1Inhaltsanalyse als Methode zum  Vergleich von POL-Lernzielen,  Papercases und Ausbildungszielen  im Problem-orientierten Lernen  am Beispiel  des Reformstudienganges Medizin  der Humboldt-Universität zu BerlinBert Huenges234.189101112.1.113.1.1.114151617.1.1.218.1.1.3192021566#425.1.1.42223566#42524.1.1.525262728.1.1.62930.1.1.73132333435.1.2.1.2.13637566#42538571#37239540#26440.1.2.24142.1.2.343566#2134445.1.2.44647557#3484849568#39250.1.2.55152566#4255354566#322566#312.255.2.1.2.1.156559#416.2.1.2575859.2.1.360.2.261.2.2.162.2.2.263578#299.2.2.21.64.2.2.22.6566.2.2.23.566#20167.2.2.24.6869.2.2.25.70.2.2.371.2.2.31..2.2.32.72.2.2.33.737475.2.2.476.2.2.577578#4917879.2.2.6.380.3.1.3.1.181.3.1.11.82.3.1.2.3.1.21.83.3.1.22.84.3.1.23.85567#425.3.1.24.86.3.1.25.8788.3.1.26..3.1.389.3.1.31..3.1.32.9091570#326.3.1.33..3.1.492.3.1.41.93.3.1.42.94.3.1.43.95.3.1.44.969798.3.1.45..3.1.599.3.2100.3.2.1583#417.3.2.11.101567#425102567#425103567#425104567#425105567#425.3.2.12.106483#361483#362107566#425108566#425.3.2.13.109110111567#425112567#425113567#425.3.2.14.114567#425115116117.3.2.15.118.3.2.2119548#480.3.2.21.120567#425.3.2.22.121122123.3.2.23.124125.3.2.24..3.2.3126558#480.3.2.31.127567#425128129567#425.3.2.32.130567#425.3.2.33.131.3.2.34.132567#425.3.2.35.133.3.2.36.134567#424.3.2.37.135567#419136.3.2.38.137.4138.4.1.4.1.1139.4.1.11.140141.4.1.12.142.4.1.13.143144.4.1.14.145.4.1.15..4.1.2146.4.1.21.147.4.1.22.148149150.4.1.3.4.1.31.151152.4.1.32.153.4.1.33.154155156157.4.1.34.158.4.1.4159.4.1.41.160161567#424162.4.1.42.163164.4.1.5165166167.4.2168.4.2.1169170.4.2.2171172173.4.2.3174175.4.2.4176177.4.3178.4.3.1.4.3.2179.4.3.3180181.4.3.4182183184.4.3.5185438#318186.4.3.6187568#343188.5189190191.6206.6.1.6.1.1.6.1.11..6.1.12.207.6.1.13.208.6.1.2209.6.1.21..6.1.22.210211212213.6.1.23.214.6.2215.6.2.1.6.2.11.216.6.2.12..6.2.13.217.6.2.14.218.6.2.15.219.6.2.16.220.6.2.17.221.6.2.18..6.2.19.222.6.2.110..6.2.111.223.6.2.112.224.6.2.113.225.6.2.114..6.2.2226.6.2.21.227.6.2.22..6.2.23.228.6.2.24..6.2.25.229.6.2.26.230.6.2.27.231.6.2.28.232.6.2.29.233.6.2.210..6.2.211.234.6.2.212.235.6.2.3236.6.2.31.237.6.2.32..6.2.33.238.6.2.34..6.2.35.239240.6.2.36..6.2.37.241.6.2.38.242.6.2.39.243.6.2.310..6.3244.6.3.1.6.3.11.245.6.3.12..6.3.13..6.3.2246.6.3.21.247.6.3.22..6.3.23..6.3.3.6.3.31.248.6.3.32..6.3.33..6.4249.6.4.1.6.4.11..6.4.12.250246#184251246#184246#184252246#184246#184253246#184328#246.6.4.13.254255.6.4.14..6.4.15.256257258.6.4.2259.6.4.21..6.4.22.260246#184246#184261246#184246#184262246#184246#184263246#184246#184246#184264.6.4.23..6.4.24.265246#184246#184266246#184246#184267246#184268246#184 Abkürzungsverzeichnis5 Glossar67Literaturverzeichnis193194195196197198199200201202203204205 Danksagung269 Lebenslauf270 Eidesstattliche Erklärung271deInhaltsverzeichnisHilfe Literaturverzeichnis Albanese, M.A. (2000): Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills. Medical Education, (Band 34), Seite 729-738. Albanese, M.A. und Mitchell, S. (1993): Problem-based Learning: A review of literature on its outcomes an implementation issues, Academic Medicine, (Band 68), Seite 52-81. Anderson, M.B. und Salas, A.A. (2001): Curriculum Information: CurrMIT Reports., AAMC,

