WorldWideScience

Sample records for ground-lidar derived pbl

  1. Proteome Dynamics in Biobanked Horse Peripheral Blood Derived Lymphocytes (PBL) with Induced Autoimmune Uveitis.

    Science.gov (United States)

    Hauck, Stefanie M; Lepper, Marlen F; Hertl, Michael; Sekundo, Walter; Deeg, Cornelia A

    2017-10-01

    Equine recurrent uveitis is the only spontaneous model for recurrent autoimmune uveitis in humans, where T cells target retinal proteins. Differences between normal and autoaggressive lymphocytes were identified in this study by analyzing peripheral blood derived lymphocytes (PBL) proteomes from the same case with interphotoreceptor retinoid binding protein induced uveitis sampled before (Day 0), during (Day 15), and after uveitic attack (Day 23). Relative protein abundances of PBL were investigated in a quantitative, label-free differential proteome analysis in cells that were kept frozen for 14 years since the initial experiment. Quantitative data could be acquired for 2632 proteins at all three time points. Profound changes (≥2-fold change) in PBL protein abundance were observed when comparing Day 0 with 15, representing acute inflammation (1070 regulated proteins) and Day 0 with 23 (cessation; 1571 regulated). Significant differences applied to proteins with functions in integrin signaling during active uveitis, involving "Erk and pi-3 kinase are necessary for collagen binding in corneal epithelia," "integrins in angiogenesis," and "integrin-linked kinase signaling" pathways. In contrast, at cessation of uveitic attack, significantly changed proteins belonged to pathways of "nongenotropic androgen signaling," "classical complement pathway," and "Amb2 integrin signaling." Several members of respective pathways were earlier shown to be changed in naturally occurring uveitis, underscoring the significance of these findings here and proofing the value of the induced model in mimicking spontaneous autoimmune uveitis. All MS data have been deposited to the ProteomeXchange consortium via the PRIDE partner repository (dataset identifier PXD005580). © 2017 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

  2. Human BLyS facilitates engraftment of human PBL derived B cells in immunodeficient mice.

    Directory of Open Access Journals (Sweden)

    Madelyn R Schmidt

    Full Text Available The production of fully immunologically competent humanized mice engrafted with peripheral lymphocyte populations provides a model for in vivo testing of new vaccines, the durability of immunological memory and cancer therapies. This approach is limited, however, by the failure to efficiently engraft human B lymphocytes in immunodeficient mice. We hypothesized that this deficiency was due to the failure of the murine microenvironment to support human B cell survival. We report that while the human B lymphocyte survival factor, B lymphocyte stimulator (BLyS/BAFF enhances the survival of human B cells ex vivo, murine BLyS has no such protective effect. Although human B cells bound both human and murine BLyS, nuclear accumulation of NF-kappaB p52, an indication of the induction of a protective anti-apoptotic response, following stimulation with human BLyS was more robust than that induced with murine BLyS suggesting a fundamental disparity in BLyS receptor signaling. Efficient engraftment of both human B and T lymphocytes in NOD rag1(-/- Prf1(-/- immunodeficient mice treated with recombinant human BLyS is observed after adoptive transfer of human PBL relative to PBS treated controls. Human BLyS treated recipients had on average 40-fold higher levels of serum Ig than controls and mounted a de novo antibody response to the thymus-independent antigens in pneumovax vaccine. The data indicate that production of fully immunologically competent humanized mice from PBL can be markedly facilitated by providing human BLyS.

  3. Human-derived IgG level as an indicator for EBV-associated lymphoma model in Hu-PBL/SCID chimeras.

    Science.gov (United States)

    Tang, Yunlian; He, Rongfang; Zhang, Yang; Liu, Fang; Cheng, Ailan; Wu, Yimou; Gan, Runliang

    2011-05-09

    Epstein-Barr virus (EBV) has a close association with various types of human lymphomas. Animal models are essential to elucidate the pathogenesis of human EBV-associated lymphomas. The aim of the present study is to evaluate the association between human IgG concentration and EBV-associated lymphoma development in huPBL/SCID mice. Human peripheral blood lymphocytes (hu-PBL) from EBV-seropositive donors were inoculated intraperitoneally into SCID mouse. Immunohistochemical staining was used to examine differentiated antigens of tumor cells. EBV infection of the induced tumors was detected by in situ hybridization. IgG concentrations in the serums of 12 SCID mice were measured by unidirectional immunodiffusion assay. 21 out of 29 mice developed tumors in their body. Immunohistochemical staining showed that all induced tumors were LCA (leukocyte common antigen) positive, B-cell markers (CD20, CD79a) positive, and T-cell markers (both CD3 and CD45RO) negative. The tumors can be diagnosed as human B-cell lymphomas by these morphological and immunohistochemical features. In situ hybridization exhibited resultant tumor cells had EBV encoded small RNA-1 (EBER-1). Human-derived IgG could be found in the serum from SCID mice on the 15th day following hu-PBL transplantation, and IgG levels increased with the tumor development in 6 hu-PBL/SCID chimeras. Intraperitoneal transfer of hu-PBLs from EBV+ donors to SCID mice leads to high human IgG levels in mouse serum and B cell lymphomas. Our findings suggest that increasing levels of human-derived IgG in peripheral blood from hu-PBL/SCID mice could be used to monitor EBV-related human B-cell lymphoma development in experimental animals.

  4. PBL in Educational Psychology

    DEFF Research Database (Denmark)

    Szulevicz, Thomas; Jensen, Mogens

    2013-01-01

    This article discusses practical and theoretical aspects related to PBL. In the first section of the article, potentials related to professional training of forthcoming educational psychologists following PBL-principles are analyzed. It is argued that PBL constitutes a good platform for creating ...

  5. PBL Across Cultures

    DEFF Research Database (Denmark)

    In Asia several institutes have implanted PBL during the past decades. Universiti Teknologi Malaysia (UTM) in Kuala Lumpur, one of the outstanding centres of educational innovation and research hosts the 4th International Research Symposium on PBL, July 2-3 2013. Once more the symposium aims...... to bring together researchers studying all aspects of the learning process in problem based and project based learning, and those involved in the implementation of these approaches across the disciplines from all over the world. Under the umbrella of the over all theme PBL ACROSS CULTURES, the symposium...... with PBL – Virtual PBL – Cross disciplinary PBL – Gender and diversity – Generating innovative and interdisciplinary knowledge and practices – PBL for continuing professional development – Curriculum design – Assessment methods – Case studies...

  6. PBL in Educational Psychology

    DEFF Research Database (Denmark)

    Szulevicz, Thomas; Jensen, Mogens

    2013-01-01

    This article discusses practical and theoretical aspects related to PBL. In the first section of the article, potentials related to professional training of forthcoming educational psychologists following PBL-principles are analyzed. It is argued that PBL constitutes a good platform for creating...... stimulating interplays between theory and practice. In the second section of the article we discuss some of the theoretical underpinnings in PBL. We discuss whether PBL is prone to a ‘form-content-dualism’, in which attention is centred on the form (the problem) and less on the content of learning. Afterwards......, it is discussed whether PBL potentially leads to an individualization of the learning process. Finally, we discuss whether the PBL-literature primarily tends toward portraying student learning as a matter of acquisition of knowledge, and therefore ignores the ontogical and identity-related processes in learning....

  7. PBL in Engineering Education

    DEFF Research Database (Denmark)

    PBL in Engineering Education: International Perspectives on Curriculum Change presents diverse views on the implementation of PBL from across the globe. The purpose is to exemplify curriculum changes in engineering education. Drivers for change, implementation descriptions, challenges and future...... perspectives are addressed. Cases of PBL models are presented from Singapore, Malaysia, Tunisia, Portugal, Spain and the USA. These cases are stories of thriving success that can be an inspiration for those who aim to implement PBL and change their engineering education practices. In the examples presented......, the change processes imply a transformation of vision and values of what learning should be, triggering a transition from traditional learning to PBL. In this sense, PBL is also a learning philosophy and different drivers, facing diverse challenges and involving different actors, trigger its implementation...

  8. PBL3.0

    DEFF Research Database (Denmark)

    Zotou, Maria; Tambouris, Efthimios; Triantafyllou, Evangelia

    This paper presents the PBL3.0 project that aims at enhancing Problem Based Learning (PBL) with Learning Analytics (LA) and Learning Semantics (LS) in order to produce a new educational paradigm and pilot it to produce relevant policy recommendations. To this end, the project will reach the follo......This paper presents the PBL3.0 project that aims at enhancing Problem Based Learning (PBL) with Learning Analytics (LA) and Learning Semantics (LS) in order to produce a new educational paradigm and pilot it to produce relevant policy recommendations. To this end, the project will reach...... Systems, analytics tools, and an intuitive semantic annotation tool, 4) Create relevant, semantically annotated educational material and perform trials at various sites in order to draw evidence-based conclusions, 5) Produce relevant policy recommendations for PBL_LA that could raise the quality...

  9. PBL at Aalborg university

    DEFF Research Database (Denmark)

    From the preface: "All the articles in this book have been presented at the International Conference PBL 2006 ABP, that was held in Lima, Peru, July 19th-21th 2006. This conference is part of a series of Pan-American conferences. It is the first time that Aalborg University has participated....... At the PBL conference in Lima, there were 8 participants from Aalborg University presenting parts of an Aalborg model. All together we had the responsibility for 11 presentations including keynote presentation and workshop. We have found it worthwhile to publish these articles together, because there are......: − Descriptions of PBL cases in various disciplines. − Combinations of development and research. − Perspectives for future implementation of PBL. − Perspectives on how to create a global network on PBL."...

  10. Good supervision and PBL

    DEFF Research Database (Denmark)

    Otrel-Cass, Kathrin

    This field study was conducted at the Faculty of Social Sciences at Aalborg University with the intention to investigate how students reflect on their experiences with supervision in a PBL environment. The overall aim of this study was to inform about the continued work in strengthening supervision...... at this faculty. This particular study invited Master level students to discuss: • How a typical supervision process proceeds • How they experienced and what they expected of PBL in the supervision process • What makes a good supervision process...

  11. The Aalborg PBL Model

    DEFF Research Database (Denmark)

    (ed.), Kolmos. Anette; Fink, Flemming (ed.); Krogh, Lone (ed.)

    Thirty teachers and researchers share their reflections on the practice of the problem-based and project-organized teaching model (PBL), which has been applied in the faculties of Enginnering and Science, Humanities, and Social Science at Aalborg University since 1974.......Thirty teachers and researchers share their reflections on the practice of the problem-based and project-organized teaching model (PBL), which has been applied in the faculties of Enginnering and Science, Humanities, and Social Science at Aalborg University since 1974....

  12. PBL, Social Progress and Sustainability

    DEFF Research Database (Denmark)

    The IRSPBL has collected 53 contributions from 19 different countries, all compiled in this book. The contributions cover a number of relevant PBL topics such as assessment, learning outcomes, students’ engagement, management of change, curriculum and course design, PBL models, PBL application, I...

