"Problem-Based Learning" is a descriptor in the National Library of Medicine's controlled vocabulary thesaurus,
MeSH (Medical Subject Headings). Descriptors are arranged in a hierarchical structure,
which enables searching at various levels of specificity.
Instructional use of examples or cases to teach using problem-solving skills and critical thinking.
| Descriptor ID |
D018794
|
| MeSH Number(s) |
F02.463.425.720 I02.158.660 I02.903.565
|
| Concept/Terms |
Curriculum, Problem-Based- Curriculum, Problem-Based
- Curriculum, Problem Based
- Problem-Based Curriculum
- Problem-Based Curricula
- Curricula, Problem-Based
- Problem Based Curricula
|
Below are MeSH descriptors whose meaning is more general than "Problem-Based Learning".
Below are MeSH descriptors whose meaning is more specific than "Problem-Based Learning".
This graph shows the total number of publications written about "Problem-Based Learning" by people in this website by year, and whether "Problem-Based Learning" was a major or minor topic of these publications.
To see the data from this visualization as text,
click here.
| Year | Major Topic | Minor Topic | Total |
|---|
| 1999 | 1 | 0 | 1 |
| 2001 | 1 | 0 | 1 |
| 2003 | 0 | 2 | 2 |
| 2005 | 2 | 0 | 2 |
| 2007 | 1 | 0 | 1 |
| 2008 | 0 | 1 | 1 |
| 2009 | 0 | 1 | 1 |
| 2010 | 0 | 1 | 1 |
| 2011 | 1 | 1 | 2 |
| 2012 | 2 | 0 | 2 |
| 2013 | 2 | 0 | 2 |
| 2014 | 1 | 0 | 1 |
| 2016 | 1 | 0 | 1 |
| 2017 | 1 | 1 | 2 |
| 2018 | 3 | 0 | 3 |
| 2019 | 1 | 2 | 3 |
| 2020 | 2 | 0 | 2 |
| 2021 | 0 | 1 | 1 |
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click here.
Below are the most recent publications written about "Problem-Based Learning" by people in Profiles.
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Khalil MK, Giannaris EL, Lee V, Baatar D, Richter S, Johansen KS, Mishall PL. Integration of clinical anatomical sciences in medical education: Design, development and implementation strategies. Clin Anat. 2021 Jul; 34(5):785-793.
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Greene RE, Blasdel G, Cook TE, Gillespie C. How Do OSCE Cases Activate Learners About Transgender Health? Acad Med. 2020 12; 95(12S Addressing Harmful Bias and Eliminating Discrimination in Health Professions Learning Environments):S156-S162.
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Weissman G, Arrighi JA, Botkin NF, Damp JB, Keating FK, Menon V, Rose-Jones LJ, Singh HS, Soukoulis V, Kates AM. The Impact of COVID-19 on Cardiovascular Training Programs: Challenges, Responsibilities, and Opportunities. J Am Coll Cardiol. 2020 08 18; 76(7):867-870.
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Lee AL, DeBest M, Koeniger-Donohue R, Strowman SR, Mitchell SE. The feasibility and acceptability of using virtual world technology for interprofessional education in palliative care: a mixed methods study. J Interprof Care. 2020 Jul-Aug; 34(4):461-471.
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Ankam NS, Bosques G, Sauter C, Stiens S, Therattil M, Williams FH, Atkins CC, Mayer RS. Competency-Based Curriculum Development to Meet the Needs of People With Disabilities: A Call to Action. Acad Med. 2019 06; 94(6):781-788.
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Kennedy DR. Redesigning a Pharmacology Course to Promote Active Learning. Am J Pharm Educ. 2019 06; 83(5):6782.
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DeBenedectis CM, Sarkany D, Morrow M, Del Re D, DiVito D, Brown SD, Slanetz PJ. Incorporating Patient- and Family-Centered Care Into Radiology Residency Training Through an Experiential Curriculum. J Am Coll Radiol. 2019 Jan; 16(1):96-101.
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Carney PA, Mejicano GC, Bumsted T, Quirk M. Assessing learning in the adaptive curriculum. Med Teach. 2018 08; 40(8):813-819.
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Quirk M, Chumley H. The adaptive medical curriculum: A model for continuous improvement. Med Teach. 2018 08; 40(8):786-790.
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Riddell J, Jhun P, Fung CC, Comes J, Sawtelle S, Tabatabai R, Joseph D, Shoenberger J, Chen E, Fee C, Swadron SP. Does the Flipped Classroom Improve Learning in Graduate Medical Education? J Grad Med Educ. 2017 Aug; 9(4):491-496.