El uso de problemas en la educación médica
Barra lateral del artículo
Contenido principal del artículo
Resumen
.
Downloads
Detalles del artículo
Sección
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Cómo citar
Referencias
Neufeld VR, Barrows HS. The McMasterphilosophy: an approach to medical education. JMed Educ 1974; 49(11): 1040-1050. DOI: https://doi.org/10.1097/00001888-197411000-00004
Pallie C, Carr DH. The McMaster medicaleducation philosophy in theory, practice andhistorical perspective. Med Teach 1987; 9: 59-71. DOI: https://doi.org/10.3109/01421598709028981
Neufeld VR, Woodward CA, MacLeod SM.The McMaster 20 years later: a case study ofrenewal in medical education. Acad Med 1989;64(8): 423-432. DOI: https://doi.org/10.1097/00001888-198908000-00001
Chiara R, Dargoltz D, Alech Risso Z. Experienciade reforma curricular en la Facultad de Medicinade la Universidad Nacional de Rosario. En:Schuster N. Aportes para un Cambio Curricular.Buenos Aires: Universidad Nacional de BuenosAires - OPS; 2001.
Centeno AM, Amestoy G, Cabrera A y col.Investigación en educación médica en la Argentina:¿qué nos interesa a los educadores? Córdoba 25-27 Oct. III Conferencia de Educación Médica,2001.
Gutiérrez R, editor. Programa de Medicina parala U.N.S.: Planificación de una Carrera deMedicina basada en nuevos paradigmas. BahíaBlanca, Argentina: Comisión de Carrera deMedicina; 2004.
Castro C, Galli A, Gardey M. Publicaciones eneducación médica: Autores argentinos. Córdoba25-27 Oct. III Conferencia de Educación Médica,2001.
Gwele NS. The development of staff concernsduring implementation of problem-based learningin a nursing program. Med Teach 1997; 19(4):275-284. DOI: https://doi.org/10.3109/01421599709034205
Moust JHC, de Grave WS, Gijselaers WH.The tutor role: a neglected variable in theimplementation of problem-based learning. En:Nooman ZM, Schmidt HG, Ezzat ES, editors.Innovation in medical education: an evaluationof its present status. New York: Springer; 1990:165-177.
Irby DM. Models of faculty development forproblem-based-learning. Advances in HealthEducation 1996; 1: 69-81. DOI: https://doi.org/10.1007/BF00596230
Branda LA, Sciarra AF. Faculty developmentfor problem-based learning. Ann CommunOriented Educ 1995; 8: 195-208.
Hitchcock MA, Mylona ZH. Teaching facultyto conduct problem-based learning. Teach LearnMed 2000; 12(1): 52-57. DOI: https://doi.org/10.1207/S15328015TLM1201_8
Branda LA, García Dieguez M. Desarrollo derecursos humanos. En: Gutierrez R, editor. Programa de Medicina para la U.N.S.: Planificación deuna Carrera de Medicina Basada en NuevosParadigmas. Bahía Blanca, Argentina: Comisiónde Carrera de Medicina; 2004: 179-185.
Cook RI. Learning theories implicit inmedical school lectures. JAMA 1989; 261: 2244-2245. DOI: https://doi.org/10.1001/jama.1989.03420150094044
Glew RH. The Problem with Problem-basedMedical Education: promises not kept.Biochemistry and Molecular Biology Education2003; 31(1): 52-56. DOI: https://doi.org/10.1002/bmb.2003.494031010158
Miller AP, Schwartz PL, Loten EG. ‘SystemsIntegration’: a middle way between problem-based learning and traditional courses. MedTeach 2000; 22(1): 51-58. DOI: https://doi.org/10.1080/01421590078823
Houssay BA. Obstáculo y estímulo a lainvestigación científica. Boletín de la AcademiaArgentina de Letras 1958; N° 90: tomo XIII.
Branda LA. El aprendizaje basado enproblemas. En: Schuster N, editor. Aportes paraun Cambio Curricular. Buenos Aires: UniversidadNacional de Buenos Aires – OPS; 2001.
Schmidt HG. Problem-based learning:rationale and description. Med Educ 1983; 17(1):11-16. DOI: https://doi.org/10.1111/j.1365-2923.1983.tb01086.x
Venturelli J. Educación Médica: Nuevosenfoques, metas y métodos. Washington DC:Organización Panamericana de la Salud; 1997.
