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Journal of Global Medical Education and Research 2(1):p 9-13, . | DOI:
Review Article
PBL vs. Non-PBL Approach and Assessment in Biomedical and Medical Education: A Recent Update
Ahmed El-Hashash , Ahmed El-Hashash
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Journal of Global Medical Education and Research 2(1):p 9-13, . | DOI:
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Ahmed El-Hashash. PBL vs. Non-PBL Approach and Assessment in Biomedical and Medical Education: A Recent Update. Journal of Global Medical Education and Research. 2019;2(1):9-13.
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Abstract
Both real-life problems and resolution efforts are widely seen as the natural early steps in the learning processes in humans and, therefore, the problem-based learning (PBL) strategy is considered as a more powerful teaching method in Biomedicine. Recent biomedical/medical educational systems incorporate teaching methods, including PBL, which support students’ learning by improving their critical thinking, practical skills, knowledge achievement, and continued professional learning. PBL is a self-directed learning and educational approach facilitating the development of learning abilities and skills that are essential for biomedical/medical students, hence there are increasing interest by biomedical and medical schools in developing and adopting PBL approach. The goal of this article is to compare the beneï€ts and limitations of PBL vs. non-PBL approach within biomedical/medical education, describe recent update and improvement of PBL strategy such as hyprid-PBL curriculum and team-based learning method, and review assessment methods for PBL and non-PBL approaches in biomedical/medical education.
Keywords: Biomedicine; PBL; hybrid-PBL; Conventional learning; Team-based learning; Multiple-choice questions; Short-answer questions; Active learning groups; Project-based learning.
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- Ahmed El-Hashash
, - Ahmed El-Hashash
,
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| Received | N/A |
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| Published | N/A |