NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1107741
Record Type: Journal
Publication Date: 2013
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1814-6627
Knowledge Acquisition in Biochemistry, Physiology and Anatomy within the Context of Problem-Based Learning
Hassan, S.
Africa Education Review, v10 n1 p48-64 2013
The existing literature on Problem-based learning (PBL) mostly paints a positive picture. If there were more evidence of the limitations of PBL, more could be done to apply the appropriate interventions to optimize the experience of PBL for students. The purpose of this article is to discuss second year medical students' perceptions of the difficulties they face in knowledge acquisition in Biochemistry, Physiology and Anatomy during the first two years of transition from traditional education approaches to PBL. The main findings of the empirical study were that, through PBL, knowledge acquisition in Biochemistry and Physiology were perceived to be more difficult than in Anatomy. It is for this reason that, when transforming to PBL, measures need to be in place to address the challenges students might experience in acquiring knowledge in subjects like Biochemistry and Physiology.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A