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Lessons from Problem-Based Learning


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Table of Contents

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: Renee Stalmeijer, Diana Dolmans, Henk van Berkel & Ineke Wolfhagen: Quality assurance 18: Marie-Louise Schreurs & Willem de Grave: Faculty development 19: Fred Stevens, Marre Andree 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

About the Author

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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