  13. Perception of content and non-content expert facilitators of PBL according to students' performance levels.

    Science.gov (United States)

    Ismail, Noor Akmal Shareela; Alias, Ekram; Arifin, Khaizurin Tajul; Damanhuri, Mohd Hanafi A; Karim, Norwahidah Abd; Aan, Goon Jo

    2015-01-01

    Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL. A total of 150 first and second year medical students from the University Kebangsaan Malaysia were interviewed with a validated set of questions to acquire their views on the roles of facilitators in PBL in learning Medical Biochemistry. Their achievement were evaluated through their essay marks derived from various PBL packages. All respondents agreed that PBL sessions associated with Medical Biochemistry are best appreciated when conducted by a content-expert facilitator. Their exam marks reflected well on their perception. PBL sessions related to Medical Biochemistry is best facilitated by Biochemistry lecturers as the content experts.

  14. Process Competences in PBL

    DEFF Research Database (Denmark)

    Soler, José; Andersson, Pernille Hammar

    2013-01-01

    of their output are the main reference elements for their evaluation. This article presents an experience in which some of these elements have been introduced in an existing course, tailored as a Problem Base Learning (PBL) course in Advanced Telecommunication at the Technical University of Denmark (DTU...

  15. A comparison of course-related stressors in undergraduate problem-based learning (PBL) versus non-PBL medical programmes.

    Science.gov (United States)

    Lewis, Alexander D; Menezes, Darryl A Braganza; McDermott, Helen E; Hibbert, Louise J; Brennan, Sarah-Louise; Ross, Elizabeth E; Jones, Lisa A

    2009-09-13

    Medical students report high levels of stress related to their medical training as well as to other personal and financial factors. The aim of this study is to investigate whether there are differences in course-related stressors reported by medical students on undergraduate problem-based learning (PBL) and non-PBL programmes in the UK. A cross-sectional study of second-year medical students in two UK medical schools (one PBL and one non-PBL programme) was conducted. A 16-question self-report questionnaire, derived from the Perceived Medical Student Stress Scale and the Higher Education Stress Inventory, was used to measure course-related stressors. Following univariate analysis of each stressor between groups, multivariate logistic regression was used to determine which stressors were the best predictors of each course type, while controlling for socio-demographic differences between the groups. A total of 280 students responded. Compared to the non-PBL students (N = 197), the PBL students (N = 83) were significantly more likely to agree that: they did not know what the faculty expected of them (Odds Ratio (OR) = 0.38, p = 0.03); there were too many small group sessions facilitated only by students resulting in an unclear curriculum (OR = 0.04, p PBL and non-PBL programmes. Course designers and student support services should therefore tailor their work to minimise, or help students cope with, the specific stressors on each course type to ensure optimum learning and wellbeing among our future doctors.

  16. PBL and the Postmodern Condition

    DEFF Research Database (Denmark)

    Ravn, Ole; Jensen, Annie Aarup

    2016-01-01

    In this article we discuss the contemporary conditions for running the Aalborg Problem Based Learning-model (PBL). We try to pinpoint key characteristics of these conditions emphasising Lyotard’s conception of knowledge production referred to as the move towards a postmodern condition for knowledge....... Through discussions of this alleged condition for university curricula development we investigate its connections to the PBL-model. Some of the explored conditions highlight strong potentials for the PBL-model but the postmodern condition also raises a number of changes and challenges in relation...... to the original PBL-model as an educational setting....

  17. PBL and CDIO

    DEFF Research Database (Denmark)

    Edström, Kristina; Kolmos, Anette

    2014-01-01

    , curriculum design, relation to disciplines, engineering projects, and change strategy. The structured comparison is intended as an introduction for learning about any of these models. It also invites reflection to support the understanding and evolution of PBL and CDIO, and indicates specifically what...... the communities can learn from each other. It is noted that while the two approaches share many underlying values, they only partially overlap as strategies for educational reform. The conclusions are that practitioners have much to learn from each other's experiences through a dialogue between the communities...

  18. All PBL Starts Here: The Problem

    Science.gov (United States)

    Hung, Woei

    2016-01-01

    One essential piece of implementing of PBL is the problem. There have been calls from practitioners in the PBL field for a systematic process for designing effective PBL problems. Yet, the research efforts to explore, develop, and test PBL problem design methods or processes are still sparse. From an instructional designer and researcher's…

  19. Foster Creative Engineers by PBL

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Nielsen, Jens Frederik Dalsgaard; Kolmos, Anette

    2011-01-01

    In recent years, Problem and Project Based Learning (PBL) has been employed by a growing number of educational institutions to foster creative engineers. This paper aims to explore how PBL can develop creativity in engineering education. Accordingly, a qualitative case study was carried out...... with a student satellite project (AAUSAT3) in the department of electronic systems at Aalborg University in Denmark. Multiple methods including interviews and observation were employed. The analysis of the empirical data leads to the findings and discussions that PBL can foster creative engineers by providing...

  20. Revitalising PBL groups: evaluating PBL with study teams.

    Science.gov (United States)

    Moust, Jos; Roebertsen, Herma; Savelberg, Hans; De Rijk, Angelique

    2005-03-01

    In problem-based learning (PBL), students are actively engaged with psychological learning principles as activation of prior knowledge, elaboration and organization of knowledge. In their tutorial groups, however, students do not always apply these principles when working with a procedure like the "Seven-Jump" method. To stimulate students to use these principles more often, they were offered another format within a PBL context: PBL with study teams. During the period of self-study, students work on a regular basis in so-called study teams, small groups of 3-4 persons. In these groups they explain to each other their learning outcomes, clarify for each other their problems while studying texts and organize their knowledge to present this to the members of other study teams in their tutorial group. Previous research showed that students spent more time on self-study in a PBL with study team condition than in a traditional PBL context. In this study the achievement as well as appreciation of students participating in a PBL with study teams' environment, is compared with students working in a traditional PBL environment. To determine whether PBL with study teams differs from the traditional PBL environment in students' appreciation and study time. We conducted an experiment in two blocks over two years. Questionnaires were administered to collect data on appreciation and time for self-study. Students' appreciation of the two formats did not differ much. The large standard deviations indicate considerable differences in appreciation between individual students. Appreciation was slightly higher in the second experiment when instructions about how to collaborate were less strict. Students devoted twice as many hours studying in the study group format compared with the traditional PBL format. The students indicated that they enjoyed the format but that the increased workload disturbed their customary study rhythm. Assessment scores and tutors'impressions suggest that

  1. A comparison of course-related stressors in undergraduate problem-based learning (PBL versus non-PBL medical programmes

    Directory of Open Access Journals (Sweden)

    Ross Elizabeth E

    2009-09-01

    Full Text Available Abstract Background Medical students report high levels of stress related to their medical training as well as to other personal and financial factors. The aim of this study is to investigate whether there are differences in course-related stressors reported by medical students on undergraduate problem-based learning (PBL and non-PBL programmes in the UK. Method A cross-sectional study of second-year medical students in two UK medical schools (one PBL and one non-PBL programme was conducted. A 16-question self-report questionnaire, derived from the Perceived Medical Student Stress Scale and the Higher Education Stress Inventory, was used to measure course-related stressors. Following univariate analysis of each stressor between groups, multivariate logistic regression was used to determine which stressors were the best predictors of each course type, while controlling for socio-demographic differences between the groups. Results A total of 280 students responded. Compared to the non-PBL students (N = 197, the PBL students (N = 83 were significantly more likely to agree that: they did not know what the faculty expected of them (Odds Ratio (OR = 0.38, p = 0.03; there were too many small group sessions facilitated only by students resulting in an unclear curriculum (OR = 0.04, p Conclusion There are significant differences in the perceived course-related stressors affecting medical students on PBL and non-PBL programmes. Course designers and student support services should therefore tailor their work to minimise, or help students cope with, the specific stressors on each course type to ensure optimum learning and wellbeing among our future doctors.

  2. Globalization of problem-based learning (PBL): cross-cultural implications.

    Science.gov (United States)

    Gwee, Matthew Choon-Eng

    2008-03-01

    intended and specified for a PBL program. Proficiency in the English language can pose serious problems for some Asian medical schools, which choose to use English as the language for discussion in PBL tutorials. A novel approach that can be applied to overcome this problem is to allow students to engage in discussions using both their native language as well as English, a highly successful practice implemented by the University of Airlangga, Surabaya, Indonesia. As PBL is a highly resource-intensive pedagogy, Asian medical educators need to have a clear understanding of the PBL process, philosophy and practice in order to be able to optimize the educational outcomes that can be derived from a PBL curriculum.

  3. Online Searching in PBL Tutorials

    Science.gov (United States)

    Jin, Jun; Bridges, Susan M.; Botelho, Michael G.; Chan, Lap Ki

    2015-01-01

    This study aims to explore how online searching plays a role during PBL tutorials in two undergraduate health sciences curricula, Medicine and Dentistry. Utilizing Interactional Ethnography (IE) as an organizing framework for data collection and analysis, and drawing on a critical theory of technology as an explanatory lens, enabled a textured…

  4. Online Searching in PBL Tutorials

    Science.gov (United States)

    Jin, Jun; Bridges, Susan M.; Botelho, Michael G.; Chan, Lap Ki

    2015-01-01

    This study aims to explore how online searching plays a role during PBL tutorials in two undergraduate health sciences curricula, Medicine and Dentistry. Utilizing Interactional Ethnography (IE) as an organizing framework for data collection and analysis, and drawing on a critical theory of technology as an explanatory lens, enabled a textured…

  5. Perception of content and non-content expert facilitators of PBL according to students’ performance levels

    Science.gov (United States)

    Ismail, Noor Akmal Shareela; Alias, Ekram; Arifin, Khaizurin Tajul; Damanhuri, Mohd Hanafi A; Karim, Norwahidah Abd; Aan, Goon Jo

    2015-01-01

    Objective: Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL. Methods: A total of 150 first and second year medical students from the University Kebangsaan Malaysia were interviewed with a validated set of questions to acquire their views on the roles of facilitators in PBL in learning Medical Biochemistry. Their achievement were evaluated through their essay marks derived from various PBL packages. Results: All respondents agreed that PBL sessions associated with Medical Biochemistry are best appreciated when conducted by a content-expert facilitator. Their exam marks reflected well on their perception. Conclusion: PBL sessions related to Medical Biochemistry is best facilitated by Biochemistry lecturers as the content experts. PMID:26870131

  6. PBL as a Tool for Staff Development in the Educational Transformation towards PBL

    DEFF Research Database (Denmark)

    Du, Xiangyun; Kolmos, Anette; Qvist, Palle

    2007-01-01

    Abstract Worldwide, the philosophy of problem based and project based learning (PBL) has been implemented as educational models in diverse practice of teaching and learning. Recent years have witnessed more and more educational transformations towards PBL. Despite the diversity of approaches...... and practices in the process of organizational transformation, staff development remains one of key elements in the transformation process in order to teach staff new PBL practice.. A growing body of literature discussing the role of facilitation in PBL, implementation of PBL at different levels in educational...... practice, PBL online; however, little has been documented on the practice of staff development in PBL, especially through online education in the form of PBL. This paper presents the experiences and reflections of using PBL online as a strategy for staff development based on the practice...

