Problem-based curricula provide a learning environment where competence is fostered through encouraging inquisitive learning rather than direct teaching of knowledge. Small group discussions, contextual learning integrating knowledge, and emphasizing patient problems have cognitive effects on students, including increased retention, better integration of concepts, development of self-directed learning skills, and increased interest in the subject. Several studies provide evidence for these effects. The document discusses using problem-centered approaches to help students develop conceptual understanding and skills for solving complex problems, as they will need to do in their careers.

2. Problem-based curricula
provide a learning environment
in which competence is
fostered not primarily by
teaching to impart
knowledge, but through
encouraging an inquisitive style

3. Preliminary discussion in
small groups, contextual
learning, integration of
knowledge and an emphasis
on patient problems, have
several cognitive effects on
student learning.

4. These effects are increased retention of
knowledge, enhancement of integration of
basic science concepts into clinical
problems, the development of self-directed
learning skills, and the enhancement of
students' intrinsic interest in the subject
matter. In this paper a number of studies
will be reviewed that provide empirical
evidence for these premises.

5. problem-centered approach
provides a vehicle to achieve the
goals and objectives identified in
the curriculum. Evidence from
research and international studies
suggests that our students are
proficient in procedures but do not
have the conceptual
understanding to solve problems.

6. The world they will live and work in will
require them to gather, organize, and
interpret data in the process of finding
solutions to complex problems. It
would seem only logical to provide a
classroom setting where they will face
similar issues. In the real world, the
problems they face will not be ones for
which they are selecting answers from
a set of multiple choices.

7. 1.prior to arrival of
students, but willing to
adjust to fit needs of
students

8. 2.Problem can
be
interdisciplinary

9. 3. Life situations
4. core designs
5. social
problem/reconstructionist
designs

10. 6.Social problems, social
reconstructionism; educators
potentially affect social
7. change through curriculum
development

11. 8.Engages learner in analyzing
severe problems facing
mankind
9. Furthering the good of
society

13. Broad field curriculum is a kind
of curriculum that covers a
number of specified areas
within an academic year. This
type of curriculum covers both
field work and project work.

14. Field curriculum is a course of
study that has recently
developed and is gaining
increasing popularity. It
involves filed work and projects
that give the student a more
practical type of knowledge as
opposed to theory.

15. Referred to as "SURVEY" or "GENERAL" courses
and are directed toward those students who do
not intend to continue in an area of study. The
goal of this design is to reduce the propensity
that students in subject-centered curricula had
for memorizing fragmented facts. It will solve
the problem by broadening such subjects as
history, geography and civics into a curriculum
category-social studies. It is an attempt to use
an integration of traditional subjects to help
students develop broad understanding in all
areas.