(2000-147 pages, paper bound)

This book is designed for those medical teachers that either wish to consider problem-based learning as an educational method, have decided on problem-based learning and need guidelines for its design and development, or are involved in a problem-based learning curriculum and want to consider ways for improving their curriculum.

The author’s prior books, Problem-Based Learning: An Approach to Medical Education co-authored with Robyn Tamblyn (1980) and How to Design a Problem-Based Curriculum for the Preclinical Years (1985) have been used extensively over the years by teachers both in and out of medical education interested in or involved in problem-based learning. Now that more has been learned about problem-based learning through the experience of many additional medical schools that have undertaken the method and from an increasing number of studies related to problem-based learning these books are out-of-date. Changes in this book are also based on the author’s continuing work and experience with problem-based learning as a teacher and as an educational consultant.

Individual chapters deal with many aspects of problem-based learning such as: objectives, problem and curriculum design, integrating problem-based learning with other learning methods, choosing problems, assessment, applying problem-based learning to clerkships, variables that can alter the effectiveness of problem-based learning, converting to problem-based learning, criteria for analyzing a problem-based learning curriculum and the evaluation of problem-based learning as an instructional method.

Although designed primarily for teachers in medical schools, this book offers much of value for teachers in other disciplines. $25.00 (U.S.) each (includes shipping in the U.S. only).

Stimulated Recall

(Personalized Assessment of Clinical Reasoning)

 

(2000-31 pages, paper bound)

The Stimulated Recall technique has been used as a research tool for analyzing the clinical reasoning process of physicians. Experience has shown that it is a powerful tool for analyzing the developing clinical reasoning skills of medical students and residents. It can also analyze the knowledge used in working with the patient’s problem. Experience has shown it to be a valuable tool in the detailed assessment of individual students, residents or physicians suspected of having problems or inadequacies in their clinical REASONING. The results of the Stimulated Recall can be used to design approaches to correct deficiencies that are uncovered. The book is written by a physician who has used this technique extensively both in research and in medical education. It provides the information needed to set up and carry out the technique. $12.00 (U.S.) each (includes shipping in the U.S. only).