Washington D.C.

Angell, M. (2000): Is academic medicine for sale? New England Journal of Medicine, (Band 342) Seite 1516-1518. Antepohl, W. (1997). Problemorientiertes Lernen als Ergänzung zum Praktikum der allgemeinen Pharmakologie an der Christian-Albrechts-Universität zu Kiel. Institut für Pharmakologie im Zentrum Klinisch-Theoretische Medizin II.

Kiel,

Christian-Albrechts-Universität zu Kiel : 61 Aspegren, K.; Blomqvist, P. und Borgström, A. (1998): Live patients and Problem-based Learning, Medical Teacher (Band 20), Nr. 5, Seite 417-20. Association of American Colleges (1994): Physicians for the twenty-first Century: Report of the project panel on the general professional Education of the Physicians and College Preparation for Medicine, Journal of Medical Education (Band 59). Barrows, H.S. und Mitchell, D.L.M. (1975): An innovative course in undergraduate neuroscience. Experiment in Problem-based learning with 'problem boxes', British Journal of Medical Education (Band 9), Seite 223-30. Barrows, H.S.; Norman, G.R.; Neufeld, V.R. und Feightner, J.W. (1982): The clinical reasoning of randomly selected physicians in general medical practice, Clinical and Investigative Medicine (Band 5), Nr. 1, Seite 49-55. Barrows, H.S. (1985): How to design a Problem-based curriculum for the preclinical years (Band 8), Jonas, S., Springer Series on Medical Education, Springer Publishing Company,

New York.

Barrows, H.S. (1986): A taxonomy of Problem-based Learning methods, Medical Education (Band 20), Seite 481-6. Barrows, H.S. (1994): Practice-based Learning - Problem-based Learning applied to medical Education, Southern Illinois University,

Springfield, Illinois.

Berkson, L. (1993): Problem-based Learning: have the expectations been met?, Academic Medicine (Band 68), Supplement 10, Seite S79-S88. Bloom, B.S. (1976): Human Characteristics and School Learning, McGraw-Hill,

New York.

Bordage, G. (1987): The Curriculum: Overloaded and too general?, Medical Education (Band 21), Seite 183-8. Boshuizen, H.P.A. und Schmidt, H.G. (1990): The developing structure of medical knowledge, Nooman, Z.M.; Schmidt, H.G. und Ezzat, E.S., Innovation in medical Education Seite 218-40, Springer,

New York.

Boshuizen, H.; Van der Vleuten, C.P.M.; Schmidt, H.G. und Machiels-Bongaerts, M. (1997): Measuring knowledge and clinical reasoning skills in a Problem-based curriculum, Medical Education (Band 31), Nr. 2, Seite 115. Braun, R.N.; Mader, F.H. und Danninger, H. (1990): Programmierte Diagnostik in der Allgemeinen Medizin. Handlungsanweisungen für den Hausarzt, Springer-Verlag,

Berlin, Heidelberg.

