An overview of and comparison among three current approaches to medical and physiotherapy undergraduate education.
In recent years there has been widespread evaluation and reappraisal of the design and outcomes of medical and paramedical undergraduate education. The so-called traditional approach has been found to be wanting in terms of both student learning and the demands of clinical practice. This approach is...
| Publicado en: | Physiotherapy Vol. 79; no. 2; pp. 91 - 95 |
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| Autor principal: | |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Elsevier B.V.
1993 Feb
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | In recent years there has been widespread evaluation and reappraisal of the design and outcomes of medical and paramedical undergraduate education. The so-called traditional approach has been found to be wanting in terms of both student learning and the demands of clinical practice. This approach is compared and contrasted with two alternative approaches -- problem-based learning and problem-solving learning. Both alternative approaches are claimed to utilise design and methods which improve students' understanding and learning and foster development of the problem-solving skills believed to be central in effective patient management. |
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