  7. PBL as a Tool for Staff Development in the Educational Transformation towards PBL

    DEFF Research Database (Denmark)

    Du, Xiangyun; Kolmos, Anette; Qvist, Palle

    2007-01-01

    Abstract Worldwide, the philosophy of problem based and project based learning (PBL) has been implemented as educational models in diverse practice of teaching and learning. Recent years have witnessed more and more educational transformations towards PBL. Despite the diversity of approaches...... and practices in the process of organizational transformation, staff development remains one of key elements in the transformation process in order to teach staff new PBL practice.. A growing body of literature discussing the role of facilitation in PBL, implementation of PBL at different levels in educational...... practice, PBL online; however, little has been documented on the practice of staff development in PBL, especially through online education in the form of PBL. This paper presents the experiences and reflections of using PBL online as a strategy for staff development based on the practice...

  8. PBL in a multicultural environment

    DEFF Research Database (Denmark)

    Hansen, Carsten Jahn; Du, Xiangyun

    2006-01-01

    , Aalborg University has developed its own version of PBL, based in project work organised in groups of students. The result is a focus on the development of student abilities and competences related to discipline knowledge as well as to cooperation, communication, management and self-reflection. So far...... a monocultural to a multicultural learning environment. This presentation focus on the considerations, reflections and specific actions concerning the implementation of PBL in a specific and multicultural environment at Aalborg University, namely that of the Master´s programme in Urban Planning and Management....... The presentation will be framed on re-establishing the chronology of events, material and products associated with the implementation in autumn 2005 of the first semester (term) of this programme. In particular, the presentation illustrates the challenges of establishing a common learning environment including...

  9. PBL. Forming Groups for PBL (practical sessions) - 31710 General Linguistics I

    OpenAIRE

    Muñoz Baell, Irma María

    2012-01-01

    Project Based Learning (PBL). Creating your own Linguistics Collage. Forming Groups for PBL – Week 5 (In-class work) - Academic year 2011-2012 (ECTS credits: 6 (150 hours)). See the Planned Weekly Schedule (Practical sessions).

  10. PBL – Reflections after 10 years

    DEFF Research Database (Denmark)

    Soler, José

    The poster describes course 34357 at DTU, where PBL has been used in the last 10 years. While the course responsibles where not aware initially that the used methodology was PBL, the poster describes the triggering idea for the initial taken choices, i.e. homogenize working methodologies for stud......The poster describes course 34357 at DTU, where PBL has been used in the last 10 years. While the course responsibles where not aware initially that the used methodology was PBL, the poster describes the triggering idea for the initial taken choices, i.e. homogenize working methodologies...

  11. Paternity Testing in a PBL Environment

    Science.gov (United States)

    Casla, Alberto Vicario; Zubiaga, Isabel Smith

    2010-01-01

    Problem Based Learning (PBL) makes use of real-life scenarios to stimulate students' prior knowledge and to provide a meaningful context that is also related to the student's future professional work. In this article, Paternity testing is presented using a PBL approach that involves a combination of classroom, laboratory, and out-of-class…

  12. Getting Started with PBL--A Reflection

    Science.gov (United States)

    Müller, Tanja; Henning, Thomas

    2017-01-01

    In this paper, we provide insight into the PBL project called PoLiMINT (Problem-oriented Learning in MINT). The project is located at the Bremen University of Applied Sciences and aims to introduce and foster PBL in the introductory phase of a physics study program. Concerning our general conditions, we will present our incremental implementation…

  13. Teacher's Experiences in PBL: Implications for Practice

    Science.gov (United States)

    Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S.

    2016-01-01

    Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching…

  14. Teacher's Experiences in PBL: Implications for Practice

    Science.gov (United States)

    Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S.

    2016-01-01

    Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching…

  15. Promoting and supporting PBL interests world wide

    DEFF Research Database (Denmark)

    Enemark, Stig; Kolmos, Anette; Moesby, Egon

    2006-01-01

    of projects world wide focusing on institutional change toward a more student centred, project organised, and problem based approach to learning. The Centre is also establishing a UCPBL Global Network on Problem Based Learning in order to facilitate better access to and co-operation within the PBL area.......-Based Learning (PBL) in Engineering Education, an increasing number of universities and engineering schools throughout the world are seeking consultancy and cooperation with Aalborg University. The establishment of UCPBL is therefore a timely opportunity to merge the efforts into one organisational structure...... aiming to promote and support PBL interests worldwide. This paper presents the UCPBL profile and plan of action. This includes a wide range of activities such as promoting research and development within the various PBL models and their implementation; Education and training in PBL through offering...

  16. Experiencing the role of PBL tutor.

    Science.gov (United States)

    Lyberg-Åhlander, Viveka; Lundskog, Margareta; Hansson, Kristina

    2014-01-01

    The tutor is important for student learning in the PBL group. The students expect the tutor to monitor and steer the group process and to support the learning process, helping students to become aware of their own learning. This study aimed at investigating the PBL tutor's role. Five PBL tutors at the Speech/Language Pathology program were interviewed regarding their view of the tutors' role and what support they need. The analysis of the transcribed interviews focused on finding patterns and variation regarding tutor-activity at different stages in the PBL work and in their views of their progress as tutors. The results indicate that being a tutor is a balancing act and that the tutor need continuous support and input from different sources. Tutors should be encouraged to reflect on their own reactions and interventions and to be explicit and confident in their thoughts about PBL.

  17. General competencies of problem-based learning (PBL) and non-PBL graduates.

    Science.gov (United States)

    Prince, Katinka J A H; van Eijs, Patrick W L J; Boshuizen, Henny P A; van der Vleuten, Cees P M; Scherpbier, Albert J J A

    2005-04-01

    Junior doctors have reported shortcomings in their general competencies, such as organisational skills and teamwork. We explored graduates' perceptions of how well their training had prepared them for medical practice and in general competencies in particular. We compared the opinions of graduates from problem-based learning (PBL) and non-PBL schools, because PBL is supposed to enhance general competencies. We analysed the responses of 1159 graduates from 1 PBL and 4 non-PBL schools to a questionnaire survey administered 18 months after graduation. Compared with their non-PBL colleagues, the PBL graduates gave higher ratings for the connection between school and work, their medical training and preparation for practice. According to the graduates, the most frequently used competencies with sufficient coverage during medical training were expert knowledge, profession-specific skills and communication skills. The majority of the PBL graduates, but less than half of the non-PBL graduates, indicated that communication skills had been covered sufficiently. All the graduates called for more curriculum attention on working with computers, planning and organisation, and leadership skills. More PBL graduates than non-PBL graduates indicated that they had learned profession-specific methods, communication skills and teamwork in medical school. Overall, the graduates appeared to be satisfied with their knowledge and skills. The results suggest that the PBL school provided better preparation with respect to several of the competencies. However, both PBL and non-PBL graduates identified deficits in their general competencies, such as working with computers and planning and organising work. These competencies should feature more prominently in undergraduate medical education.

  18. From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study.

    Science.gov (United States)

    Wang, Qing; Li, Huiping; Pang, Weiguo

    2016-01-01

    Coaching psychology is of increasing interest to medical educators for its potential benefits as a facilitative method in problem-based learning (PBL). However, the field lacks empirical studies that explore the lived experiences of students and tutors in the PBL coaching process. This study aimed to elicit knowledge regarding medical students' and tutors' experiences and perceptions of PBL coaching in the context of Chinese undergraduate medical education. The qualitative methodology of interpretative phenomenological analysis (IPA) was employed. Participants comprised third year medical students (n=20) and PBL tutors (n=5) who have adopted a coaching approach in PBL for a semester. Semi-structured interviews were utilized to obtain a comprehensive understanding of their experiences of PBL coaching. Data analysis followed an iterative four-stage scheme of Biggerstaff and Thompson. Six main themes emerged from diverse experiences and interpretations: 1) mindsets of coaching and learning, 2) the development of learning dispositions and capacities, 3) student group collaboration, 4) tutor-student relationships, 5) personal and professional development, and 6) challenges and difficulties in implementation. It could be concluded that PBL coaching is a dynamic, facilitative process that makes a particular contribution to the learning process from psychological, emotional, and social perspectives, whilst it demonstrates significant overlaps with PBL tutoring in terms of supporting students' cognitive activities in PBL. Further research is needed to identify the barriers and challenges for medical educators to implement coaching in the PBL process.

  19. From PBL tutoring to PBL coaching in undergraduate medical education: an interpretative phenomenological analysis study

    Directory of Open Access Journals (Sweden)

    Qing Wang

    2016-07-01

    Full Text Available Background: Coaching psychology is of increasing interest to medical educators for its potential benefits as a facilitative method in problem-based learning (PBL. However, the field lacks empirical studies that explore the lived experiences of students and tutors in the PBL coaching process. This study aimed to elicit knowledge regarding medical students’ and tutors’ experiences and perceptions of PBL coaching in the context of Chinese undergraduate medical education. Methods: The qualitative methodology of interpretative phenomenological analysis (IPA was employed. Participants comprised third year medical students (n=20 and PBL tutors (n=5 who have adopted a coaching approach in PBL for a semester. Semi-structured interviews were utilized to obtain a comprehensive understanding of their experiences of PBL coaching. Data analysis followed an iterative four-stage scheme of Biggerstaff and Thompson. Results: Six main themes emerged from diverse experiences and interpretations: 1 mindsets of coaching and learning, 2 the development of learning dispositions and capacities, 3 student group collaboration, 4 tutor–student relationships, 5 personal and professional development, and 6 challenges and difficulties in implementation. Conclusions: It could be concluded that PBL coaching is a dynamic, facilitative process that makes a particular contribution to the learning process from psychological, emotional, and social perspectives, whilst it demonstrates significant overlaps with PBL tutoring in terms of supporting students’ cognitive activities in PBL. Further research is needed to identify the barriers and challenges for medical educators to implement coaching in the PBL process.

  20. Problem Based Learning (PBL): a conundrum.

    Science.gov (United States)

    Wells, Samantha H; Warelow, Philip J; Jackson, Karen L

    2009-10-01

    Problem Based Learning (PBL) using minimal guided instruction is used as an educational strategy across a broad variety of disciplines in the tertiary sector. This paper includes some of the strengths and weaknesses of PBL, both in general and in relation to the health care setting, encompassing some of its philosophical underpinnings and its methodological approach. In an effort to explore some of the benefits and problems with PBL in the work setting, this account will comprise a realistic rather than idealistic focus and will include a range of perspectives from both a facilitator and student standpoint. We suggest that PBL is a useful strategy across a comprehensive nursing degree programme (as the ideal) provided the learning programme is supported financially and that its ideal creed which supports a small group approach are adhered to. What we find is that reality is often different, with individual facilitators condensing their PBL programmes to incorporate a modified PBL approach with this personalized approach often taking strength away from the original conceptions of PBL. What we suggest here is that these circumstances constitute a conundrum.

