Summary
Problem-based learning (PBL) usually takes place in small groups. Tutors of PBL-groups need expertise in group-process facilitation as well as in subject-matter in order to function well. This means that in a regular PBL-programme many tutors are needed with a combination of skills that is in general not readily available.
Problem-based learning in large groups may help to solve this problem. At the medical faculty of the Vrije Universiteit Amsterdam PBL is practised consecutively in small and large group sessions. Students discuss a particular case in a small group and report their findings in a briefing. The responsible clinical lecturer uses the results of this briefing in the planning of a large group session. In the session the audience is actively engaged in the clinical reasoning process. An example of the programme is given.
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© 1997 Springer Science+Business Media Dordrecht
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Gercama, A.J., Gans, R.O.B. (1997). Problem-Based Learning: Always Small or Sometimes Large?. In: Scherpbier, A.J.J.A., van der Vleuten, C.P.M., Rethans, J.J., van der Steeg, A.F.W. (eds) Advances in Medical Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4886-3_28
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DOI: https://doi.org/10.1007/978-94-011-4886-3_28
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