HOME HELP FEEDBACK SUBSCRIPTIONS ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Submit a response Alert me when this article is cited Alert me when eLetters are posted Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Similar articles in PubMed Alert me to new issues of the journal Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via Web of Science (2) Citing Articles via Google Scholar Google Scholar Articles by Brewer, D. W. Search for Related Content PubMed PubMed Citation Articles by Brewer, D. W.

APS REFRESHER COURSE REPORT

ENDOCRINE PBL IN THE YEAR 2000

Office of Curriculum Affairs and Department of Medical Education, Southern Illinois University School of Medicine, Carbondale, Illinois 62901-6503

Abstract

The Southern Illinois University School of Medicine (SIU-SOM) has utilized problem-based learning (PBL) in its curriculum since 1981, when Dr. Howard Barrows joined the faculty. From 1989 to 2000, SIU-SOM implemented two parallel curricula for the basic science years (years I and II), one curriculum being a problem-based learning curriculum (PBLC). An executive decision to design and implement a single curriculum, to begin in Fall 2000, fostered a review of existing pedagogy upon which to base this new curriculum: C2000. The results of this review, which considered formal outcome measures as well as internal review in consideration of the institutional mission, led to PBL becoming the predominant pedagogy for C2000, albeit with some modifications from its PBLC predecessor. C2000, then, represents the third iteration of PBL in use at SIU-SOM, and its design and rationale offer insight for the teaching of Endocrine Physiology in a PBLC.

Key words: problem-based learning; pedagogy; teaching; physiology; endocrinology

This article has been cited by other articles:

				M. A. Tufts and S. B. Higgins-Opitz What makes the learning of physiology in a PBL medical curriculum challenging? Student perceptions Advan Physiol Educ, September 1, 2009; 33(3): 187 - 195. [Abstract] [Full Text] [PDF]

				J. Kong, X. Li, Y. Wang, W. Sun, and J. Zhang Effect of Digital Problem-Based Learning Cases on Student Learning Outcomes in Ophthalmology Courses Arch Ophthalmol, September 1, 2009; 127(9): 1211 - 1214. [Abstract] [Full Text] [PDF]