abstract | author | presentation

Suncana Kukolja Taradi, Kresimir Radic, Milan Taradi
University of Zagreb, Medical School
Department of Physiology and Immunology

The traditional way of education often uses a "surface" approach to learning based on memorization of definitions and examples to pass the exam. Problem-based learning emphasizes development of a different range of skills like analytical and critical thinking, research skills, communication skills, and the ability to work productively in a team. Traditionally, problem-based learning participants have been required to be in the same place at the same time, but now the Internet enables interpersonal interaction that is independent of time and place.
Web-based course management tools, like WebCT, provide elegant vehicles to create course infrastructures to promote knowledge transfer to "deep" approaches to learning within which students can solve problems, investigate issues, conduct Internet research and interact by using electronic communication applets.

The presentation focuses on what we have learned about teaching techniques that are effective in the networked environment of our Interactive educational module of acid-base balance in humans. Key pedagogic aims of the module are to encourage “deep” learning and the acquisition of transferable skills. This first web-based course in the curriculum of our Medical School was attended by 13 second-year medical students. Students appear to be enjoying the course as well as finding it challenging. We believe that, as a pilot version, it has got off to a good start, and that the curriculum model on which it is based has features that would be easily transferable to other courses.

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