Problem-Based Learning & Task-Based Learning Curriculum Revision Experience of a Turkish Medical Faculty
Author(s)
Berna Musal
Affiliation(s)
University of Tartu, Institute of Psychology, Tartu, Estonia;University of Tartu, Institute of Public Law, Tartu, Estonia.
University of Tartu, Institute of Psychology, Tartu, Estonia;University of Tartu, Institute of Public Law, Tartu, Estonia.
ABSTRACT
The aim of this paper is to introduce the basic principles of Dokuz Eylul University Faculty of Medicine’s educational program and curriculum revision studies carried out within the last three years.
The aim of this paper is to introduce the basic principles of Dokuz Eylul University Faculty of Medicine’s educational program and curriculum revision studies carried out within the last three years.
Cite this paper
Musal, B. (2013) Problem-Based Learning & Task-Based Learning Curriculum Revision Experience of a Turkish Medical Faculty. Creative Education, 4, 116-119. doi: 10.4236/ce.2013.412A2017.
Musal, B. (2013) Problem-Based Learning & Task-Based Learning Curriculum Revision Experience of a Turkish Medical Faculty. Creative Education, 4, 116-119. doi: 10.4236/ce.2013.412A2017.
References
[1] Ergor, A., Taskiran, C., Musal, B., Akalin, E., & Unsal, E. (2009). Dokuz Eylul University Medical Faculty 6th Year Education Program Improvement Works, Accreditation in Medical Education and Program Assessment Symposium Book. Medical Education Development Association, Pamukkale University Medical Facultym 4-5 June 2009. [2] Harden, R. M., Sowden, S., & Dunn, W. R. (1984). Educational strategies in curriculum development: The SPICES model. Medical Education, 18, 284-297.
http://dx.doi.org/10.1111/j.1365-2923.1984.tb01024.x [3] Harden, R. M., Laidlaw, J. M., Ker, J. S., & Mitchell, H. E. (1996). Taskbased learning: An educational strategy for undergraduate, postgraduate and continuing medical education. AMEE Medical Education Guide No: 7, Medical Teacher. [4] Harden, R. M., Crosby, J. R., & Davis, M. H. (1999). Outcome-based education: Part 1, An introduction to outcome-based education. AMEE Guide No.14. Medical Teacher, 21, 7-14.
http://dx.doi.org/10.1080/01421599979969 [5] Harden, R. M., Crosby, L., Davis, M. H., Howie, P. W., & Struthers, A. D. (2000). Task-based Learning: The answer to integration and problem-based learning in clinical years. Medical Education, 34, 391-397.
http://dx.doi.org/10.1046/j.1365-2923.2000.00698.x [6] Harden, R. M. (2000). The integration ladder: A tool for curriculum planning and evaluation. Medical Education, 34, 551-557.
http://dx.doi.org/10.1046/j.1365-2923.2000.00697.x [7] Harden, R. M. (2007). Learning outcomes as a tool to assess progression. Medical Teacher, 29, 678-682.
http://dx.doi.org/10.1080/01421590701729955 [8] Musal, B., Akalin, E., Kilic, O., Esen, A., & Alici, E. (2002). Dokuz Eylul University Medical Faculty Problem-Based Learning Program, Processes and the Role of Tutors. Turkish Medical Education World, 9, 39-49. [9] Musal, B., Taskiran, C., Gursel, Y., Ozan, S., Timbil, S., & Velipasaoglu, S. (2008). An example of program evaluation project in undergraduate medical education. Education for Health, 21.
http://www.educationfor health. net/ [10] Musal, B., Taskiran, C., Timbil, S., Velipasaoglu, S., Gursel, Y., Ozan, S., Atabey, N., Akalin, N., & Abacioglu, H. (2010). Curriculum Revision Studies in Dokuz Eylul University Medical Faculty. VI. National Medicine Congress Summary Book, Medical Education Development Association, Adnan Menderes University Medical Faculty, 2-5 June 2010. [11] Ozkan, H., Degirmenci, B., Musal, B., Itil, O., Akpinar, H., Akalin, E., Ozkan, S., & Ailic, E. (2004). Task-based learning in Dokuz Eylul University Medical School, Turkey. Medical Teacher, 26, 279-280. [12] Ozkan, H., Degirmenci, B., Musal, B., Itil, O., Akalin, E., Kilinc, O., Ozkan, S., & Alici, E. (2006). Task-based learning program for clinical years of medical education. Education for Health, 19, 32-42.
