Übersicht			Auf mobile öffnen

Lieferstatus:	Auf Bestellung (Lieferzeit unbekannt)
Veröffentlichung:	Februar 2014
Genre:	Psychologie / Pädagogik
	B / Cognition & cognitive psychology / Curricula# Planung und Entwicklung / Curriculum planning & development / Curriculum Studies / Curriculums (Courses of study) / Education / Education—Curricula / Fachspezifischer Unterricht / Instruction / Instructional Psychology / Learning / Learning & Instruction / Medical education / Medizin, allgemein / Pädagogische Psychologie / Popular medicine & health / Professional & Vocational Education / Professional and Vocational Education / Professional education / Student / Teaching of a specific subject / Teaching skills & techniques / Vocational Education mehr...
ISBN:	9789401784146
EAN-Code:	9789401784146
Verlag:	Springer EN
Einband:	Kartoniert
Sprache:	English
Serie:	#08 - Innovation and Change in Professional Education
Dimensionen:	H 235 mm / B 155 mm / D
Gewicht:	433 gr
Seiten:	254
Illustration:	XXVI, 254 p.
Zus. Info:	EUDR exemption - product or manufacturing materials placed on the market prior to 31.12.2025.
Bewertung:	Titel bewerten / Meinung schreiben

Inhalt:

Developed in the context of health sciences education in the late 1960s, problem-based learning (PBL) is now widely deployed as an education methodology. Its problem-solving, collaborative, student-centred ethos is seen as a more appropriate system of pedagogy than earlier 'chalk-and-talk' modes. Focusing on its use in clinical education, this collection of recent scholarship on PBL examines the ways in which PBL is both conceived and implemented in clinical education. The work has a dual emphasis, research-driven on the one hand, while on the other assessing new methodologies to explore how problem-based curricula support the achievement of students' learning outcomes in the context of clinical education.The chapters draw on studies that explore PBL both theoretically and empirically. The volume's eclecticism capitalises on the growing body of empirical research into PBL evaluations. It balances this with studies analysing the relatively new area of discourse-based research on PBL-in-action, whose focus has been to interrogate the 'how' of student learning in curricula with PBL content.This publication will be of interest to clinical teachers, curriculum designers and those interested in innovations in the scholarship of teaching and learning in PBL curricula.