  1. Teaching PBL with Web 2.0

    DEFF Research Database (Denmark)

    Dohn, Nina Bonderup; Buus, Lillian

    2013-01-01

    of competences necessary for participating in contemporary society. In this article we report on a study of three cases where web 2.0 activities have been introduced into PBL settings. Our focus is the unexpected challenges teachers may face due to inherent tensions between the practice logic of the educational...... system and that of web 2.0-practices. The study documents the development of viable ways of making use of web 2.0-mediated activities in support of a PBL approach and thus provides existence proof that web 2.0 activities may contribute constructively and productively to learning within a PBL perspective...

  2. Balancing Teaching and Research in a PBL Context: Enhancing AAU PBL Model

    DEFF Research Database (Denmark)

    Turcan, Romeo V.

    2016-01-01

    Research-based teaching is well embedded in PBL-based teaching and learning. In this context it is viewed as a function that supports the project work that is considered as a main function area of PBL learning. On the other hand, most of the time teaching-based research is not considered...... or is not part of PBL teaching and learning. In this paper the balance between the two is addressed and implications for students and the university are discussed....

  3. Teaching process competencies in a PBL curriculum

    DEFF Research Database (Denmark)

    Kofoed, Lise Busk; Hansen, Søren; Kolmos, Anette

    2004-01-01

    The article describes the background in teaching students process competencies in a project-organized and problem-based (PBL) educational system at Aalborg University, and presents an analysis of a course development....

  4. Teacher's experiences in PBL: implications for practice

    Science.gov (United States)

    Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S.

    2016-03-01

    Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed.

  5. Teaching process competencies in a PBL curriculum

    DEFF Research Database (Denmark)

    Kofoed, Lise Busk; Hansen, Søren; Kolmos, Anette

    2004-01-01

    The article describes the background in teaching students process competencies in a project-organized and problem-based (PBL) educational system at Aalborg University, and presents an analysis of a course development.......The article describes the background in teaching students process competencies in a project-organized and problem-based (PBL) educational system at Aalborg University, and presents an analysis of a course development....

  6. Engineering Students: Enhancing Employability Skills through PBL

    Science.gov (United States)

    H, Othman; Mat Daud K., A.; U, Ewon; Salleh B, Mohd; Omar N., H.; Baser J, Abd; Ismail M., E.; A, Sulaiman

    2017-05-01

    As a developing country, Malaysia faces challenging tasks to develop her economy just like many other countries. Nowadays, change involves many aspects like the economy from agriculture to manufacturing, technology from modern to more advanced ones; mindset from traditional to advanced and so on. Previous studies show that one of the major issues facing local graduates is the lack of employability skills. This problem concerns not only the government but undergraduates and institutions alike. From the pedagogical aspect, one of the more effective ways to improve this is through instructional delivery and in this case the use of Problem-based Learning (PBL). The need to adopt PBL should involved applied subjects undertaken by engineering students. Studies have shown that the use of PBL has been proven to make learning more attractive and effective. In this research, we studied the effectiveness of PBL towards enhancing employability skills among engineering undergraduates. This study adopted a combination of qualitative and quantitative approaches. Data was collected using documents analysis. Student samples comprised manufacturing engineering undergraduates from public institutions of higher learning in Malaysia. The results show that student’s employability skills can be enhanced using PBL. In addition, students become more competitive towards making them more relevance with the needs of the industry with regard to employability skills. In conclusion, PBL is a very effective catalyst towards raising the employability skills among engineering undergraduates and should be adopted in all engineering education.

  7. Identifying needs to develop a PBL staff development program

    Directory of Open Access Journals (Sweden)

    Prarthana Coffin

    2013-08-01

    Full Text Available Staff development is a crucial element for educational intervention. Recognizing the importance of staff development, this study aims to pin-point suitable methodologies in developing a Problem-Based Learning (PBL academic staff development program for a higher education institute where PBL has become an intervention alternative. The study aims to answer the following research questions 1 how can university academic staff be assisted to acquire pedagogical competences for an initiative of the implementation of PBL curriculum? 2 What kinds of support do university academic staff need in order to maintain PBL implementation? Through a combination of a literature review, interviews with 6 PBL experts which emphasize the importance of PBL facilitators, and document analysis of reflection notes from 18 trainees of a PBL workshop, this study will produce a guideline in developing a PBL Academic Staff Development Program for an institute wishes to implement and retain PBL as the education strategy.

  8. PBL core skills faculty development workshop 1: An experiential exercise with the PBL process.

    Science.gov (United States)

    Dalrymple, Kirsten R; Wuenschell, Carol; Rosenblum, Alvin; Paine, Michael; Crowe, David; von Bergmann, Hsing Chi; Wong, Shirley; Bradford, Marian Said; Shuler, Charles F

    2007-02-01

    This report describes the first in a series of foundation-building faculty development workshops focused on the instructional methodology of problem-based learning (PBL). The PBL Process workshop reported here introduced the learning theory topics supporting PBL and utilized an extended roleplay method to provide participants with personal experience with the PBL learning cycle. Overall, participants were satisfied with the methods and content of the workshop. A majority of survey respondents indicated that simulating a complete iteration of the PBL process was an effective way to learn about PBL. Participants expressed relatively greater difficulty understanding and performing activities related to qualitative assessment of learning processes. The workshop was developed to align with adult learning principles, and continued refinement of the workshop has enhanced the learning theory components underpinning PBL as well as the experiential aspects. These dual goals have resulted in blending the existing experiential workshop with an online distance-learning component addressing the learning theory topics relevant to PBL pedagogy.

  9. PBL-SEE: An Authentic Assessment Model for PBL-Based Software Engineering Education

    Science.gov (United States)

    dos Santos, Simone C.

    2017-01-01

    The problem-based learning (PBL) approach has been successfully applied to teaching software engineering thanks to its principles of group work, learning by solving real problems, and learning environments that match the market realities. However, the lack of well-defined methodologies and processes for implementing the PBL approach represents a…

  10. Enhancing Critical Thinking in a PBL Environment

    DEFF Research Database (Denmark)

    Guerra, Aida; Holgaard, Jette Egelund

    2016-01-01

    thinking in a PBL environment. The development of the model takes its point of departure from a conceptual model for critical thinking that is concretized in a PBL context by including theoretical as well as empirical perspectives. The empirical study was conducted at the Faculty of Engineering and Science......, Aalborg University (Denmark), which has more than 30 years of experience in educating engineers in a PBL environment. Based on the results, a model for critical thinking in aPBLenvironment is outlined emphasizing a problem-solving process grounded in open and real life problems as well as a self......-directed, collaborative and team-based learning environment. The model also includes recommendations to overcome challenges detected in the empirical study, especially those related to the scaffolding of group collaboration and the use of theory in a self-directed learning environment based on real life problems....

  11. Hidden realities inside PBL design processes

    DEFF Research Database (Denmark)

    Pihl, Ole Verner

    2015-01-01

    Design Process, but is a group-based architecture and design education better than that which is individually based? How does PBL affect space, form, and creative processes? Hans Kiib, professor and one of the founders of the Department of Architecture and Design in Aalborg, describes his intentions...... within the group work, as it is closer related to the actual PBL process”. Is the Integrated Design Process (Knudstrup 2004) and is Colb (1975) still current and valid? Can we still use these methodologies when we must create “learning for an unknown future,” as Ronald Barnett (2004) claims that we...... investigates the creative processes of the collective and the individual and clarifies some of the hidden realities behind the PBL-based creative processes, both through an inquiry with the students and a more methodological and theoretical approach. The paper also explores how to integrate artistic...

  12. Is a PBL curriculum a better nutrient medium for student-generated learning issues than a PBL island?

    Science.gov (United States)

    Gehlhar, K; Wüller, A; Lieverscheidt, H; Fischer, M R; Schäfer, T

    2010-12-01

    Problem based learning (PBL) is often introduced in curricula in form of short segments. In the literature the value of these PBL-islands is doubted. In order to gain more insight in this curricular approach, we compared student generated learning issues, from a 7-week PBL-island introduced in a traditional curriculum (PBL-I), with the gold standard of a PBL-based model-curriculum (PBL-B) existing in parallel at the same University (Ruhr-University Bochum, Germany). Both tracks use five identical PBL-cases. Thousand seven hundred and three student-generated learning issues of 252 tutorial groups (193 PBL-I and 59 PBL-B groups with six to seven students per group) were analysed in seven different categories. Results showed that overall there were no substantial differences between both curricula. PBL-B students generated more problem-related and less basic science clinical learning issues than PBL-I students, but in both groups learning issues were related to the same number of different subjects. Furthermore, students in the PBL-curriculum tend to generate little less but slightly better phrased issues. Taken together, we found no substantial evidence with respect to student-generated learning issues that could prove that students cannot work with the PBL-method, even if it is introduced later in the curriculum and last only for a short period of time.

  13. Developing intercultural competencies in a PBL environment

    DEFF Research Database (Denmark)

    Du, Xiangyun; Hansen, Carsten Jahn

    2006-01-01

    This paper discusses the influences of international programs in a problem based, project and group work organized learning (PBL) environment on the development of intercultural competencies. Based on the discussion of the positive effects as well as the observed barriers in the educational...... practice of international programs, this paper suggests that PBL can be a good example of a supportive learning environment in terms of providing students opportunities to develop intercultural competences. However, in order to make the best of international programs as an intercultural learning context...... students from different cultures can learn from each other and develop intercultural competencies together....

  14. Innovation and PBL Implementation in Higher Education-Approaches for Educational Change to PBL

    DEFF Research Database (Denmark)

    Li, Huichun; Stojcevski, Alex; Du, Xiangyun;

    2010-01-01

    As an innovative and promising education approach, PBL(problem and project based learning) has been adopted by various higher education institutions which are attempting to promote teaching and learning outcome, cultivate self learning and problem solving competences, as well as enhance...... organizational profile. In this paper, we review three international universities from different context which are in the process of transforming their traditional education model to PBL one. We discuss their approaches of changing to PBL from three aspects: strategies, levels, as well as time....

  15. Learning approaches of undergraduate medical students to physiology in a non-PBL- and partially PBL-oriented curriculum.

