122:
the reasoning of a skilled practitioner. Rather than presenting information to students in a decontextualized, discipline-based way, Barrows proposed that students should be allowed to engage new information in the context of solving authentic clinical problems. In the course of exploring a problem, students in a PBL curriculum identify deficiencies in their understanding and identify their own resources for redressing these deficiencies. This is thought to foster skills for lifelong learning.
20:
121:
Early in his career, Barrows conducted basic research on clinical reasoning processes. When he joined the
Faculty of Medicine at McMaster, the undergraduate curriculum was just in the process of being designed. Barrows argued that the teaching of medicine should be organized in a way that emulates
125:
Traditionally, the assessment of student learning in medical education has relied almost entirely on written exams. But there would seem to be more to being a competent practitioner than could ever be assessed using a paper and pencil test. Barrows' pioneering work on training actors to serve as
130:
opened the door to a new way of evaluating clinical skills. Simulated patients could be used to test the students' interactional and problem-solving skills. This kind of "performance-based" assessment has now been incorporated into national licensure exams for all U.S. medical students.
341:
van Zanten M, Boulet JR, McKinley DW, DeChamplain A, Jobe A. Assessing the communication and interpersonal skills of graduates of international medical schools as part of the United States
Medical Licensing Exam (USMLE) Step 2 Clinical Skills (CS) Exam.
33:
where he had previously served as
Associate Dean for Educational Affairs and Chair of Medical Education. Trained as a neurologist, Barrows is best known today for his many innovations in medical education, particularly teaching using
104:
Over his long and productive career, Barrows was to receive a number of awards. He was the first recipient of the John P. Hubbard Award from the
National Board of Medical Examiners (NBME) in 1984 and was later to receive the
97:
and served as an associate editor for many years. He also established the
Problem-Based Learning Institute in conjunction with the local public school district to promote the use of
81:
in
Hamilton Ontario. It was at McMaster where he developed the PBL curriculum. A decade later, he was recruited to serve as the Associate Dean for Educational Affairs at
404:
74:
in
California as a medical officer. Barrows returned to New York city in 1957 to complete his residency in neurology at Columbia Presbyterian Medical Center.
82:
30:
419:
384:
262:
Barrows HS, Norman GR, Neufeld VR, Feightner JW. The clinical reasoning of randomly selected physicians in general medical practice.
294:
Yamada, Seiji; Maskarinec, Gregory G. (2003-12-01). "'Authentic' problem-based learning, instrumental rationality, and narrative".
110:
77:
Barrows joined the USC faculty in 1960, advancing to the rank of
Professor of Neurology. In 1971, he joined the recently founded
414:
359:
89:
track modeled after the
Problem-Based Curriculum at McMaster. Under his direction, SIU became a center for the development of
70:
and completed his M.D. in 1953. He interned at Lennox Hill
Hospital in New York city and subsequently served two years at
328:
Barrows HS, Williams RG, Moy, RH. A comprehensive performance-based assessment of fourth-year students' clinical skills.
78:
63:
39:
101:
in secondary education. After his retirement in 1999, Barrows and his wife Phyllis returned to Hamilton, Ontario.
29:(March 28, 1928 – March 25, 2011) was an American physician and medical educator who was Professor Emeritus at the
226:
409:
67:
199:
Barrows HS. An overview of the uses of standardized patients for teaching and evaluating clinical skills.
389:
93:
teaching materials and faculty training. He played an instrumental role in creating the journal
98:
90:
86:
35:
59:
399:
394:
71:
8:
55:
367:
311:
307:
127:
43:
303:
106:
378:
315:
249:
Barrows HS, Bennett K. An investigation of diagnostic problem solving.
85:
in Springfield, Illinois. At SIU he was instrumental in establishing a
216:
Springfield, IL: Southern Illinois University School of Medicine, 2000.
177:
Springfield, IL: Southern Illinois University School of Medicine, 1988.
46:, and studying clinical reasoning using stimulated recall techniques.
162:
How to Design a Problem-based Curriculum for the Preclinical Years.
214:
Stimulated Recall: Personalized Assessment of Clinical Reasoning.
19:
68:
University of Southern California (USC) College of Medicine
149:
Problem-Based Learning: An Approach to Medical Education.
