Problem-based learning (PBL) has excited interest among educators around the world for several decades. Among the most notable applications of PBL is the approach taken at the Faculty of Health, Medicine and Life sciences (FHML) at Maastricht University, the Netherlands. Starting in 1974 as a medical school, the faculty embarked on the innovative pathway of problem-based learning, trying to establish a medical training program which applied recent insights of
education which would be better adapted to the needs of the modem physician. The medical school, currently part of the FHML, can be considered as an 'established' school, where original innovations and
educational changes have become part of a routine. The first book to bring this wealth of information together, Lessons from Problem-based Learning documents those findings and shares the experiences of those involved, to encourage further debate and refinement of problem-based learning in specific applications elsewhere and in general educational discussion and thought. Each chapter provides a description of why and what has been done in the Maastricht program,
followed by reflection on the benefits and issues that have arisen for these developments. The final section of the book examines the application of PBL in the future, and how it is likely to develop further.
Problem-based learning (PBL) has excited interest among educators around the world for several decades. Among the most notable applications of PBL is the approach taken at the Faculty of Health, Medicine and Life sciences (FHML) at Maastricht University, the Netherlands. Starting in 1974 as a medical school, the faculty embarked on the innovative pathway of problem-based learning, trying to establish a medical training program which applied recent insights of
education which would be better adapted to the needs of the modem physician. The medical school, currently part of the FHML, can be considered as an 'established' school, where original innovations and
educational changes have become part of a routine. The first book to bring this wealth of information together, Lessons from Problem-based Learning documents those findings and shares the experiences of those involved, to encourage further debate and refinement of problem-based learning in specific applications elsewhere and in general educational discussion and thought. Each chapter provides a description of why and what has been done in the Maastricht program,
followed by reflection on the benefits and issues that have arisen for these developments. The final section of the book examines the application of PBL in the future, and how it is likely to develop further.
1: Stewart Mennin: Introduction; sustainability of PBL and
innovation in medical education at Maastricht University
2: Harry Hillen, Albert Scherpbier & Wynand Wijnen: History of
problem-based learning in medical education
3: Diana Dolmans & Henk Schmidt: The problem-based learning
process
4: Mascha Verheggen & Hetty Snellen: Designing a problem-based
learning medical curriculum
5: Henk Schmidt & Jos Moust: Designing problems
6: Jos Moust: The role of a tutor
7: Esther Bergman & Ton de Goeij: Basic sciences in problem-based
learning
8: Agnes Diemers, Erik Heineman & Diana Dolmans: The introduction
of real (ambulatory) patients early in the curriculum
9: Lonneke Bokken & Jan-Joost Rethans: Simulated patients
10: Robbert Duvivier, Jan van Dalen, Pie Bartholomeus, Maarten
Verwijnen & Albert Scherpbier: Skills training
11: Robbert Duvivier, Jan van Dalen & Jan-Joost Rethans:
Communication skills
12: Emmaline Brouwer & Marijke Kruithof: Learning how to learn,
teaching how to teach
13: Jeroen Donkers, Danielle Verstegen, Bas de Leng & Nynke de
Jong: E-learning
14: Jos Moust & Herma Roebertsen: Alternative instructional
problem-based learning formats
15: Martin Paul: How to organize the transition from a traditional
curriculum to a PBL curriculum
16: Ineke Wolfhagen & Albert Scherpbier: Curriculum governance
17: Renée Stalmeijer, Diana Dolmans, Henk van Berkel & Ineke
Wolfhagen: Quality assurance
18: Marie-Louise Schreurs & Willem de Grave: Faculty
development
19: Fred Stevens, Marre Andrée Wiltens & Krista Koetsenruijter: The
institutialization of student participation in the evaluation: From
passionate volunteers to skilled students delegates
20: Gaby Lutgens, Fons van den Eeckhout & Jeroen ten Haaf: Hybrid
learning spaces; learning resources and facilities
21: Lambert Schuwirth & Cees van der Vleuten: Assessment
22: Arno Muijtjens & Wynand Wijnen: Progress testing
23: Cees van der Vleuten, Diana Dolmans & Jeroen van Merrienboer:
Research in education
24: Henk Schmidt: A review of the evidence: effects of
problem-based learning on students and graduates of Maastricht
Medical School
25: Gerard Majoor & Susan Niemantsverdriet:
Internationalization
26: Gerard Majoor & Han Aarts: A role for problem-based learning in
higher education in the developing world
Henk van Berkel's research interests are educational testing and
problem-based learning. From 1969 till 1976 he studied psychology
at the University of Amsterdam. He received his PhD in 1984 at the
same university. He published eleven books, mainly on topics as the
Quality of Education and Educational Assessment. In addition, he
wrote over 150 articles, including chapters in books and
contributions to newspapers. He is the founding father of two
journals, Advances
in Health Sciences Education (publisher: Springer) and a journal in
Dutch: EXAMENS. He is the managing editor of the first journal and
the chief editor of the second. He chaired several visiting
committees and was a member of others.
At this moment he holds the position of chairman of the Board of
Admission of the Faculty of Health, Medicine and Life Sciences at
Maastricht University. He is also the chair of the Faculty Board.
Albert Scherpbier is a graduate of the University of Groningen, the
Netherlands, where he was surgical education coordinator from 1980
until 1991. In 1991 he was appointed Head of the Skillslab, Faculty
of Medicine, Maastricht and in 1999 he was appointed as Scientific
Director of the Institute for
Medical Education, University Maastricht. At the moment he is
associate dean for education and scientific director from the
institute for education Faculty Health, Medicine and Life sciences.
He has set
in motion an extensive innovation of the Maastricht undergraduate
curriculum, which is currently being implemented. From 1987 until
2004 he was editor and Editor-in-Chief of the journal of the Dutch
Association for Medical Education. In 2003 he was appointed
Chairman of this Association. His interests cover the broad field
of medical education and assessment. Prof.dr.H.F.P. (Harry) Hillen
trained as internist and specialist in hemato-oncology. In 1993 he
was appointed as professor of Internal
Medicine and Medical Oncology at Maastricht University. In 1996 he
became head of the Department of Internal Medicine and director of
the Internist specialty training at the Academic Hospital
Maastricht.
In 2003 he was nominated as dean of the Faculty of Medicine at
Maastricht University and in 2007 as dean of the Faculty of Health
Medicine and Life Sciences (FHML).
He was vice-president of the board of Maastricht University Medical
Centre +, after the merger of FHML and the Academic Hospital
Maastricht.
Medical training and education were fields of special interest
during his academic career.
After his retirement at 65, he is working now as adviser to the
Board of Maastricht University with assignments in international
medical education and in international university ranking. Cees van
der Vleuten came to the University of Maastricht in 1982. He was
appointed as a Professor of Education in 1996 at the Faculty of
Health, Medicine and Life Sciences and chair of the Department of
Educational Development and Research. In 2005 he was appointed as
the Scientific Director of the School of
Health Professions Education. His area of expertise lies in
evaluation and assessment. He has published widely on these topics,
holds several academic awards for this work. He has frequently
served as
a consultant internationally.
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