    Science.gov (United States)

    Abraham, R R; Vinod, P; Kamath, M G; Asha, K; Ramnarayan, K

    2008-03-01

    Melaka Manipal Medical College (Manipal Campus; Manipal, Karnataka, India) conducts the Bachelor of Medicine and Bachelor of Surgery program, for which the admission intakes are during the months of March and September. The present study was undertaken to study the differences in learning approaches to physiology of undergraduate medical students in a partially problem-based learning (PBL)- and non-PBL-oriented curriculum. PBL was introduced as a curricular reform for the September 2006 batch of students (partially PBL group), whereas it was not incorporated for the March 2006 batch of students (non-PBL group). Learning approaches to physiology of both groups of students were compared using the short inventory of approaches to learning. Mean scores for deep and strategic approaches were found to be significantly higher for the partially PBL group compared with the non-PBL group. The results of the present study support the earlier observation that PBL promotes a deep approach to learning.

  16. PBL in Educational Psychology--Potentials and Challenges

    Science.gov (United States)

    Szulevicz, Thomas; Jensen, Mogens

    2013-01-01

    This article discusses practical and theoretical aspects related to PBL. In the first section of the article, potentials related to professional training of forthcoming educational psychologists following PBL-principles are analyzed. It is argued that PBL constitutes a good platform for creating stimulating interplays between theory and practice.…

  17. Theoretical perspectives and applications of group learning in PBL

    NARCIS (Netherlands)

    Torre, D.M.; Vleuten, C.P. van der; Dolmans, D.

    2016-01-01

    An essential part of problem-based learning (PBL) is group learning. Thus, an in depth understanding of the theoretical underpinnings of group learning in PBL allows educators to bridge theory and practice more effectively thus providing ideas and tools to enhance PBL practices and research. The

  18. Theoretical perspectives and applications of group learning in PBL

    NARCIS (Netherlands)

    Torre, D.M.; Vleuten, C.P. van der; Dolmans, D.

    2016-01-01

    An essential part of problem-based learning (PBL) is group learning. Thus, an in depth understanding of the theoretical underpinnings of group learning in PBL allows educators to bridge theory and practice more effectively thus providing ideas and tools to enhance PBL practices and research. The the

  19. Innovation and PBL Implementation in Higher Education-Approaches for Educational Change to PBL

    DEFF Research Database (Denmark)

    Li, Huichun; Stojcevski, Alex; Du, Xiangyun

    2010-01-01

    As an innovative and promising education approach, PBL(problem and project based learning) has been adopted by various higher education institutions which are attempting to promote teaching and learning outcome, cultivate self learning and problem solving competences, as well as enhance organizat......As an innovative and promising education approach, PBL(problem and project based learning) has been adopted by various higher education institutions which are attempting to promote teaching and learning outcome, cultivate self learning and problem solving competences, as well as enhance...... organizational profile. In this paper, we review three international universities from different context which are in the process of transforming their traditional education model to PBL one. We discuss their approaches of changing to PBL from three aspects: strategies, levels, as well as time....

  20. PBL VIA-online VIA Second Life

    DEFF Research Database (Denmark)

    Christensen, Per

    2010-01-01

    Indeværende Masterprojekt omhandler en teoretisk redegørelse for udvikling af en curriculum model. På baggrund af modellen udvikles og udvælges 8 Second Life scenarier til understøtning af PBL online forløb på den internationale linje på bygningskonstruktøruddannelsen i Horsens i et kommende...

  1. Adapted PBL Practical Exercises: Benefits for Apprentices

    Science.gov (United States)

    Monks, Alan

    2010-01-01

    Use was made of adapted problem-based learning (PBL) practical exercises to address the disengagement of apprentices with the existing assembly-style electronic laboratory programme. Apprentices perceived the traditional routines as having little real-world relevance. This detracted from the value and benefit to them of the practical component of…

  2. Learning (PBL) Curriculum at the University of

    African Journals Online (AJOL)

    aspects of the PBL teaching/learning process. It is an ... organization"2 and is therefore a valu- able tool to identify ... included the resistance of some staff to change ... changes. Because the curriculum encourages a strong sense of autonomy, flexibility, ... various ways of undertaking the ... has been a drastic reduction of stu-.

  3. PBL on Line: A Proposal for the Organization, Part-Time Monitoring and Assessment of PBL Group Activities

    Science.gov (United States)

    Marti, Enric; Gil, Debora; Gurguí, Antoni; Hernández-Sabaté, Aura; Rocarías, Jaume; Poveda, Ferran

    2015-01-01

    This report presents the organisation of PBL (Project Based Learning) for a subject included in the IT engineering degree course. It is the result of 10 years of experience of the implantation and continuous improvement of the PBL class structure. The latest innovations include the experience of part-time monitoring with PBL groups using the Open…

  4. Outlines of the PBL Working programme 2012; Hoofdlijnen PBL Werkprogramma 2012

    Energy Technology Data Exchange (ETDEWEB)

    NONE

    2012-01-15

    In this note, the Netherlands Environmental Assessment Agency (PBL) sketches the outlines of its working programme for 2012. With the intended research in this working programme, PBL aims to contribute to scientific substantiation and evaluation of the Dutch cabinet's policy in a wide range of areas: environment, mobility, space, living, energy, water, food provision, nature, international collaboration, declining population, administrative reforms and international competitive position. The PBL study is aligned to three (of the six) governmental strategic knowledge themes that have been selected for this administrative period, i.e. Dealing with scarcity of resources and space; (2) the competitive position of the Netherlands; (3) Towards a new division of responsibilities among the state and society and a new balance between rights and obligations [Dutch] Het Planbureau voor de Leefomgeving (PBL) schetst in deze notitie de hoofdlijnen van zijn werkprogramma voor 2012. Met het voorgenomen onderzoek in dit werkprogramma wil het PBL bijdragen aan wetenschappelijke onderbouwing en evaluatie van het kabinetsbeleid op een breed scala aan terreinen: milieu, mobiliteit, ruimte, wonen, energie, water, voedselvoorziening, natuur, internationale samenwerking, bevolkingskrimp, decentralisatie, bestuurlijke vernieuwing en internationale concurrentiepositie. PBL-onderzoek sluit aan bij drie (van de zes) rijksbrede strategische kennisthema's die zijn gekozen voor deze kabinetsperiode, te weten: (1) Omgaan met schaarste aan ruimte en grondstoffen; (2) Het concurrentievermogen van Nederland; (3) Naar een nieuwe verantwoordelijkheidsverdeling tussen staat en samenleving en een nieuwe balans tussen rechten en plichten.

  5. Challenges facing PBL tutors: 12 tips for successful group facilitation.

    Science.gov (United States)

    Azer, Samy A

    2005-12-01

    One of the main tasks of a problem-based learning (PBL) tutor is to facilitate group discussion. Group facilitation is about process rather than content. In this process, a tutor helps the group increase their skills and progress in their discussion. Several studies have highlighted strategies and training used in preparing PBL tutors. However, PBL tutors usually feel that it is not that easy to change their teaching style to the PBL format. They are sometimes unsure about their role or what strategy they might use to facilitate their students' discussion. This article in the '12 Tips' series is a detailed description of, and provides answers to, common challenges faced by PBL tutors. The tips provided in this manuscript should help tutors with practical answers. The article may be useful to PBL tutors, medical and health educators and those responsible for PBL training workshops.

  6. PBL in Educational Psychology – Potentials and Challenges

    Directory of Open Access Journals (Sweden)

    Mogens Jensen

    2013-08-01

    Full Text Available This article discusses practical and theoretical aspects related to PBL. In the first section of the article, potentials related to professional training of forthcoming educational psychologists following PBL-principles are analyzed. It is argued that PBL constitutes a good platform for creating stimulating interplays between theory and practice. In the second section of the article we discuss some of the theoretical underpinnings in PBL. We discuss whether PBL is prone to a ‘form-content-dualism’, in which attention is centred on the form (the problem and less on the content of learning. Afterwards, it is discussed whether PBL potentially leads to an individualization of the learning process. Finally, we discuss whether the PBL-literature primarily tends toward portraying student learning as a matter of acquisition of knowledge, and therefore ignores the ontogical and identity-related processes in learning.

  7. Problem-based learning (PBL) and public health: an initial exploration of perceptions of PBL in Vietnam.

    Science.gov (United States)

    Grisham, John W; Martiniuk, Alexandra L C; Negin, Joel; Wright, E P

    2015-03-01

    Worldwide interest in problem-based learning (PBL) has grown in past decades. This article aims to evaluate the perceived effectiveness, appropriateness, benefits, and challenges attributed to the use of PBL in public health education in Vietnam with a view to providing recommendations for curricular design and future policy. Teachers at 2 universities in Hanoi participated in group interviews, and students from these 2 universities completed Likert-style questionnaires. Students and teachers regarded PBL positively. However, there was consensus that hybrid models that used PBL alongside other methods are probably the most beneficial for public health education in Vietnam. Teachers discussed the educational and systematic advantages and difficulties associated with PBL. Themes arising from this analysis may be helpful in guiding future research-namely, regarding the application of PBL in low- and middle-income countries and in public health. Further exploration of the use of PBL hybrid models is discussed. © 2012 APJPH.

  8. Paternity testing in a PBL environment.

    Science.gov (United States)

    Casla, Alberto Vicario; Zubiaga, Isabel Smith

    2010-01-01

    Problem Based Learning (PBL) makes use of real-life scenarios to stimulate students' prior knowledge and to provide a meaningful context that is also related to the student's future professional work. In this article, Paternity testing is presented using a PBL approach that involves a combination of classroom, laboratory, and out-of-class activities: in relation to a fictitious newborn found on the Campus, students design a PCR based protocol to determine their own genotype for two markers. Pooled class genotypes serve to calculate allelic frequencies and to assess Hardy-Weinberg equilibrium. Individual results are also evaluated for possible paternity. The goals of the activity and how each step in the process relates to learning outcomes are presented. Classroom discussions, group discussions, tutorial sessions, wiki sites, laboratory activities, and individual reports sum up the situations, in which the students' process of learning and learning outcomes can be evaluated.

  9. Hidden realities inside PBL design processes

    DEFF Research Database (Denmark)

    Pihl, Ole Verner

    2015-01-01

    Design Process, but is a group-based architecture and design education better than that which is individually based? How does PBL affect space, form, and creative processes? Hans Kiib, professor and one of the founders of the Department of Architecture and Design in Aalborg, describes his intentions...... within the group work, as it is closer related to the actual PBL process”. Is the Integrated Design Process (Knudstrup 2004) and is Colb (1975) still current and valid? Can we still use these methodologies when we must create “learning for an unknown future,” as Ronald Barnett (2004) claims that we...... are passing from a complex world into one based on super complexity? Could Gaston Bachelard (1958), who writes in his book The Poetic of Space "that poets and artists are born phenomenologists," help architecture and design students in their journey to find his/her own professional expression? This paper...

