The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Effectiveness of problem‐based learning curricula: theory, practice and paper darts
Abstract
In a recent review article, Colliver concluded that there was no convincing evidence that problem‐based learning was more effective than conventional methods. He then went on to lay part of the blame on cognitive psychology, claiming that ‘the theory is weak, its theoretical concepts are imprecise... the basic research is contrived and ad hoc ’. This paper challenges these claims and presents evidence that (a) cognitive research is not contrived and irrelevant, (b) curriculum level interventions are doomed to fail and (c) education needs more theory‐based research.
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Citations
Cites
Lipsey, M. W., & Wilson, D. B. (1993) · American Psychologist · doi:10.1037/0003-066x.48.12.1181 · Cited by 2,033
Perceptual recognition as a function of meaningfulness of stimulus material
Reicher, G. M. (1969) · Journal of Experimental Psychology · doi:10.1037/h0027768 · Cited by 1,252
Problems in the “Evidence” of “Evidence-Based Medicine”
Feinstein, A. R., & Horwitz, R. I. (1997) · The American Journal of Medicine · doi:10.1016/s0002-9343(97)00244-1 · Cited by 653
Maudsley, G. (1999) · Academic Medicine · doi:10.1097/00001888-199902000-00016 · Cited by 367
Cited by
Does Active Learning Work? A Review of the Research
Prince, M. (2004) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2004.tb00809.x · Cited by 7,334
Koh, G. C.-H., Khoo, H. E., Wong, M. L., & Koh, D. (2008) · Canadian Medical Association Journal · doi:10.1503/cmaj.070565 · Cited by 659
Van Melle, E., Frank, J. R., Holmboe, E. S., Dagnone, D., Stockley, D., & Sherbino, J. (2019) · Academic Medicine · doi:10.1097/acm.0000000000002743 · Cited by 451
Şendağ, S., & Ferhan Odabaşı, H. (2009) · Computers & Education · doi:10.1016/j.compedu.2009.01.008 · Cited by 441
Anatomical dissection as a teaching method in medical school: a review of the evidence
Winkelmann, A. (2007) · Medical Education · doi:10.1111/j.1365-2929.2006.02625.x · Cited by 411
Metadata
- Authors
- Norman, G. R., & Schmidt, H. G.
- Venue
- Medical Education
- Publisher
- Wiley
- Published
- 2000-09
- Volume
- 34
- Issue
- 9
- Pages
- 721-728
- ISSN
- 0308-0110 (ISSN-L)
- 1365-2923
- OpenAlex
- W2139499599
- Cited by
- 713
- References
- 4
- FWCI
- 117.22
- Type
- journal article
- Language
- en
- Open access
- closed
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- The paper
- Norman, G. R., & Schmidt, H. G. (2000). Effectiveness of problem‐based learning curricula: theory, practice and paper darts. Medical Education. https://doi.org/10.1046/j.1365-2923.2000.00749.x
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
