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Problem-Based Learning in Reproductive Physiology

Authors

  • Derek K. Lobb PhD,

    Corresponding author
      Derek K. Lobb, PhD, Room 3N52, Department of Obstetrics and Gynecology, McMaster University, 1200 Main St. W., Hamilton, Ontario, Canada L8N 3Z5. E-mail: lobbd@McMaster.ca
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    • Derek K. Lobb, BSc, MSc, PhD, is Associate Professor in the Department of Obstetrics and Gynecology, Faculty of Health Sciences at McMaster University.

  • David R. Inman PhD,

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    • David R. Inman, BSc, PhD, is Professor Emeritus in the Department of Biomedical Sciences, Faculty of Health Sciences at McMaster University.

  • Richard G. Butler PhD

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    • Richard G. Butler, BSc, MSc, PhD, is Professor of Anatomy in the Department of Pathology and Molecular Medicine, Faculty of Health Sciences at McMaster University.


Derek K. Lobb, PhD, Room 3N52, Department of Obstetrics and Gynecology, McMaster University, 1200 Main St. W., Hamilton, Ontario, Canada L8N 3Z5. E-mail: lobbd@McMaster.ca

ABSTRACT

One of the most misunderstood concepts in progressive educational curricula is that of problem-based learning (PBL). Often confused with problem solving, the two are quite different. Courses conducted in a PBL format use problems as a launch pad for resulting study. This article reviews a course designed to enable students to learn and understand the principles of human reproductive physiology using PBL. The learning process is situation based, student directed, and takes place in small groups. The rationale for some of these innovations is discussed and the way in which they were implemented is described.

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