Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

Small groups and problem-based learning: are we singing from the same hymn sheet?

Barbara Miflin1

  • 1School of Medicine, The University of Notre Dame Australia, Fremantle, WA, Australia. bmiflin@nd.edu.au

Medical Teacher
|September 17, 2004
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Living and working with the people of 'the bush': a foundation for rural and remote clinical placements in undergraduate medical education.

Medical teacher·2012
Same author

Clinical audit in the final year of undergraduate medical education: towards better care of future generations.

Medical teacher·2012
Same author

Problem-based learning: where are we now?

Medical teacher·2008
Same author

Problem-based learning: the confusion continues.

Medical education·2004
Same author

Graduate entry to medical studies: thoughts fron 'down under'.

Medical teacher·2003
Same author

Measuring self-directed learning.

Medical education·2003
Same journal

Response to: "Turning struggles into strengths: A qualitative exploration of academic difficulty in medical school".

Medical teacher·2026
Same journal

Self-regulated learning and academic success in health professions students: A systematic review.

Medical teacher·2026
Same journal

A response to: 'the hallucination of learning with generative artificial intelligence'.

Medical teacher·2026
Same journal

Beyond "student-led": Toward an entrustment framework for faculty involvement in student-led OSCEs.

Medical teacher·2026
Same journal

When what we can count is all that counts.

Medical teacher·2026
Same journal

Reframing interprofessional competencies through Ubuntu: A decolonial proposal.

Medical teacher·2026
See all related articles

This study clarifies understanding of problem-based learning (PBL) by critiquing small-group dynamics. A unified view of PBL is essential for effective medical education and future research.

Area of Science:

  • Medical Education
  • Pedagogy
  • Learning Sciences

Background:

  • Discussions on problem-based learning (PBL) highlight a need for improved understanding of its teaching and learning processes.
  • Existing literature reveals diverse perspectives on the role and function of small groups within PBL.
  • Lack of a shared understanding hinders productive debate and comprehension of PBL's value.

Purpose of the Study:

  • To enhance the understanding of problem-based learning (PBL) as a comprehensive educational approach.
  • To critique existing views on PBL's small-group learning environment.
  • To establish a clearer framework for analyzing PBL's effectiveness in medical education.

Main Methods:

  • Literature critique of published perspectives on PBL's small-group learning environment.

Related Experiment Videos

  • Analysis of the role and purpose of small groups within the broader context of PBL.
  • Comparative review of differing viewpoints on PBL's pedagogical structure.

    • Main Results:

    • Critique reveals varied interpretations of the small-group's function in PBL.
    • A unified perspective on PBL is necessary for resolving debates on its efficacy.
    • Understanding PBL as a whole approach is key to appreciating its components, like small groups.

    Conclusions:

    • Enhanced understanding of PBL requires a holistic view, integrating all its components.
    • Clarifying the role of small groups within PBL is crucial for effective medical education.
    • Further research should adopt a comprehensive framework to evaluate PBL.