  10. An Improved Model for the Turbulent PBL

    Science.gov (United States)

    Cheng, Y.; Canuto, V. M.; Howard, A. M.; Hansen, James E. (Technical Monitor)

    2001-01-01

    Second order turbulence models of the Mellor and Yamada type have been widely used to simulate the PBL. It is however known that these models have several deficiencies. For example, they all predict a critical Richardson number which is about four times smaller than the Large Eddy Simulation (LES) data, they are unable to match the surface data, and they predict a boundary layer height lower than expected. In the present model, we show that these difficulties are all overcome by a single new physical input: the use of the most complete expression for both the pressure-velocity and the pressure-temperature correlations presently available. Each of the new terms represents a physical process that, was not accounted for by previous models. The new model is presented in three different levels according to Mellor and Yamada's terminology, with new, ready-to-use expressions for the turbulent, moments. We show that the new model reproduces several experimental and LES data better than previous models. As far as the PBL is concerned, we show that the model reproduces both the Kansas data as analyzed by Businger et al. in the context of Monin-Obukhov similarity theory for smaller Richardson numbers, as well as the LES and laboratory data up to Richardson numbers of order unity. We also show that the model yields a higher PBL height than the previous models.

  11. Balancing Teaching and Research in a PBL Context

    DEFF Research Database (Denmark)

    Turcan, Romeo V.

    2016-01-01

    The balance between research and teaching in a PBL environment is discussed in this paper. Traditionally, research-based teaching is well embedded in PBL-based teaching and learning models or environments. In this context it is viewed as a function that supports the project work that is considered...... as a main function area of a PBL model. However, the research component is not well embedded in a PBL model; most of the time teaching-based research is not considered or is not part of PBL teaching and learning. Hence, this paper studies the reciprocity of research-based teaching and teaching-based...... research relationship in the context of PBL learning environment and discusses the implications for students, satff and university....

  12. New Third-Order Moments for the PBL

    Science.gov (United States)

    Canuto, V. M.; Cheng, Y.; Howard, A.; Hansen, James E. (Technical Monitor)

    2000-01-01

    Turbulent convection is inherently non-local and a primary condition for a successful treatment of the PBL is a reliable model of non-locality. In the dynamic equations governing the convective flux, turbulent kinetic energy, etc, non-locality enters through the third-order moments, TOMs. Since the simplest form, the so-called down gradient approximation (DGA , severely underestimates the TOMs (by up to an order of magnitude), a more physical model is needed. In 1994, an analytical model was presented which was derived directly from the dynamical equations for the TOMs. It considerably improved the DGA but was a bit cumbersome to use. Here, we present a new analytic expression for the TOMs which is considerably simpler than the 1994 expression and which at the same time yields a much better fit to the LES data.

  13. An algorithm to estimate PBL heights from wind profiler data

    Science.gov (United States)

    Molod, A.; Salmun, H.

    2016-12-01

    An algorithm was developed to estimate planetary boundary layer (PBL) heights from hourlyarchived wind profiler data from the NOAA Profiler Network (NPN) sites located throughoutthe central United States from the period 1992-2012. The long period of record allows ananalysis of climatological mean PBL heights as well as some estimates of year to yearvariability. Under clear conditions, summertime averaged hourly time series of PBL heightscompare well with Richardson-number based estimates at the few NPN stations with hourlytemperature measurements. Comparisons with clear sky MERRA estimates show that the windprofiler (WP) and the Richardson number based PBL heights are lower by approximately 250-500 m.The geographical distribution of daily maximum WP PBL heights corresponds well with theexpected distribution based on patterns of surface temperature and soil moisture. Windprofiler PBL heights were also estimated under mostly cloudy conditions, but the WP estimatesshow a smaller clear-cloudy condition difference than either of the other two PBL height estimates.The algorithm presented here is shown to provide a reliable summer, fall and springclimatology of daytime hourly PBL heights throughout the central United States. The reliabilityof the algorithm has prompted its use to obtain hourly PBL heights from other archived windprofiler data located throughout the world.

  14. Sensitivity analysis of PBL schemes by comparing WRF model and experimental data

    Directory of Open Access Journals (Sweden)

    A. Balzarini

    2014-09-01

    Full Text Available This work discusses the sources of model biases in reconstructing the Planetary Boundary Layer (PBL height among five commonly used PBL parameterizations. The Weather Research and Forecasting (WRF Model was applied over the critical area of Northern Italy with 5 km of horizontal resolution, and compared against a wide set of experimental data for February 2008. Three non-local closure PBL schemes (Asymmetrical Convective Model version 2, ACM2; Medium Range Forecast, MRF; Yonsei University, YSU and two local closure parameterizations (Mellor Yamada Janjic, MYJ; University of Washington Moist Turbulence, UW were selected for the analysis. Vertical profiles of aerosol number concentrations and Lidar backscatter profiles were collected in the metropolitan area of Milan in order to derive the PBL hourly evolution. Moreover, radio-soundings of Milano Linate airport as well as surface temperature, mixing ratio and wind speed of several meteorological stations were considered too. Results show that all five parameterizations produce similar performances in terms of temperature, mixing ratio and wind speed in the city of Milan, implying some systematic errors in all simulations. However, UW and ACM2 use the same local closure during nighttime conditions, allowing smaller mean biases (MB of temperature (ACM2 MB = 0.606 K, UW MB = 0.209 K, and wind speed (ACM2 MB = 0.699 m s−1, UW MB = 0.918 m s−1. All schemes have the same variations of the diurnal PBL height, since over predictions of temperature and wind speed are found to cause a general overestimation of mixing during its development in winter. In particular, temperature estimates seem to impact the early evolution of the PBL height, while entrainment fluxes parameterizations have major influence on the afternoon development. MRF, MYJ and ACM2 use the same approach in reconstructing the entrainment process, producing the largest overestimations of PBL height (MB ranges from 85.51–179.10 m. On

  15. Sensitivity analysis of PBL schemes by comparing WRF model and experimental data

    Science.gov (United States)

    Balzarini, A.; Angelini, F.; Ferrero, L.; Moscatelli, M.; Perrone, M. G.; Pirovano, G.; Riva, G. M.; Sangiorgi, G.; Toppetti, A. M.; Gobbi, G. P.; Bolzacchini, E.

    2014-09-01

    This work discusses the sources of model biases in reconstructing the Planetary Boundary Layer (PBL) height among five commonly used PBL parameterizations. The Weather Research and Forecasting (WRF) Model was applied over the critical area of Northern Italy with 5 km of horizontal resolution, and compared against a wide set of experimental data for February 2008. Three non-local closure PBL schemes (Asymmetrical Convective Model version 2, ACM2; Medium Range Forecast, MRF; Yonsei University, YSU) and two local closure parameterizations (Mellor Yamada Janjic, MYJ; University of Washington Moist Turbulence, UW) were selected for the analysis. Vertical profiles of aerosol number concentrations and Lidar backscatter profiles were collected in the metropolitan area of Milan in order to derive the PBL hourly evolution. Moreover, radio-soundings of Milano Linate airport as well as surface temperature, mixing ratio and wind speed of several meteorological stations were considered too. Results show that all five parameterizations produce similar performances in terms of temperature, mixing ratio and wind speed in the city of Milan, implying some systematic errors in all simulations. However, UW and ACM2 use the same local closure during nighttime conditions, allowing smaller mean biases (MB) of temperature (ACM2 MB = 0.606 K, UW MB = 0.209 K), and wind speed (ACM2 MB = 0.699 m s-1, UW MB = 0.918 m s-1). All schemes have the same variations of the diurnal PBL height, since over predictions of temperature and wind speed are found to cause a general overestimation of mixing during its development in winter. In particular, temperature estimates seem to impact the early evolution of the PBL height, while entrainment fluxes parameterizations have major influence on the afternoon development. MRF, MYJ and ACM2 use the same approach in reconstructing the entrainment process, producing the largest overestimations of PBL height (MB ranges from 85.51-179.10 m). On the contrary, the

  16. PHOTON PBL: problem-based learning in photonics technology education

    Science.gov (United States)

    Massa, Nicholas; Audet, Richard; Donnelly, Judith; Hanes, Fenna; Kehrhahn, Marijke

    2007-06-01

    Problem-based learning (PBL) is an educational approach whereby students learn course content by actively and collaboratively solving real-world problems presented in a context similar to that in which the learning is to be applied. Research shows that PBL improves student learning and retention, critical thinking and problem-solving skills, and the ability to skillfully apply knowledge to new situations - skills deemed critical to lifelong learning. Used extensively in medical education since the 1970's, and widely adopted in other fields including business, law, and education, PBL is emerging as an alternative to traditional lecture-based courses in engineering and technology education. In today's ever-changing global economy where photonics technicians are required to work productively in teams to solve complex problems across disciplines as well as cultures, PBL represents an exciting alternative to traditional lecture-based photonics education. In this paper we present the PHOTON PBL project, a National Science Foundation Advanced Technology Education (NSF-ATE) project aimed at creating, in partnership with the photonics industry and university research labs from across the US, a comprehensive series of multimedia-based PBL instructional resource materials and offering faculty professional development in the use of PBL in photonics technology education. Quantitative and qualitative research will be conducted on the effectiveness of PBL in photonics technician education.

  17. Loyalty, Harm and Duty: PBL in a Media Ethics Course.

    Science.gov (United States)

    Slattery, Karen L.

    2002-01-01

    Considers how to teach the various areas of mass media in sufficient depth, without sacrificing breadth. Discusses a variation of problem-based learning (PBL) as one possible solution to that educational conundrum. Focuses on a project developed by a group of public relations students using the PBL method. (SG)

  18. Amazed by Making: How Do Teachers Describe Their PBL Experience

    Science.gov (United States)

    Levy, Dalit; Dor, Olga

    2016-01-01

    This paper is based on data gathered in a study conducted during the 2015 school year, in a reputable Israeli high school experimenting project-based learning (PBL) as part of an innovative pedagogy for the information age. The overall research goal was to investigate the teachers' views of PBL and the ways by which these views have changed…

  19. Global Estimates of PBL Depth from Space-Borne LIDAR

    Science.gov (United States)

    McGrath-Spangler, Erica lynn; Denning, S.; Molod, A.; Ott, L.

    2012-01-01

    The planetary boundary layer (PBL) is responsible for communicating the exchange of energy, moisture, momentum, pollutants, and aerosols between the surface and the free atmosphere and is therefore crucial to many studies of the atmosphere. Unfortunately, there have historically been few observations of this important layer due to the complexity involved in its measurement. However, with the advent of more advanced satellites, global measurements of the PBL are now becoming possible. The PBL is often characterized by a high concentration of aerosols within the layer and low level clouds capping it and these are observable from space. The Cloud-Aerosol Lidar and Infrared Pathfinder Satellite Observations (CALIPSO) satellite was launched in 2006 with the intention of observing aerosols and clouds and was the first space-based LIDAR optimized for this purpose. CALIPSO observations are therefore well suited to observing the depth of the PBL. Since it was launched, CALIPSO has been making nearly continuous measurements enabling a global picture of PBL depth. We plan to present a global PBL depth product and how it evolves throughout the year. The product is able to identify deeper PBL depths in the summer hemisphere over land and deeper depths along the northern hemisphere oceanic storm tracks in winter associated with cold air traveling over warm water. Large seasonal cycles are also evident in the subtropical desert locations among other features. In addition, comparisons will be made between several estimates of PBL depth based on turbulent intensity, meteorology profiles, and aerosol profiles from the GEOS5 model.