58:
on March 28, 1928. He attended a community college in
83:
Southern Illinois University (SIU) School of Medicine
116:
405:UC Berkeley College of Letters and Science alumni
376:
293:
62:and went on to complete a BA in Zoology at the
31:Southern Illinois University School of Medicine
79:Faculty of Medicine at McMaster University
66:in 1949. He attended medical school at
111:Association of American Medical Colleges
38:, developed while he was a professor at
18:
16:American physician and medical educator
377:
420:Keck School of Medicine of USC alumni
385:Southern Illinois University faculty
264:Clinical and Investigative Medicine
227:"Previous Flexner Award Recipients"
190:Springfield, IL: C.C. Thomas, 1971.
13:
64:University of California, Berkeley
42:, assessing clinical skills using
40:McMaster University Medical School
14:
431:
369:Teaching and Learning in Medicine
353:
95:Teaching and Learning in Medicine
308:10.1111/j.1444-1683.2003.00099.x
117:Innovations in medical education
360:Tribute in the Springfield, IL
335:
322:
287:
278:
269:
415:People from Oak Park, Illinois
256:
243:
219:
206:
193:
180:
167:
154:
141:
1:
330:Journal of Medical Education
296:Asia Pacific Family Medicine
275:Barrows HS, Tamblyn R, 1980.
49:
36:Problem-Based Learning (PBL)
7:
10:
436:
212:Barrows HS, Tamblyn, R.
164:New York: Springer, 1985.
151:New York: Springer, 1980.
147:Barrows HS, Tamblyn, R.
251:Mathematical Biosciences
134:
346:(2007) 82(10): S65-S68.
362:State Journal-Register
203:(1993); 68(6):399-405.
23:
410:American neurologists
175:The Tutorial Process.
60:San Mateo, California
22:
72:Parks Air Force Base
54:Barrows was born in
332:(1987) 62: 805-809.
253:(1972); 15:163-181.
188:Simulated Patients.
128:simulated patients
56:Oak Park, Illinois
44:simulated patients
24:
390:Medical educators
344:Academic Medicine
284:Barrows HS, 1985.
201:Academic Medicine
27:Howard S. Barrows
427:
347:
339:
333:
326:
320:
319:
291:
285:
282:
276:
273:
267:
266:(1982); 5:49-55.
260:
254:
247:
241:
240:
238:
237:
223:
217:
210:
204:
197:
191:
184:
178:
171:
165:
158:
152:
145:
435:
434:
430:
429:
428:
426:
425:
424:
375:
374:
356:
351:
350:
340:
336:
327:
323:
292:
288:
283:
279:
274:
270:
261:
257:
248:
244:
235:
233:
225:
224:
220:
211:
207:
198:
194:
185:
181:
172:
168:
159:
155:
146:
142:
137:
119:
109:award from the
107:Abraham Flexner
52:
17:
12:
11:
5:
433:
423:
422:
417:
412:
407:
402:
397:
392:
387:
373:
372:
365:
355:
354:External links
352:
349:
348:
334:
321:
302:(4): 226–228.
286:
277:
268:
255:
242:
218:
205:
192:
179:
166:
160:Barrows HS.
153:
139:
138:
136:
133:
118:
115:
51:
48:
15:
9:
6:
4:
3:
2:
432:
421:
418:
416:
413:
411:
408:
406:
403:
401:
398:
396:
393:
391:
388:
386:
383:
382:
380:
371:
370:
366:
364:
363:
358:
357:
345:
338:
331:
325:
317:
313:
309:
305:
301:
297:
290:
281:
272:
265:
259:
252:
246:
232:
228:
222:
215:
209:
202:
196:
189:
186:Barrows HS.
183:
176:
173:Barrows HS.
170:
163:
157:
150:
144:
140:
132:
129:
123:
114:
112:
108:
102:
100:
96:
92:
88:
84:
80:
75:
73:
69:
65:
61:
57:
47:
45:
41:
37:
32:
28:
21:
368:
361:
343:
337:
329:
324:
299:
295:
289:
280:
271:
263:
258:
250:
245:
234:. Retrieved
231:www.aamc.org
230:
221:
213:
208:
200:
195:
187:
182:
174:
169:
161:
156:
148:
143:
124:
120:
103:
94:
76:
53:
26:
25:
400:2011 deaths
395:1928 births
379:Categories
236:2019-07-26
316:1447-056X
50:Biography
113:(AAMC).
314:
135:Notes
312:ISSN
304:doi
99:PBL
91:PBL
87:PBL
381::
310:.
298:.
229:.
318:.
306::
300:2
239:.
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