Brockhaus (1990): Enzyklopädie in 24 Bänden (Band 13), 19. Auflage. Bromke, B.J.; Byers, S.E. und Ceglowski, W.S. (1997): Video Case Programs for PBL: Integration of Microbiology and Medicine, Teaching and Learning in Medicine (Band 9), Nr. 3, Seite 233-7. Bundesministerium für Gesundheit (1992): Daten des Gesundheitswesens 1991. (Band 3), Schriftenreihe des Bundesministeriums für Gesundheit, Nomos Verlagsgesellschaft,

Baden Baden

. Bundesrat (1999): Bundesgesetzblatt Nr.6, 18.2.1999, http://195.20.250.97/BGBL/bgbl1f/b199006f.pdf Burger, W. und Scheffner, D. (1993): Der Berliner Reformstudiengang Medizin - Hintergründe und Ziele, Psychomed (Band 5), Seite 270-4. Burger, W. (2001): The relation between medical education and the medical profession’s world view. Medicine, Health Care and Philosophy (Band 4), Nr.1, Seite 79-84. Caroll, J.B. (1963): A model of School Learning, Teachers college record (Band 64), Seite 723-33. Charlin, B.; Mann, K. und Hansen, P. (1998): The many faces of Problem-based Learning: a framework for understanding and comparison, Medical Teacher (Band 20), Nr. 4, Seite 323-330. Colliver, J.A. (1999): Research Strategy for Problem-based Learning: Cognitive Science or Outcome Research?, Teaching and Learning in Medicine (Band 11), Nr. 2, Seite 64-5. Collvier, J.A. (2000): Effectiveness of Problem-based Learning Curricula: Research and Theory, Academic Medicine (Band 75), Seite 259-66. Cooley, W.W. und Leinhard, G. (1980): The instructional dimensions study, Educational Evaluation and Policy Analysis (Band 7), Seite 7-25. Coulson, R.L. und Osborne, C.E. (1984): Insuring Curricular Content in a Student-Directed Problem-based Learning Program, Schmidt, H.G. und De Volder, M.L., Tutorial in Problem-based Learning. A New direction in Teaching the Health professions Seite 225-9, Van Gorcum,

Assen, The Netherlands

. Curry, J.J. (1990): A Guide to the Development of Problem-based Learning Mo dules (Case Writing), The Ohio State University, College of Medicine Custers, E.J.F.M. und Boshuizen, H.P.A. (2002): The Psychology of Learning, Norman, G.R. und Van der Vleuten, C.P.M., International Handbook of Research in Medical Education. Seite 163-203, Kluwer Academic Publishers,

Great Britain

. Dammers, J.; Spencer, J. und Thomas, M. (2001): Using real patients in Problem-based Learning: students' comments on the value of using real, as opposed to paper cases, in a Problem-based Learning module in general practice, Medical Education (Band 35), Seite 27-34. David, T.; Patel, L.; Burdett, K. und Rangaxhari, P. (2000): Problem-based Learning in Medicine. Medical Education ( Band 34 ), Nr. 4 , Seite 322 Davis, W.; Nairn, R.; Paine, M.; Anderson, R. und Oh, M. (1992): Effects of Expert and non-expert Facilitators on the small-group Process and on Student Performance, Academic Medicine (Band 67), Seite 470-4. Des Marchais, J.E. (1999): A Delphi Technique to identify and evaluate criteria for construction of PBL problems, Medical Education (Band 33), Seite 504-8. Dolmans, D.H.J.M.; Gijselaers, W.H.; Schmidt, H.G. und Van der Meer, S.B. (1993): Problem-Effectiveness in a Course Using Problem-based Learning, Academic Medicine (Band 68), Nr. 3, Seite 207-13. Dolmans, D.H.J.M.; Schmidt, H.G. und Gijselaers, W.H. (1993): Course content coverage as a measure of instructional quality. Evaluation and the Health Professions (Band 16), Seite 448-71. Dolmans, D.H.J.M.; Schmidt, H.G. und Gijselaers, W.H. (1994): Use of student-generated Learning issues to evaluate problems in a Problem-based curriculum, Teaching and Learning in Medicine (Band 6), Seite 199-202. Dolmans, D.H.J.M. und Schmidt, H.G. (1994): Utilisation of Student Generated Learning Issues to Improve a Problem-based Curriculum., Teaching and learning in medicine (Band 6), Nr. 3, Seite 199-202. Dolmans, D.H.J.M.; Snellen-Balendong, H.A.M.; Wolfhagen, I.H.P. und Van der Vleuten, C.P.M. (1997): Seven Principles of effective case design for a Problem-based curriculum, Medical Teacher (Band 19), Nr. 3, Seite 185-9. Dolmans, D.H.J.M. und Schmidt, H.G. (2000): What Directs Self-Directed Learning in a Problem-Based Curriculum?, Evensen, D.H. und Hmelo, C.E., Problem-based Learning. A Research Perspective on Learning Interactions Seite 251-62, Lawrence Erlbaum Associates,

