning and conventional tracks at the University of New Mexico. Academic Medicine, 68, 616-624
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Moore GT, Block SD, Style CB, & Mitchell R (1994): The influence of the new pathway curriculum on Harvard Medical Students. Academic Medicine., 69, 983-989.
Moust JH & Schmidt HG (1994): Effects of staff and student tutors on student achievement. Higher Education, 28, 471-482.
Moust JH & Schmidt HG (1994): Facilitating small-group learning: a comparison of student and staff tutor´s behavior. Instructional Science, 22, 285-299.
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Phelan ST, Jackson, JR & Berner ES (1993): Comparison of problem-based and traditional education on student performance in the obstetrics and gynecology clerkship. Obstetrics and Gynecology,82, 159-161
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