Acta Medica Medianae
Vol. 51, No 2, June, 2012
UDK 61
ISSN 0365-4478(Printed version)
ISSN 1821-2794(Online)

Correspondence to:

Zorica Antić

University of Niš

Faculty of Medicine

Bul. dr Zorana Đinđića br. 81

18000 Niš, Srbija

E-mail: englishformedicine@gmail.com

Review article                                                                                       

UDC: 371.3:[811.111]276.6:61

doi:10.5633/amm.2012.0210

PROJECT-BASED LEARNING IN ENGLISH FOR MEDICINE

 Zorica Antić¹ and Dragana Spasić²

University of Niš, Faculty of Medicine, Niš, Serbia¹
University of Priština, Faculty of Philosophy, Kosovska Mitrovica, Serbia²

Project-based learning facilitates hands-on learning in student-driven investigations, resulting in high-quality, challenging activities. Students participate actively in projects that revolve around their interests, questions or needs.

PBL also develops the 21st century skills including critical thinking, collaboration and communication. The essence of PBL is problem-solving, a key critical thinking skill. Since problem-solving is an integral part of medicine, projects represent a significant method of instruction in English for Medical Purposes. Depending on their individual interests and abilities, each student contributes to the whole group work and the final outcome.

The approach also requires students to work in teams and to communicate their findings. Using real-life problems to motivate students, challenging them to think deeply about meaningful content, and enabling them to work collaboratively are practices that yield benefits for all students and their future careers. Acta Medica Medianae 2012; 51(2):50-55.

Key words project-based learning, English for medical purposes, multiple intelligences