London

. Dolmans, D.H.J.M.; Gijselaers, W.H.; Moust, J.H.C.; De Grave, W.S.; Wolfhagen, I.H.P. und Van der Vleuten, C.P.M. (2002): Trends in research on the tutor in Problem-based Learning: conclusions and implications for educational practice and research, Medical Teacher (Band 24), Nr. 2, Seite 173-80. Dörner, K. (2001): Der gute Arzt. Lehrbuch der ärztlichen Grundhaltung, Schattauer Verlag,

Stuttgart, New York

. Duek, J.E.; Wilkerson, L. und Adinolfi, T. (1996): Learning issues identified by students in tutorless Problem-based tutorials, Advances in Health Sciences Education (Band 1), Seite 29-40. Eagle, C.; Harasym, P. und Mandin, H. (1992): Effects of Tutors with Case Expertise on Problem-based Learning Issues, Academic Medicine (Band 67), Nr. 7, Seite 465-9. Edinger, W.; Robertson, J.D.; Skeel, J.; Div, M. und Schoonmaker, J. (1999): Using Standardised Patients to Teach Clinical Ethics, Medical Education Online (http://www.Med-Ed-Online.org) (Band 4), Nr. 4, Seite 1-5. Ezzat, E. (1990): Current Issues in Problem-based Learning, Nooman, Z.M.; Schmidt, H.G. und Ezzat, E.S., Innovation in Medical Education Seite 12-17, Springer Publishing Company,

New York

. Finucane, P. und Nair, B. (2002): Is there a problem with the problems in Problem-based Learning?, Medical Education (Band 36), Seite 279-81. Fraser, B.J.; Walberg, H.J.; Welch, W, W, und Hattie, J.A. (1987): Syntheses of educational productivity research, International journal of educational research (Band 11), Seite 145-252. Fraser, S. und Greenhalgh, T. (2001): Coping with complexity: educating for capability, British Medical Journal (Band 323), Seite 799-803. Fülöp, T. (1990): Setting the Stage: Evaluate- To Serie Health for All. Nooman, Z.M; Schmidt, H.G. und Ezzat, E.S., Innovation in medical Education Seite 326-329, Springer,

New York

. General Medical Council (1993): Tomorrow's Doktors: Recommendations on Undergraduate Medical Education, GMC,

London

. Gijselaers, W.H. (1990): Curriculum Evaluation, Van der Vleuten, C.P.M., Wijnen W., Problem based Learning: Seite 51-61, Thesis,

Amsterdam

. Gijselaers, W.H. und Schmidt, H.G. (1990): Development and Evaluation of a Causal Model of Problem-based Learning, Nooman, Z.M.; Schmidt, H.G. und Ezzat, E.S., Innovation in Medical Education Seite 95-113, Springer Publishing Company,

New York.

Gijselaers, W.H. und Schmidt, H.G. (1995): Effects of quantity of Education on time spent on Learning and Achievement., Educational Research and Evaluation (Band 1), Seite 183-201. Godden, D. und Baddley, A.D. (1975): Context-dependent memory in two natural experiments: On land and under water, British Journal of Psychology (Band 66), Seite 325-31. Guba, E.G. und Lincoln, Y.S. (1981): Effective Evaluation, Jossey Bass Publications,

