Norbert Skokauskas1,2,3,4,5,6,7,8, Anthony P S Guerrero9,10,11,12,13,14,15,16, Mark D Hanson9,10,11,12,13,14,15,16, Xavier Coll9,10,11,12,13,14,15,16, Moli Paul9,10,11,12,13,14,15,16, Peter Szatmari9,10,11,12,13,14,15,16, Susan M K Tan9,10,11,12,13,14,15,16, Cathy K Bell9,10,11,12,13,14,15,16, Jeffrey Hunt9,10,11,12,13,14,15,16. 1. Department of Psychiatry, Trinity College, Dublin, Ireland. N_Skokauskas@yahoo.com. 2. Department of Psychiatry, University of Hawaii, Ireland. N_Skokauskas@yahoo.com. 3. Department of Psychiatry, University of Toronto, Canada. N_Skokauskas@yahoo.com. 4. University of East Anglia, Norwich, UK. N_Skokauskas@yahoo.com. 5. The University of Warwick, UK. N_Skokauskas@yahoo.com. 6. Offord Centre For Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada. N_Skokauskas@yahoo.com. 7. Department of Psychiatry, University Kebangsaan, Malaysia. N_Skokauskas@yahoo.com. 8. Alpert Medical School of Brown University, Providence, RI. N_Skokauskas@yahoo.com. 9. Department of Psychiatry, Trinity College, Dublin, Ireland. 10. Department of Psychiatry, University of Hawaii, Ireland. 11. Department of Psychiatry, University of Toronto, Canada. 12. University of East Anglia, Norwich, UK. 13. The University of Warwick, UK. 14. Offord Centre For Child Studies, Department of Psychiatry and Behavioural Neurosciences, McMaster University, Hamilton, ON, Canada. 15. Department of Psychiatry, University Kebangsaan, Malaysia. 16. Alpert Medical School of Brown University, Providence, RI.
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.
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.