Tag: cbl
-
SAAHE podcast 04 – Case based learning, with Corne Postma
In this conversation, Corne Postma and I talk about his experiences implementing case-based learning in his dentistry cprogramme. Corné is an Associate Professor in the Department of Dental Management Sciences, School of Dentistry, at the University of Pretoria. He is a specialist in Community Dentistry by training and his primary teaching responsibility lies in the…
-
Proposal abstract: Case-based learning in undergraduate physiotherapy education
Abstract for a project I submitted earlier this week for ethics clearance. During 2012 – 2014 we converted one of our modules that runs in the 2nd, 3rd and 4th year levels from a lecture-based format to a case-based learning format. We are now hoping to have a closer look at whether or not the…
-
Understanding vs knowing
Final exams vs. projects – nope, false dichotomy: a practical start to the blog year (by Grant Wiggins) Students who know can: Recall facts Repeat what they’ve been told Perform skills as practiced Plug in missing information Recognize or identify something that they’ve been shown before Whereas students who understand can: Justify a claim Connect…
-
Case-based learning
Introduction It is useful to think of case-based learning (CBL) as a teaching method that uses a set of events unfolding over time to stimulate an activity (Shulman, 1992). In clinical education cases make use of clinical narratives to create an authentic learning activity. CBL represents an approach to unstructured learning that can nonetheless be…
-
Content isn’t important, relative to thinking
I just had a brief conversation with a colleague on the nature of the teaching method we’re using in my department. Earlier this year we shifted from a methodology premised on lectures, to the use of case-based learning. I’ve been saying for a while that content is not important, but I’ve realised that I haven’t…
-
Posted to Diigo 03/23/2012
More PBL Learnings – Crazy Teaching I also told students why we were doing this (something that isn’t done often enough in classrooms, in my opinion–why do some still insist on keeping what they want students to learn a big secret, making students stumble around trying to figure it out all in the name of…
-
From “designing teaching” to “evaluating learning”
Later this month we’ll be implementing a blended approach to teaching and learning in one module in our physiotherapy department. This was to form the main part of my research project, looking at the use of technology enhanced teaching and learning in clinical education. The idea was that I’d look at the process of developing…
-
Developing case studies for holistic clinical education
This is quite a long post. Basically I’ve been trying to situate my current research into a larger curriculum development project and this post is just a reflection of my progress so far. It’s probably going to have big gaps and be unclear in sections. I’m OK with that. Earlier this week our department had…