San Francisco

. Hafferty, F.W. (1998): Beyond curriculum reform: confronting medicine’s hidden curriculum. Academic Medicine (Band 73), Seite 403-7. Hak, T. und Maguire, P. (2000): Group Process: The black box of Studies in Problem-based Learning, Academic Medicine (Band 75), Nr. 7, Seite 769-72. Haller, R.; Burger, W. und Scheffner, D. (1996): Curriculare Entwicklung einer Studienreform in der Humanmedizin am Beispiel Reformstudiengang Medizin des Klinikums Rudolf Virchow der Freien Universität Berlin, Koebke, J.; Neugebauer, E. und Lefering, J., Die Qualität der Lehre in der Medizin Seite 88-96, Urban und Schwarzenberg, München. Harden, R.M. (1992): Assessment, feedback and Learning, Harden, R.H.; Hart, I.R. und Mulholland, H., Approaches to the Assessment of Clinical Competence: Part 1: Ottawa conference proceedings, Centre for Medical Education,

Dundee

. Harden, R.M.; Crosby, J.R. und Davis, M.H. (1999): AMEE Guide No.14: Outcome-based Education: Part 1-An introduction to outcome-based Education, Medical Teacher (Band 21), Nr. 1, Seite 7-14. Harden, R.M.; Grant, J.; Buckley, G. und Hart, I.R. (2000): Best Evidence Medical Education, Advances in Health sciences Education (Band 5), Seite 71-90. Hart, I.R. und Harden, R.M. (2000): Best Evidence Medical Education (BEME): a plan for action, Medical Teacher (Band 22), Nr. 2, Seite 131-5. Henry, R.L.; Hughes, J.L. und Feletti, G.I. (1990): A Problem-based approach to Monitoring Evaluation, Nooman, Z.M; Schmidt, H.G. und Ezzat, E.S., Innovation in medical Education Seite 326-9, Springer,

New York

. Hitchcock, M.A. und Anderson, A.S. (1997): Dealing with Dysfunctional Tutorial Groups, Teaching and Learning in Medicine (Band 9), Nr. 1, Seite 19-24. Hoeben, W.T.J.G. (1993): The Contribution of Curriculum to Educational Productivity: Some lessons from Educational Research for Higher Education, Joostens, T.H.; Heijnen, G.W.H. und Heevel, A.J., Doability of curricula Seite 89-111, Swets & Zeitlinger,

Lisse

. Hölzer, M.; Allert, G.; Straif, K. und Sponholz, G. (1996): Ausbildung von heute für Ärzte von morgen - Die Zukunft der Medizin im Spiegel der 8.Novelle der Approbationsordnung, Medizinische Ausbildung (Band 13), Nr. 2, Seite 88-95. Hurk, M.; Dolmans, D.H.J.M.; Wolfhagen, I.H.A.P. und Van der Vleuten, C.P.M. (1998): Essential Characteristics of student-generated Learning issues in a problem-based curriculum, Medical Teacher (Band 20), Nr. 4, Seite 307-9. Hurk, M.; Wolfhagen, I.H.A.P.; Dolmans, D.H.J.M. und Van der Vleuten, C.P.M. (1999): The impact of student-generated Learning issues on individual study time and academic Achievement, Medical Education (Band 33), Seite 808-14. Hurk, M.; Dolmans, D.H.J.M.; Wolfhagen, I.H.A.P. und Van der Vleuten, C.P.M. (2001): Quality of student-generated Learning issues in a Problem-based curriculum, Medical Teacher (Band 23), Nr. 6, Seite 567-71. Hutchinson, L. (1999): Evaluating and researching the effectiveness of educational interventions, British Medical Journal, (Band 318) Seite 1267-9. Inhalts A.G. (1990): Medizinischer Reformstudiengang - Bericht zum Workshop, UKRV Eigenverlag,

