Abstract
Medical education strives to foster effective education of medical students despite an ever-changing landscape in medicine. This article explores the utility of projects in problem-based learning-project-PBL-as a way to supplement traditional case-PBL. First, project-PBL may enhance student engagement and motivation by allowing them to direct their own learning. Second, project-PBL may help students develop metacognitive competencies by forcing them to collaborate and regulate learning in settings without a facilitator. Finally, project-PBL may foster skills and competencies related to medical research. As illustrated through a brief example from Aalborg University, Denmark, students learn differently from project-PBL and case-PBL, and so one implementation cannot simply replace the other. I conclude by suggesting future directions for research on project-PBL to explore its benefits in medical education.
Original language | English |
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Journal | Advances in health sciences education : theory and practice |
Volume | 24 |
Issue number | 5 |
Pages (from-to) | 959-969 |
Number of pages | 11 |
ISSN | 1382-4996 |
DOIs | |
Publication status | Published - Dec 2019 |
Keywords
- Active learning
- Case-PBL
- PBL
- Problem-based learning
- Project-PBL
- Projects
- Student-centred learning