Traduction en anglais : Evidence-based learning : Problem.
The efficacy and effectiveness of three independently implemented teaching/learning methods (Evidence-Based Medicine (EBM), Problem-Based Learning (PBL) and Project Management Techniques (PMT)) raise the following questions : 1. What are the relationships between them ?
Are they structurally compatible ? 2. If so, could they theoretically be integrated into one concept ?
By applying methods of Qualitative Research iconcept mapping) the three procedures can be defined through visualizing them.
The resulting concepts are compared by employing the criterion of isomorphism.
It can be demonstrated that the three methods exhibit compatible structures, although their goals are different.
Because of their structural equivalence the concepts of EBM, PBL and PMT can be synthesized into EBL, which is defined as an innovative and independent learning method.
EBL, as a science-oriented, problem-based and quality-assuring concept, aims at the continuous improvement of physicians'performance.
Concept mapping and algorithmisation appear as means for the standardisation of education.
Different standards due to different strengths of evidence are defined (Individual, personal standards ; consensus-based group standards ; evidence-based standards ; calibrated standards).
EBM seems to be located in the transition from a group standard to an evidence-based standard because its evaluation is under way, i.e. is not yet calibrated by meta-analyses. (...)
Mots-clés Pascal : Médecine, Etudiant, Enseignement universitaire, Enseignement professionnel, Formation professionnelle, Evaluation, Méthode, Homme, Personnel sanitaire
Mots-clés Pascal anglais : Medicine, Student, Higher education, Occupational education, Occupational training, Evaluation, Method, Human, Health staff
Notice produite par :
Inist-CNRS - Institut de l'Information Scientifique et Technique
Cote : 99-0113872
Code Inist : 002B30A09. Création : 16/11/1999.