Berlin

. Jackson, P.W. (1966). The way teaching is. National Education Association,

Washington, DC

. Jayawickramarajah, P.T. (1996): Problems for Problem-based Learning: a comparative study of documents, Medical Education (Band 30), Seite 272-82. Kamin, C.S. und Hawkins, J. (1997): A Protocol to Assess the Curricular Validity of Cases for PBL, Teaching & Learning in Medicine (Band 9), Nr. 3, Seite 215-20. Kelson, A.C.M. und Distlehorst, L.H. (2000): Groups in Problem-based Learning (PBL): Essential Elements in Theory and Practice, Evensen, D. und Hmelo, C.: Problem-based Learning. A Research perspective on Learning Interactions Seite 167-84, Lawrence Erlbaum Assotiates,

Mahwah, New Jersey, London

. Kirkpatrick, D.I. (1967): Evaluation of Training, Craig, R. und Bittel, I.: Training and development handbook, McGraw- Hill,

New York

. Koschmann, T.; Glenn, P. und Conlee, M. (1997): Analysing the Emergence of a Learning issue in a Problem-based Learning meeting, Medical Education Online: URL http://www.utmb.edu/meo/ (Band 2), Nr. 2, Seite 1-7. Koschmann, T. und MacWhinney, B. (2002): Opening the Black Box: Why we need a PBL Talkbase Database, Teaching and Learning in Medicine (Band 13), Nr. 3, Seite 145-7. Levinson, W. und Rubenstein, A. (2000): Integrating clinical educators into academic medicical centers: challenges and potential solutions. Academic Medicine, (Band 75), Seite 906-12. Lincoln, Y. und Guba, E. (1985): Naturalistic inquiry, Sage,

Beverly Hills, CA.

Lloyd-Jones, G.; Margetson, D. und Bligh, J.G. (1998): Problem-based Learning: A Coat of Many Colours, Medical Education (Band 32), Seite 492-4. Lowry, S. (1993): Assessment of students, British Medical Journal (Band 306), Seite 51-4. Lundmerer K.M. (1999): Time to Heal. Oxford University Press,

New York

. Lurie, S.J. (2001): JAMA 2001 Medical Education Issue: A Call for Papers. JAMA (Band 284), Nr. 4., Seite 465-6. Mader, F.H. und Weißgerber, H. (1995): Allgemeinmedizin und Praxis. Anleitung in Diagnostik und Therapie, Springer Verlag,

Berlin, Heidelberg, New York

. Majoor, G.D.; Schmidt, H.G.; Snellen-Ballendong, H.A.M.; Moust, J.H.C. und Stahlenhoef-Halling, B. (1990): Construction of problems for Problem- based Learning, Nooman, Z.M.; Schmidt, H.G. und Ezzat, E.S., Innovation in medical Education Seite 114-22, Springer Publ Comp,

New York

. Margetson, D.B. (1999): The relation between understanding and practice in Problem-based medical Education, Medical Education (Band 33), Seite 359-64. Maudsley, G. (1999): Do we all mean the same thing by "Problem-based Learning"? A Review of the Concepts and a formulation of the ground rules, Academic Medicine (Band 74), Nr. 2, Seite 178-85. Mennin, S.P.; Friedman, M.; Skipper, B.; Kalishman, S. und Snyder, J. (1993): Performances on the NMBE I, II, and III by medical students in the Problem-based Learning and conventional tracks at the University of New Mexico, Academic Medicine (Band 68), Seite 616-24. Merl, P. (2002): Curriculum Information Systems in Curriculum Development: Co-ordination, administration, and quality control, Master Thesis, Master of Medical Education (MME), Universtity of Bern,

Bern

. Moore, G.T.; Black, S.D.; Style, C.B. und Mitchell, R. (1994): The influence of the New Pathway Curriculum on Harvard Medical students, Academic Medicine (Band 69), Seite 983-9. Mpofu, D.J.S.; Das, M.; Murdoch, J.C. und Lanphear, J.H. (1997): Effectiveness of problems used in Problem-based Learning, Medical Education (Band 31), Seite 330-4. Mpofu, D.J.S.; Das, M.; Stewart, T.; Dunn, E. und Schmidt, H. G. (1998): Perceptions of group dynamics in Problem-based Learning sessions: a time to reflect on group issues, Medical Teacher (Band 20), Nr. 5, Seite 421-7. Neufeld, V.R. und Spaulding, W.B. (1973): Use of Learning resources at McMaster University, British Medical Journal, Seite 101-3. Norman, G.R. (1987): The use of measures of cognitive skills as evaluation instruments, Hart, I.R. und Harden, R.M., Further developments in assessing clinical competence Seite 155-62, Can-Heal Publ. Inc.,

