Implementation of Problem-Based Learning in Child and Adolescent Psychiatry: Shared Experiences of a Special-Interest Study Group

Autor/inn/en	Skokauskas, Norbert; Guerrero, Anthony P. S.; Hanson, Mark D.; Coll, Xavier; Paul, Moli; Szatmari, Peter; Tan, Susan M. K.; Bell, Cathy K.; Hunt, Jeffrey
Titel	Implementation of Problem-Based Learning in Child and Adolescent Psychiatry: Shared Experiences of a Special-Interest Study Group
Quelle	In: Academic Psychiatry, 35 (2011) 4, S.249-251 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-9670
DOI	10.1176/appi.ap.35.4.249
Schlagwörter	Problem Based Learning; Psychiatry; Cooperation; Educational Practices; Program Effectiveness; Educational Change; Evaluation Methods; Teaching Methods; Children; Adolescents; Conferences (Gatherings) + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Psychiatrie; Co-operation; Kooperation; Bildungspraxis; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	Background/Objective: Problem-based learning (PBL) represents a major development and change in educational practice that continues to have a large impact across subjects and disciplines worldwide. It would seem that child and adolescent psychiatry, because of its inherently integrative, bio-psycho-social nature and emphasis on teamwork and collaboration, would be a specialty learned optimally through PBL. Thus, there was a need to establish an international group where experiences in implementing PBL in child and adolescent psychiatry could be shared. This article reports on the first meeting and plans of the Problem-Based Learning in Child and Adolescent Psychiatry (CAP) Special Interest Study Group (SISG), held at the annual meeting of the American Academy of Child and Adolescent Psychiatry. Methods: Through international collaboration and information-sharing, the SISG aims to promote knowledge among Child and Adolescent Psychiatrists on PBL, to explore evaluation methods of PBL in CAP, and to discuss development of PBL-based curricula. Results: Problem-based learning (PBL) represents a major change in education that has had a large impact across disciplines worldwide. Conclusion: The core steps in PBL are the following: presentation of the initial problem; discussion of the problem, and development of learning objectives; independent learning focused on the objectives; and discussion, exploration of new ideas, and discovery of solutions in the reconvened group. Different from the traditional teacher's role, the PBL tutor is an active facilitator who guides learners to identify issues and ways to learn, rather than a "content expert" who provides facts. (As Provided).
Anmerkungen	American Psychiatric Publishing, Inc. 1000 Wilson Boulevard Suite 1825, Arlington, VA 22209-3901. Tel: 800-368-5777; Tel: 703-907-7856; Fax: 703-907-1092; e-mail: appi@psych.org; Web site: http://ap.psychiatryonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10