A conceptual framework to guide the development of self-directed, lifelong learning in problem-based medical curricula.
CONTEXT: The information explosion and continual changes in the means of accessing information have reinforced the importance of preparing graduates to direct their own learning throughout their careers. Increasingly, medical schools are turning to problem-based curricula to develop in graduates the...
| Publicado en: | Medical Education Vol. 34; no. 4; pp. 299 - 307 |
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| Autores principales: | , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Apr2000
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=107001637&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 107001637 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 03080110 ESF jtl: Medical Education issn: 03080110 maglogo: Y pubinfo: dt: Apr2000 vid: 34 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 107001637 107001637 2001017440 10.1046/j.1365-2923.2000.00564.x NLM10733727 107001637 ppf: 299 ppct: 8 formats: fmt: @attributes: type: P tig: atl: A conceptual framework to guide the development of self-directed, lifelong learning in problem-based medical curricula. aug: au: Miflin BM Campbell CB Price DA affil: Senior Research Officer, Queensland Medical Education Centre, Graduate School of Medicine, The University of Queensland, Australia sug: subj: Problem-Based Learning Self-Directed Learning Conceptual Framework Australia Education, Medical Curriculum ab: CONTEXT: The information explosion and continual changes in the means of accessing information have reinforced the importance of preparing graduates to direct their own learning throughout their careers. Increasingly, medical schools are turning to problem-based curricula to develop in graduates the capacity to 'self-direct' further learning. PROBLEM: Experience shows that, to achieve this goal, there needs to be consistency in interpretation of the goal and faculty-wide agreement about the way the problem-based curriculum fosters self-direction. SUGGESTED SOLUTION: This paper describes the conceptual framework developed by the Graduate School of Medicine, The University of Queensland, to guide the achievement of self-directed, lifelong learning in a graduate entry, problem-based curriculum. IMPLICATIONS: It may be useful for others who are experiencing difficulties with implementing problem-based curricula, and for those who are contemplating changing to problem-based models. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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