Montréal/Canada

. Norman, G.R. (1988): Problem solving skills, solving problems and Problem-based Learning, Medical Education (Band 22), Seite 279-86. Norman, G.R. und Schmidt, H.G. (1992): The psychological basis of Problem-based Learning: a Review of the evidence, Academic Medicine (Band 67), Nr. 9, Seite 557-65. Norman, G.R. und Schmidt, H.G. (2000): Effectiveness of problem-based Curricula: theory, practice and paper darts. Medical education (Band 34), Seite 721-8 Nuthalapaty, F.F.; Oh, J.; Elsner, C. und Altman, M. (1998): Interactive Electronic Problem Based Learning (iePBL): An internet based Application for Clinical Medical Education in the PBL Case Format, Ottmann, T. und Tomek, I., Proceedings of ED-MEDIA/ED-TELE-COM 98, Seite 296f, AACE,

Freiburg, Germany

. O'Neill, P.A.; Metcalfe, D. und David, T.J. (1999): The core content of the undergraduate curriculum in Manchester, Medical Education (Band 33), Seite 121-9. Papa, F.J. und Harasym, P.H. (1999): Medical Curriculum Reform in North America, 1765 to the Present: A Cognitive Science Perspective, Academic Medicine (Band 74), Nr. 2, Seite 154-64. Pham, K.T. und Blumberg, P. (2000): Case Design to Emphasise Population Health Concepts in Problem-based Learning, Education for Health (Band 13), Nr. 1, Seite 77-86. Richards, B.F.; Ober, P. und Cariaga-Lo, L. (1996): Ratings of students' performances in a third-year internal Medicine Clerkship: a comparison between Problem-based and Lecture-based curricula, Academic Medicine (Band 71), Seite 187-9. Robert Bosch Stiftung (1989): Das Arztbild der Zukunft (Band 30), Robert Bosch Stiftung, Materialien und Berichte, 31, Bleicher Verlag,

Bonn-Bad Godesberg.

Rothman A. und Page, G. (2002): Problem-Based Learning, Norman, G.R. und Van der Vleuten, C.P.M., International Handbook of Research in Medical Education. Seite 613-41, Kluwer Academic Publishers,

Great Britain

. Saunders, K.; Northup, D.E. und Mennin, S.P. (1985): The Library in a Problem-based Curriculum, Implementing Problem-based medical Education. Lessons from successful innovations Seite 71-88, Springer Publishing Company,

New York.

Scheffner, D. (1993) Reformstudiengang Medizin – Entwurf für ein neues Curriculum. Deutsches Ärzteblatt (Band 90; A1), Seite 1018-21. Schmidt, H.G. (1983): Problem-based Learning: rationale and description, Medical Education (Band 17), Seite 11-6. Schmidt, H.G.; Norman, G.R. und Boshuizen, H.P.A. (1990): A cognitive Perspective on Medical Expertise: Theory and Implications, Academic Medicine (Band 65), Nr. 10, Seite 611-21. Schmidt, H.G. (1990): Innovative and conventional curricula compared: What can be said about their effects?, Nooman, Z.M.; Schmidt, H.G. und Ezzat, E.S., Innovation in medical Education Seite 9-26, Springer Publ Comp,