Branda LA. El Aprendizaje Basado enProblemas y las Tutorías. Bahía Blanca, Argentina:Universidad Nacional del Sur; 1999.
Azer SA. Becoming a student in a PBL course:twelve tips for successful group discussion. MedTeach 2004; 26(1): 12-15. DOI: https://doi.org/10.1080/0142159032000156533
Dolmans DHJM, Wolfhagen HAP, van derVleuten CPM. Motivational and cognitiveprocesses influencing tutorial groups. Acad Med1988; 73(Suppl. 10): S22-S24. DOI: https://doi.org/10.1097/00001888-199810000-00034
Dolmans DHJM, Schmidt HG. What drivesthe student in problem-based learning? MedEduc 1994; 28(5): 372-380. DOI: https://doi.org/10.1111/j.1365-2923.1994.tb02547.x
Dolmans DHJM, Snellen-Ballendong HA,Wolfhagen HAP y col. Seven principles ofeffective case design for a problem-basedcurriculum. Med Teach 1997; 19(3): 185-189. DOI: https://doi.org/10.3109/01421599709019379
Gilkison A. Techniques used by ‘expert’ and‘non-expert’ tutors to facilitate problem-basedlearning tutorials in an undergraduate medicalcurriculum. Med Educ 2003; 37(1): 6-14. DOI: https://doi.org/10.1046/j.1365-2923.2003.01406.x
Neville AJ. The problem-based learning tutor:Teacher? Facilitator? Evaluator? Med Teach1999; 21(4): 393-401. DOI: https://doi.org/10.1080/01421599979338
Dolmans DH, Gijselaers WH, Moust JH ycol. Trends in research on the tutor in problem-based learning: conclusions and implications foreducational practice and research. Med Teach2002; 24(2): 173-180. DOI: https://doi.org/10.1080/01421590220125277
Dolmans DHJM, Gijselaers WH, Moust JHy col. Trends in research on the tutor in problem-based learning: conclusions and implications foreducational practice and research. Med Teach2002; 24(2): 173-180. DOI: https://doi.org/10.1080/01421590220125277
Harden RM, Sowden S, Dunn WR.Educational strategies in curriculum development.The SPICES model. Med Educ 1984; 18: 284-297. DOI: https://doi.org/10.1111/j.1365-2923.1984.tb01024.x
Barrows HS. A taxonomy of problem-basedlearning methods. Med Educ 1986; 20(6): 481-486. DOI: https://doi.org/10.1111/j.1365-2923.1986.tb01386.x
Lloyd-Jones G, Margetson D, Bligh JG.Problem-based learning: a coat of many colours.Med Educ 1998; 32(5): 492-494. DOI: https://doi.org/10.1046/j.1365-2923.1998.00248.x
Charlin B, Mann KV, Hansen P. The manyfaces of problem-based learning; a frameworkfor understanding and comparison. Med Teach1998; 20: 329. DOI: https://doi.org/10.1080/01421599880742
Maudsley G. Do we all mean the same thingby "problem-based learning"? A review of theconcepts and a formulation of the ground rules.Acad Med 1999; 74(2): 178-185. DOI: https://doi.org/10.1097/00001888-199902000-00016
Harden RM, Davis MH. The continuum ofproblem based learning. Med Teach 1998; 20:317-322. DOI: https://doi.org/10.1080/01421599880733
Norman GR. Problem-solving skills, solvingproblems and problem-based learning. MedEduc 1988; 22(4): 279-286. DOI: https://doi.org/10.1111/j.1365-2923.1988.tb00754.x
Davis JP, Thomson MA, Oxman AD y col.Changing physician performance. A systematicreview of the effect of continuing medicaleducation strategies. JAMA 1995; 274(9): 700-705. DOI: https://doi.org/10.1001/jama.1995.03530090032018
Smits PB, Verbeek JH, de Buisonje CD.Problem based learning in continuing medicaleducation: a review of controlled evaluationstudies. BMJ 2002; 324(7330): 153-156. DOI: https://doi.org/10.1136/bmj.324.7330.153
Shin JH, Haynes RB, Johnston ME. The effectproblem–based, self-directed undergraduateeducation on life–long learning. Can Med AssocJ 1993; 148: 969-976.
Branda LA, García Dieguez M. Nuevosmodelos educativos en medicina: el aprendizajebasado en problemas. En: Alonso C, BongiornoP,Kremer A, Milone H, editors. Avances enMedicina Ambulatoria 2001. Buenos Aires:Sociedad Argentina de Medicina; 2001: 1-6.