http://dx.doi.org/10.1080/13576280500534826 [13] Race, P. (2000). Task-based learning. Medical Education, 34, 335-336.
http://dx.doi.org/10.1046/j.1365-2923.2000.0706a.x [14] Virjo, I., Martilla, D. H., & Mattila, K. (2001). Task-based learning in undergraduate medical education. Medical Teacher, 23, 55-58.
http://dx.doi.org/10.1080/0142159002005604
[1] Ergor, A., Taskiran, C., Musal, B., Akalin, E., & Unsal, E. (2009). Dokuz Eylul University Medical Faculty 6th Year Education Program Improvement Works, Accreditation in Medical Education and Program Assessment Symposium Book. Medical Education Development Association, Pamukkale University Medical Facultym 4-5 June 2009. [2] Harden, R. M., Sowden, S., & Dunn, W. R. (1984). Educational strategies in curriculum development: The SPICES model. Medical Education, 18, 284-297.
http://dx.doi.org/10.1111/j.1365-2923.1984.tb01024.x [3] Harden, R. M., Laidlaw, J. M., Ker, J. S., & Mitchell, H. E. (1996). Taskbased learning: An educational strategy for undergraduate, postgraduate and continuing medical education. AMEE Medical Education Guide No: 7, Medical Teacher. [4] Harden, R. M., Crosby, J. R., & Davis, M. H. (1999). Outcome-based education: Part 1, An introduction to outcome-based education. AMEE Guide No.14. Medical Teacher, 21, 7-14.
http://dx.doi.org/10.1080/01421599979969 [5] Harden, R. M., Crosby, L., Davis, M. H., Howie, P. W., & Struthers, A. D. (2000). Task-based Learning: The answer to integration and problem-based learning in clinical years. Medical Education, 34, 391-397.
http://dx.doi.org/10.1046/j.1365-2923.2000.00698.x [6] Harden, R. M. (2000). The integration ladder: A tool for curriculum planning and evaluation. Medical Education, 34, 551-557.
http://dx.doi.org/10.1046/j.1365-2923.2000.00697.x [7] Harden, R. M. (2007). Learning outcomes as a tool to assess progression. Medical Teacher, 29, 678-682.
http://dx.doi.org/10.1080/01421590701729955 [8] Musal, B., Akalin, E., Kilic, O., Esen, A., & Alici, E. (2002). Dokuz Eylul University Medical Faculty Problem-Based Learning Program, Processes and the Role of Tutors. Turkish Medical Education World, 9, 39-49. [9] Musal, B., Taskiran, C., Gursel, Y., Ozan, S., Timbil, S., & Velipasaoglu, S. (2008). An example of program evaluation project in undergraduate medical education. Education for Health, 21.
http://www.educationfor health. net/ [10] Musal, B., Taskiran, C., Timbil, S., Velipasaoglu, S., Gursel, Y., Ozan, S., Atabey, N., Akalin, N., & Abacioglu, H. (2010). Curriculum Revision Studies in Dokuz Eylul University Medical Faculty. VI. National Medicine Congress Summary Book, Medical Education Development Association, Adnan Menderes University Medical Faculty, 2-5 June 2010. [11] Ozkan, H., Degirmenci, B., Musal, B., Itil, O., Akpinar, H., Akalin, E., Ozkan, S., & Ailic, E. (2004). Task-based learning in Dokuz Eylul University Medical School, Turkey. Medical Teacher, 26, 279-280. [12] Ozkan, H., Degirmenci, B., Musal, B., Itil, O., Akalin, E., Kilinc, O., Ozkan, S., & Alici, E. (2006). Task-based learning program for clinical years of medical education. Education for Health, 19, 32-42.
http://dx.doi.org/10.1080/13576280500534826 [13] Race, P. (2000). Task-based learning. Medical Education, 34, 335-336.
http://dx.doi.org/10.1046/j.1365-2923.2000.0706a.x [14] Virjo, I., Martilla, D. H., & Mattila, K. (2001). Task-based learning in undergraduate medical education. Medical Teacher, 23, 55-58.
http://dx.doi.org/10.1080/0142159002005604