  20. Biodiversiteit bekeken: hoe evalueert en verkent het PBL het natuurbeleid?

    NARCIS (Netherlands)

    Bouwma, I.M.; Sanders, M.E.; Jagers Op Akkerhuis, G.A.J.M.; Knol, O.M.; Verboom, J.; Wit, de B.; Wiertz, J.; Hinsberg, van A.

    2014-01-01

    Deze publicatie heeft als doel de werkwijze en methoden te beschrijven die ten grondslag liggen aan PBL-publicaties over het natuur- en biodiversiteitbeleid. Uitgelegd wordt met welke informatie het PBL veranderingen in de biodiversiteit signaleert, natuurbeleid van de overheid evalueert, en opties

  1. Loyalty, Harm and Duty: PBL in a Media Ethics Course.

    Science.gov (United States)

    Slattery, Karen L.

    2002-01-01

    Considers how to teach the various areas of mass media in sufficient depth, without sacrificing breadth. Discusses a variation of problem-based learning (PBL) as one possible solution to that educational conundrum. Focuses on a project developed by a group of public relations students using the PBL method. (SG)

  2. PBL and CDIO: Complementary Models for Engineering Education Development

    Science.gov (United States)

    Edström, Kristina; Kolmos, Anette

    2014-01-01

    This paper compares two models for reforming engineering education, problem/project-based learning (PBL), and conceive-design-implement-operate (CDIO), identifying and explaining similarities and differences. PBL and CDIO are defined and contrasted in terms of their history, community, definitions, curriculum design, relation to disciplines,…

  3. Vicarious Learning in PBL Variants for Learning Electronics

    Science.gov (United States)

    Podges, Martin; Kommers, Piet

    2017-01-01

    Three different groups in a class of first-year tertiary engineering students had to solve a problem based on a project by applying the distinctive problem-based learning (PBL) approach. Each group's project (PBL project) was then studied by the other two groups after successful completion and demonstration. Each group then had to study the…

  4. Using PBL to Deliver Course in Digital Electronics

    Science.gov (United States)

    Mantri, Archana; Dutt, Sunil; Gupta, J. P; Chitkara, Madhu

    2009-01-01

    Problem Based Learning (PBL) has proven to be a highly successful pedagogical model in many educational fields, although it is comparatively uncommon in technical education. It goes beyond the typical teaching methodology by promoting student interaction. This paper presents a PBL trial applied to an undergraduate Digital Electronics course in the…

  5. Identifying Needs to Develop a PBL Staff Development Program

    Science.gov (United States)

    Coffin, Prarthana

    2013-01-01

    Staff development is a crucial element for educational intervention. Recognizing the importance of staff development, this study aims to pin-point suitable methodologies in developing a Problem-Based Learning (PBL) academic staff development program for a higher education institute where PBL has become an intervention alternative. The study aims…

  6. PBL and critical thinking disposition in Chinese medical students

    DEFF Research Database (Denmark)

    Du, Xiangyun; Emmersen, Jeppe; Toft, Egon

    2013-01-01

    The purpose of this study was to explore the relationship of problem-based learning (PBL) and the development of critical thinking disposition (CT) and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU......) were randomized to PBL or non-PBL teaching at the commencement of the study. After five years of study, CT was scored by a Chinese version of the California Critical Thinking Disposition Inventory (CCTDI-CV). The score achieved on a Computer Case Simulation (CCS) test evaluated academic performance....... Total CT score was higher in PBL students (n=170) than non-PBL students (n=83) (304.7±36.8 vs. 279.2±39.4, p

  7. The role of a PBL tutor: a personal perspective.

    Science.gov (United States)

    Chan, Li Chong

    2008-03-01

    Based on my experience as a PBL tutor in the Faculty of Medicine since 1997, it is clear that the role of a PBL tutor is one of a master of many trades. Whilst the primary role of a PBL tutor is to ensure, as a facilitator and a guide, that students engage in self-directed learning within the tutorial setting, he or she should be able to identify issues within and outside the tutorial setting that impact on learning. A PBL tutor should know the case well before the tutorial starts, establish ground rules and recognize that the quality of learning which takes place prior to and after the tutorial by students affect personal and group dynamics within the tutorial setting. The PBL tutor occupies a central and unique role in influencing students' learning and as a mentor to students' development.

  8. Systematic Design of Blended PBL: Exploring the Design Experiences and Support Needs of PBL Novices in an Online Environment

    Science.gov (United States)

    An, Yun-Jo

    2013-01-01

    Designing problem-based learning (PBL), especially blended PBL, is very different from designing traditional teacher-centered instruction and requires a new set of knowledge, skills, and attitudes. To be successful, teachers must step out of their comfort zone, adopt new roles and responsibilities, and develop new knowledge and skills required in…

  9. PBL On Line: A proposal for the organization, part-time monitoring and assessment of PBL group activities

    Directory of Open Access Journals (Sweden)

    Enric Marti

    2015-06-01

    Full Text Available This report presents the organisation of PBL (Project Based Learning for a subject included in the IT engineering degree course. It is the result of 10 years of experience of the implantation and continuous improvement of the PBL class structure. The latest innovations include the experience of part-time monitoring with PBL groups using the OpenMeetings tool in Moodle 2.0, the adoption of activities that improve learning and interdependence such as the jigsaw classroom, the clear definition of deliverables that students should present along the semester and the assessment criteria, both on groups and individuals. As a result of this experience, we present PBL student enrolment indexes, student assessment surveys and lecturers’ opinions. We conclude with some topics for discussion about the PBL methodology.

  10. Evaluation of an innovative, evidence-guided, PBL approach.

    Science.gov (United States)

    Neve, Hilary; Bull, Stephanie; Lloyd, Helen; Gilbert, Kerry; Mattick, Karen

    2017-05-05

    To understand the experiences of students and problem-based learning (PBL) facilitators during an evidence-based curriculum change to a PBL programme within an undergraduate medical course in South West England. Four novel PBL cases were designed and implemented, based on educational theory and evidence. Eight focus groups were undertaken with Year-1 and -2 students (n = 18) and PBL facilitators (n = 14) to explore the experiences of participants. Thematic analysis and conceptual abstraction led to insights into the intended and unintended consequences of the change. Participant responses to the change process were influenced by the perceived relevance and value of the change (e.g. benefit to student learning), which was shaped by individual beliefs and preferences (e.g. presumed purpose of PBL, relative value placed on different curriculum topics, and desire for uniform educational experience), and the wider education context (e.g. expectations of assessment). It appears that the three distinct elements must align for the changes to be received positively. We updated our PBL curriculum in response to new evidence DISCUSSION: This study describes how we updated our PBL curriculum in response to new evidence, and demonstrates the importance of communicating the pedagogic rationale behind changes, and meticulous planning, preparation and alignment, even in distant parts of the curriculum. Engaging with existing views and attitudes is an essential requirement for successful curriculum change. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

  11. Theoretical perspectives and applications of group learning in PBL.

    Science.gov (United States)

    Torre, Dario M; van der Vleuten, Cees; Dolmans, Diana

    2016-01-01

    An essential part of problem-based learning (PBL) is group learning. Thus, an in depth understanding of the theoretical underpinnings of group learning in PBL allows educators to bridge theory and practice more effectively thus providing ideas and tools to enhance PBL practices and research. The theory-driven applications examined in this article establish grounds for future research in PBL. The purpose of this article is to describe and examine two theoretical perspectives of group learning in PBL and their potential applications to improve educational practice. They include: (1) social interdependence theory and the meaning of positive interdependence, (2) socio cognitive theory of networked expertise and the concept of knowledge creation in innovative knowledge communities (IKC). Potential applications include the following: development of instructional material to foster positive interdependency using concept maps; formal and structured use of peer feedback throughout PBL courses to promote individual and group accountability; creation and sharing of new knowledge about different topics within and across IKC; and use of rotating students with hybrid abilities across PBL groups to foster distributed cognition.

  12. Improved performance of students instructed in a hybrid PBL format.

    Science.gov (United States)

    Lian, Jiqin; He, Fengtian

    2013-01-01

    As a result of enrollment expansion, increasing numbers of students are entering into medical school in China. This combined with a shortage of teachers, means that the learning environment typically consists of a large classroom setting with traditional lecture-based learning (LBL) as the major mode to teaching and learning. In this article, we investigate the preferences for hybrid problem-based learning (hybrid-PBL) or LBL in a large classroom setting. Two hundred five second-year undergraduate students in Third Military Medical University were randomly divided to two groups. The hybrid-PBL group contained 101 students and was taught by hybrid LBL (60%) and tutor-less PBL(40%) in a large classroom. The LBL group consisted of 104 students and was taught by LBL in a large classroom too. Post-teaching performance was assessed by multiple choice questions, short-essay questions, and case-analysis questions, while the students' teaching preferences and satisfaction were assessed by questionnaires. Analysis of the results of both groups in the examination of biochemistry revealed significantly higher scores on short-essay questions and case-analysis questions in the hybrid-PBL group. Students considered hybrid-PBL to be an effective learning method and favored it over the lecture format. Furthermore, students reported positive effects of hybrid-PBL in terms of additional learning resources, critical thinking, and fun learning experiences. These results suggest that hybrid-PBL is better than the traditional LBL method at improving students' basic knowledge and problem-solving skills. Students preferred hybrid-PBL and were satisfied with it. The tutor-less PBL pattern in a large classroom setting may be feasible in Chinese medical schools. Copyright © 2012 International Union of Biochemistry and Molecular Biology, Inc.

  13. The Design and Program Evaluation of a Distributed PBL Curriculum for Training Family Doctors in Brazil

    Science.gov (United States)

    Tomaz, Jose B. C.; van der Molen, Henk T.; Mamede, Silvia

    2013-01-01

    Over the past decade Problem-based Learning (PBL) and distance education have been combined as educational approaches in higher education. This combination has been called distributed PBL (dPBL). However, more research is needed to obtain more evidence and deeper insight in how to design and implement dPBL. The present study aims at describing the…

  14. Reflections: Evolution of PBL in the International Medical University

    Directory of Open Access Journals (Sweden)

    Hla-Yee-Yee

    2012-07-01

    Full Text Available This paper traces the evolution of PBL inthe International Medical University over a periodof twenty years; since its inception in 1992 till 2012.It is a record of the reasons for the evolution, the peopleinvolved and the strategies adopted. The PBL in IMUhas metamorphosed over the years from a paper-basedcomplete case history into its present form of staggeredrelease of information, paper-based or otherwise (videos,web-based, newspaper cuttings, debates. Strategies toimprove student and facilitator buy-in, strengtheningof facilitator training, adoption of PBL templates,innovations to improve student participation arediscussed.

