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Problem based learning in Cancer Education
Jakob de Vries MD PhDsurgical oncologist
Co director WHO CCCE
Groningen University Hospital
The Netherlands
Europe
Learners are not vessels to fill
but candles to lit
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A 53 y-o woman fractures her hip 4 yr after she was treated for breast
cancer. Could there be any causative relation and what would you do ?
“You can only learn what you don’t know”
Dr C.B. MuellerProfessor emeritus, Surgery, McMaster University
GPEP Report… to keep abreast of new scientific information
and new technology, physicians continually need to acquire new knowledge and learn new skills.
Therefore a general professional education should prepare medical students to learn throughout their
professional lives rather than simply to master current information and techniques. Active, independent, self‑directed learning requires among other qualities the ability to identify,
formulate, and solve problems; to grasp and use basic concepts and principles; and to gather and
assess data rigorously and critically …
American Medical Colleges' Panel on the General Professional Education of the Physicians, 1984
Publications on PBL
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80
100
120
140
160
180
Medline
Nr per year
GPEP Report
World PBL Map
Biological
Psychological
Society
Science
teacher
student
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Social
patient
Health Care System2
Curriculum philosophy=
Learning in context
... for future application, knowledgegathered within the context of
application is better accessible thanknowledge not gathered within that
context.
STUDENT ACTIVITIES in C2000 before
time for studies 2380 1260 hrstime for tutorials 400 0 hrstime for lectures 840 2800 hrs
Europe
50 countries
European Union
15 members6 candidates
RECOMMENDATIONS FOR UNDERGRADUATE MEDICAL EDUCATION
Advisory Committee on Medical Training of the European Union 1993
The primary goal of the undergraduate curriculum is the provision of appropriate knowledge, skills, attitudes and ethical values;
The number of years should remain unchanged at six, or at least 5.500 hours of theoretical and practical teaching;
During his undergraduate training the student must be prepared to adjust to changes in medical practice during his postgraduate and continuing medical education;
The curricula should be composed of two core parts, the basic sciences and the elinical sciences, which may be integrated. The sciences basic to medicine include also psychology and human behaviour;
Basic sciences teaching should be medically oriented, more practical and tailored to the needs for clinical sciences teaching;
Attention should be drawn not to overload the medical curricula;
A switch should be made from passive instruction to active learning; Core and options within the curricula should be reviewed regularly;
Clinical bedside teaching should be increased both by enlarging teacherlstudent and student/patient contacts;
Attention should be drawn to methods of learning and examinations. The latter must remain compatible with the leaming process;
Participation of students in evaluation of the curriculum should be stimulated;
Clinical teaching outside the hospital (ward) is recommended.
Medical education should concentratie on students and not on subject matter;
Attention for the learning of methods of finding, wording and solving specific, fundamental, but especially clinical problems, on the basis of a multidisciplinary approach;
Theoretical and practical training of elinical methodology are essential;
lt is further recommended to develop a European medical final examination and a systern of quality control.
Curriculum structures in Europe0 2 4 6 8
Albania
Austria
Belgium
Bulgaria
Denmark
Estonia
Finland
France
Greece
Ireland
Netherlands
Sweden
UK
Integrated Curriculum
Preclinical Sciences
Clinical Sciences Theory
Clinical training
Mandatory Preregistrationperiod
Numerus clausus
Yrs of study
Countries with PBL curricula
Recommended