New York

. Schmidt, H.G.; Dolmans, D.H.J.M.; Gijselaers, W.H. und Des Marchais, J.E. (1995): Theory-Guided Design of a Rating Scale for Course Evaluation in Problem-based Curricula, Teaching and Learning in Medicine (Band 7), Nr. 2, Seite 82-91. Schmidt, H.G.; Machiels-Bongaerts, M.; Hermans, H.; Ten Cate, T.J.; Venekamp, R. und Boshuizen, H.P.A. (1996): The development of diagnostic competence: comparison of a Problem-based, an integrated, and a conventional medical curriculum, Academic Medicine (Band 71), Seite 658- 64. Senatsverwaltung für Wissenschaft, Forschung und Kultur des Landes Berlin (1999): Antrag zur Förderung des Vorhabens: Reformstudiengang Medizin an der Humboldt-Universität zu Berlin, Bund-Länder Komission für Bildungsplanung und Forschungsförderung. Berlin, 18. April 1997; aktualisierte Fassung vom 10.September 1999. Shoemaker, H.A. (1960): The functional context method of Instruction, Human resources research office IRE Transactions on Education.

Alexandria, VA

: George Washington University. (Band 3), Nr. 2, Seite 52-7. Solomon, P.E.; Blumberg, P. und Shehata, A. (1992): The Influence of a Patient's Age on Problem-based Tutorial Discussion, Academic Medicine (Band 10), October Supplement, Seite S31-S33. Stevens, P. (1993): Häufigkeit und Wichtigkeit von Gesundheitsproblemen in der primärärztlichen Versorgung, Auftragsarbeit der Arbeitsgruppe Reformstudiengang Medizin, Berlin Stritter, F.T.; Tresolini, C.P. und Reeb, K.G. (1994): The Delphi Technique in Curriculum Development, Teaching and Learning in Medicine (Band 6), Nr. 2, Seite 136-41. Tans, R.W.; Schmidt, H.G.; Schade-Hoogreven, B.E.J. und Gijselaers, W.H. (1986): Sturing van het onderwijsleerproces door middel van problemen: Een veldexperiment (Directing the Learning process by means of problems: A field experiment), Tijdschrift voor Onderwijsrerearch (Band 11), Nr. 1, Seite 35-46. Tulving, E. und Thompson, D.M. (1971): Retrieval processes in recognition memory. Effects of associative context, Journal of Experimental Psychology (Band 87), Seite 116-24. van de Wiel, M.W.J.; Schaper, N.C.; Scherpbier, A.J.J.A.; van der Vleuten, C.P.M. und Boshuizen, H.P.A. (1999): Students' Experiences with Real-patient Tutorials in a Problem-based Curriculum, Teaching and Learning in Medicine (Band 11), Nr. 1, Seite 12-20. Vernon, D.T. und Blake, R.L. (1993): Does Problem-based Learning work? A meta-analysis of evaluative research, Academic Medicine (Band 68), Nr. 7, Seite 550-63. Virtanen, P.J.; Kosunen, E.A.-L.; Holmberg-Marttila, D.M.H. und Virjo, I.O. (1999): What happens in PBL tutorial sessions ? Analysis of medical students' written accounts, Medical Teacher (Band 21), Nr. 3, Seite 270-6. Walton, H.J. und Matthews, M.B. (1989): Essentials of Problem-based Learning, Medical Education (Band 23), Nr. 6, Seite 542-58. Walton, H.J. (1993): World Summit on Medical Education, The Changing medical Profession, Medical Education (Band 28), Nr. Supplement 1, Seite 140-9. Weber, I. (1990): Dringliche Gesundheitsprobleme der Bevölkerung in der Bundesrepublik Deutschland. Zahlen - Fakten - Perspektiven, Nomos Verlagsgesellschaft,

Baden Baden.

Wissenschaftsrat (1992): Leitlinien zur Reform des Medizinstudiums, Wissenschaftsrat,

Köln

. Zentralinstitut für die Kassenärztliche Versorgung in der Bundesrepublik Deutschland (1989): Die EVaS-Studie - Eine Erhebung über die ambulante medizinische Versorgung in der Bundesrepublik Deutschland, Wissenschaftliche Reihe Band 39.1, Deutscher Ärzteverlag,

Köln

. Zimmerman, B.J. und Lebeau, R.B. (2000): A Commentary on Self-directed Learning, Evensen, Dorothy H. und Hmelo, Cindy E., Problem-based Learning. A Research Perspective on Learning Interactions Seite 299-314, Lawrence Erlbaum Associates,

London

.