|Reference : Le Problem-Based Learning, description d'une pedagogie conduisant a la medecine factuelle|
|Scientific journals : Article|
|Social & behavioral sciences, psychology : Library & information sciences|
|Le Problem-Based Learning, description d'une pedagogie conduisant a la medecine factuelle|
|[en] Problem-Based Learning, Description of a Pedagogical Method Leading to Evidence-Based Medicine|
|Chalon, Patrice [Université de Liège - ULg > CARE "Le Réseau des bibliothèques de l'ULg" > Bibliothèque des Sciences de la vie >]|
|Delvenne, Catherine [Université de Liège - ULg > > Interface Entreprises-Université >]|
|Pasleau, Françoise [Université de Liège - ULg > CARE "Le Réseau des bibliothèques de l'ULg" > Bibliothèque des Sciences de la vie >]|
|Revue Médicale de Liège|
|[en] Problem-Based Learning is an educational method which uses health care scenarios to provide a context for learning and to elaborate knowledge through discussion. Additional expectations are to stimulate critical thinking and problem-solving skills, and to develop clinical reasoning taking into account the patient's psychosocial environment and preferences, the economic requirements as well as the best evidence from biomedical research. Appearing at the end of the 60's, it has been adopted by 10% of medical schools world-wide. PBL follows the same rules as Evidence-Based Medicine but is student-centered and provides the information-seeking skills necessary for self-directed life long learning. In this short article, we review the theoretical basis and process of PBL, emphasizing the teacher-student relationship and discussing the suggested advantages and disadvantages of this curriculum. Students in PBL programs make greater use of self-selected references and online searching. From this point of view, PBL strengthens the role of health libraries in medical education, and prepares the future physician for Evidence-Based Medicine.|
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