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Davidson, N., & Major, C. H. (2014). Boundary crossings:
Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25(3&4), 7-55.

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References

1. Baden, M. S., & Major, C. H. (2004). Foundations of problem-based learning (pp. 197). McGraw-Hill International.
http://www.scribd.com/doc/236059689/Maggi-Savin-Baden-Claire-Howell-Major-Foundatio-BookFi-org#scribd

or

Savin-Baden, M., & Major, C. H. (2004). Foundations of problem-based learning.
Buckingham, UK: Society for Research in Higher Education and Open University Press.
http://www.amazon.com/Foundations-Problem-Learning-Research-Education/dp/0335215319/ref=asap_bc?ie=UTF8

http://www.rp.edu.sg/symposium/download/International_PBL_Symposium2007.pdf

Czabanowska, Katarzyna; Moust, Jos H.C.; Meijer, André W. M.; Schröder-Bäck, Peter; and Roebertsen, Herma, Problem-based Learning Revisited, introduction of Active and Self-directed Learning to reduce fatigue among students, Journal of University Teaching & Learning Practice, 9(1), 2012. Available at:http://ro.uow.edu.au/jutlp/vol9/iss1/6

or

http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1266&context=jutlp

D.H.J.M. Dolmans and H.G. Schmidt, "What directs self-directed learning in a problem-based curriculum?", PROBLEM-BASED LEARNING, 2000, pp. 251-262

Samarasekera, D. D, Nayak, D., Yeo, S. P., & Gwee, M. C. E. (2014). Teaching for effective learning in higher education: Focusing on learning and moving from a “based learning” mind-set. Asian Journal of the Scholarship of Teaching and Learning, 4(2), 113-123. - See more at:http://www.ajsotl.edu.sg/article/teaching-for-effective-learning-in-higher-education-focusing-on-learning-and-moving-from-a-based-learning-mind-set/#sthash.BQM3dIGp.dpuf

http://northweststate.edu/wp-content/uploads/files/BoundaryCrossings.pdf
Davidson, N., & Major, C. H. (2014). Boundary crossings:
Cooperative learning, collaborative learning, and problem-based learning. Journal on Excellence in College Teaching, 25(3&4), 7-55.

http://personal.cege.umn.edu/~smith/docs/Johnson-Johnson-Smith-Cooperative_Learning-JECT-Small_Group_Learning-draft.pdf
David W. Johnson, Roger T. Johnson, and Karl A. Smith. (2013). Cooperative Learning: Improving University Instruction By Basing Practice On Validated Theory April, 2013. Journal on Excellence in University Teaching

http://www.teambasedlearning.org/Resources/Documents/Michaelsen,%20Davidson%20_%20Major.pdf
Davidson, N., Major, C., & Michaelsen, L. (Eds.). (2014). Small-group learning in higher
education: Cooperative, collaborative, problem-based, and team-based learning. Journal on Excellence in College Teaching, 25(4).

http://www.iamse.org/mse-article/the-development-and-implementation-of-a-curriculum-innovation-based-on-reading-published-case-studies-and-biomedical-research-reports/

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Oh Moh Chay
I borrow from Deng Xiaoping 不管白猫黑猫，能抓老鼠的就是好猫 It doesn't matter whether the cat is black or white, as long as it catches mice. The ‘X’ based learning are instruments teachers/ faculty can use. But first,  you need to know the instrument well, to be able to  use it appropriately;  at the right setting and with the right audience; and in some situations, you need to leverage on more than one.  That’s why faculty development is critical as modern days teachers need to be versatile and flexible in the use of the right instruments.

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Case based learning, problem based learning, team based learning, and several more examples of "X" based learning exist in the current medical education and training environment. This educational "innovation" and practice was originally inspired by cased based classroom interactive discussion first used in business school MBA programs, and pioneered at McMaster University for medical education (1). The theoretical foundation and evidence for the use of clinical problems to anchor medical education and postgraduate training was subsequently investigated extensively by many groups (including several teams from Maastricht), who have produced a large body of literature, several using a programmatic research strategy (references).

At its core, using clinical problems to anchor medical education and postgraduate training is supported by the literature and strong evidence on how individuals learn best - specifically the principles of contextual, collaborative, constructive, and self directed learning (references). These are exemplified in many educational practices which promote active learning, both individual and in groups. A close examination of three current approaches commonly used in medical education and training - problem based learning, case based learning and team based learning, show that these three educational strategies not only share many similarities, but each embody and utilise many effective educational principles which are supported by the literature, evidence, and empirical experience (see table).

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Next steps for each co-author

1. Could you all please enter your name in the Annals format after the title (see journal website below)?

http://www.annals.edu.sg/current.cfm

2. As you read the articles in the proposed references, email me a short reflection or reaction, similar to what Oh Moh has done, as a next step. Write this short comment from your perspective and experience.