  15. PBL and critical thinking disposition in Chinese medical students

    DEFF Research Database (Denmark)

    Du, Xiangyun; Emmersen, Jeppe; Toft, Egon

    2013-01-01

    ) were randomized to PBL or non-PBL teaching at the commencement of the study. After five years of study, CT was scored by a Chinese version of the California Critical Thinking Disposition Inventory (CCTDI-CV). The score achieved on a Computer Case Simulation (CCS) test evaluated academic performance......The purpose of this study was to explore the relationship of problem-based learning (PBL) and the development of critical thinking disposition (CT) and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU...... of critical thinking, but not to improved academic skills....

  16. Comparison of PBL Curricua within Control Engineering Education

    DEFF Research Database (Denmark)

    Fernandez-Samaca, Liliana; Nielsen, Kirsten M.; Ramirez, Jose Miguel

    2011-01-01

    approaches are compared based on an analysis of the study guidelines, the technical curriculum, the themes of the project, the project introduction and specification given by staff, as well as student outcomes in the form of technical skills and skills related to specification requirements, project....... In this article, a comparison of two PBL cases will be described in order to study the advantages and disadvantages of the two systems. One case presents a single level comprised of two courses and the other one is an integrated PBL curriculum, and both are focused on control engineering courses. The PBL...

  17. Introducing problem-based learning (PBL) into a foundation ...

    African Journals Online (AJOL)

    Institute for Mathematics and Science Teaching, Stellenbosch University, South Africa ... Problem-based Learning (PBL) approach in a one-year foundation ..... An open-ended questionnaire which consisted of 7 questions targeted the 2006.

  18. APPLYING PBL AND ZUVIO TO ENHANCE ENGLISH LEARNING MOTIVATION

    OpenAIRE

    BOR-TYNG WANG

    2016-01-01

    To inspire college students’ English learning motivation, this study proposed to combine Project-Based Learning (PBL) with ZUVIO online teaching platform. The traditional teaching methods focus on teachers’ direct instruction in class, which mean that students only receive knowledge from teachers instead of formulating the answers on their own. This also decreases interaction in the classroom and prevents students from collaborating with other peers. However, implementing PBL and ZUVIO would ...

  19. Practice of PBL in the Reading Teaching Strategies

    Directory of Open Access Journals (Sweden)

    Wang Yingting

    2015-01-01

    Full Text Available Combined PBL with some advanced foreign reading teaching strategies, we choose the most suitable way to give lessons and bring up students ability to think of questions. Based on teaching experience for several years, we propose some teaching strategies in English reading teaching to help students improve the efficiency and accuracy of reading with the help of PBL. After practice, students’ innovation and cooperation are strengthened and the width and depth of their questions are improved.

  20. Integrating Sustainability in a PBL Environment for Electronics Engineering

    OpenAIRE

    Arsat, Mahyuddin; Holgaard, Jette Egelund; de Graaff, Erik

    2013-01-01

    In the past decades, education for sustainable development (ESD) has obtained increasing recognition as a general subject in higher education (HE). Institutions worldwide have had attention to the integration of sustainability into the curricula, and on the conceptual level problem based learning (PBL) has been put forward as a promising pedagogical model and emerged as an opportunity to implement sustainability successfully. Due to the almost forty years of experience in PBL, a case study wa...

  1. APPLYING PBL AND ZUVIO TO ENHANCE ENGLISH LEARNING MOTIVATION

    Directory of Open Access Journals (Sweden)

    BOR-TYNG WANG

    2016-06-01

    Full Text Available To inspire college students’ English learning motivation, this study proposed to combine Project-Based Learning (PBL with ZUVIO online teaching platform. The traditional teaching methods focus on teachers’ direct instruction in class, which mean that students only receive knowledge from teachers instead of formulating the answers on their own. This also decreases interaction in the classroom and prevents students from collaborating with other peers. However, implementing PBL and ZUVIO would allow students to apply knowledge in the social context and work with their classmates. In this study, two freshman English classes in a private university in central Taiwan were chosen as the sample. The students in both classes were low-level students (CEF A2 level. One class (N = 39 was chosen as the experimental group which had to complete the PBL tasks assigned by the teacher and use peer assessment function in ZUVIO for one academic year. The other class (N = 43 was chosen as the control group which was given the traditional teaching instructions. The results showed that the experimental group performed better on the midterm exam compared to the control group during both semesters (p = 0.001. Additionally, the results of the questionnaire showed that students’ motivation to learn English increased when using PBL and ZUVIO as teaching methods. To cite this document: Bor-Tyng Wang, "Applying PBL and ZUVIO to enhance English learning motivation", International Journal of Cyber Society and Education, Vol. 9, No. 1, pp. 1-16, 2016.

  2. Fundamental Requirements on PBL Classes for Better Education

    Science.gov (United States)

    Ito, Teruaki

    Project-Based Learning (PBL) education has become popular in the US and its educational effects have been recognized in many case studies. PBL also attracts attention of the educators in Japan, and several achievements have also been reported. However, because of its short history and its different backgrounds on the corporate sponsorship to academic institutions, implementation of PBL in engineering education has not so much been achieved well and its educational effects have not been recognized enough. This paper picks up one of the best examples of PBL class with robotic project at MIT in the US, and reviews the key factors why the class works so successfully. Comparing the review results with the experiences in the engineering class of CAD-EX at the University of Tokushima, this paper discusses the basic requirements on PBL, emphasizing the importance of strenuous efforts to encourage students towards motivated attitudes, creative learning and active participation in the class under the healthy and friendly competitive atmosphere.

  3. Twelve tips on how to survive PBL as a medical student.

    Science.gov (United States)

    Bate, E; Taylor, D C M

    2013-01-01

    Starting medical school can be both exciting and daunting. This is particularly the case when the style of learning is different from that which has been experienced previously. For many students, their first experience of learning through a problem-based learning (PBL) approach is when they commence their medical student programme. This article provides 12 tips on how to survive PBL as a medical student. The tips have been based on the authors' experience of PBL and the current literature evidence base. A chronological order was used for the tips to guide the reader, whether student or PBL facilitator, through tips for the various stages of the PBL process. These 12 tips provide students and PBL facilitators with 12 practical tips to help them to realise the learning process and rationale for PBL. The tips commence with surviving the initial PBL sessions and continue through the process, finishing with the use of PBL in the clinical setting where the written scenarios are replaced by patient case histories. Using a PBL approach facilitates the learning of clinical and science knowledge in context through clinical scenarios, whilst working and learning together as a group. It is envisaged that these tips will be beneficial for PBL facilitators working with students that are new to PBL, and for the PBL students themselves.

  4. CONSTRUCTION OF HU-PBL/SCID CHIMERAS AND DEVELOPMENT OF EBV-RELATED LYMPHOMAS

    Institute of Scientific and Technical Information of China (English)

    Run-liang Gan; Ke Lan; Zhi-hua Yin; Li-jiang Wang; Ying Song; Kai-tai Yao

    2005-01-01

    Objective To construct hu-PBL/SCID chimeras and to investigate the development of lymphoma and oncogenicity of the Epstein-Barr virus (EBV).Mtehods Human peripheral blood lymphocytes (PBLs) were isolated from healthy adult donors and transplanted intraperitoneally into severe combined immunodeficient (SCID) mice. Mice with hu-PBL engraftment from healthy EBV seronegative donors were injected intraperitoneally with EBV-containing supematant from suspension culture of B95-8 cell line (active infection), whereas mice receiving lymphocytes from healthy EBV seropositive donors were not re-infected with B95-8 derived EBV (latent infection). Pathological examination and molecular analysis were performed on experimental animals and induced neoplasms.Results In the early stage of this experiment, 12 mice died of acute graft-versus-host disease, mortality was 34.3%(12/35 mice) with an average life span of 17.5 days. In 19 survival hu-PBL/SCID chimeric recipients from 12 healthy donors,tumor incidence was 84.2% (16/19 mice). The average survival time of tumor-bearing mice was 65.5 days. EBV-related neoplasms in SCID mice were nodular tumors with aggressive and fatal features. Histological morphology of tumors exhibited diffuse large cell lymphomas. Immunohistochemistry revealed that LCA (CD45) and L26 (CD20) were positive, but both PS1 (CD3) and UCHL-1 (CD45RO) were negative, and EBV products ZEBRA, LMP1, and EBNA2 were expressed in a small number of tumor cells. EB virus particles were seen in the nuclei of some tumor cells by electron microscopy, and EBV DNA could be amplified in the tumor tissues by PCR. In situ hybridization indicated that the nuclei of tumor cells contained human-specific Alu sequence.Conclusions EBV-induced tumors were human B-cell malignant lymphomas. We obtained direct causative evidence dealing with EBV-associated tumor deriving from normal human cells.

  5. General physicians graduated from a PBL undergraduate medical curriculum: how well do they perform as PBL tutors?

    Science.gov (United States)

    Kim, Kyong-Jee; Lee, Joo Heung; Kee, Changwon

    2009-06-01

    A study was conducted on the effectiveness of general physicians recently graduated from a medical school with Problem-Based Learning (PBL) curriculum as PBL tutors to expand the school's tutor pool. This study aims to investigate these non-staff tutors' effectiveness in terms of student satisfaction and learning outcomes. An experimental study was conducted of 12 PBL groups of second-year medical students (n = 40). Four PBL groups were led by non-staff tutors; the other eight groups were led by staff tutors during the two PBL units. Tutor evaluation and student satisfaction questionnaires were administered and student performance scores were analysed to compare between groups led by staff tutors and non-staff tutors. The students' overall satisfaction with the non-staff tutors on a five-point Likert-scale was high (M = 4.5 +/-.638). Additionally, the student scores on written tests were comparable between groups. Yet, in one unit, the groups led by staff tutors received significantly higher scores on the group evaluation than those led by non-staff tutors. The results of this study show that the non-staff tutors performed as effectively as the staff tutors did with regard to student achievement in written exams. Still, the findings of this study suggest that different tutor backgrounds and experiences might affect student performance beyond the written exam scores.

  6. Global network on engineering education research and expertise in PBL

    DEFF Research Database (Denmark)

    Enemark, Stig; Kolmos, Anette; Moesby, Egon

    2006-01-01

    in order to facilitate better access to and co-operation within the PBL area. One of the absolute important tasks for UCPBL is to provide evidence for the effectiveness of PBL worldwide. Thus, there is a special attempt to establish links between engineering education researchers in this field......The UCPBL Centre for Problem Based Learning is based at Aalborg University, Denmark, known world-wide for its successful educational approach based on problem oriented project work. Due to more than 30 years of experience in utilizing PBL-learning principles in Engineering Education, an increasing....... This involves considerations concerning what is engineering education research – and how do we promote research based staff and educational development....

  7. Comparison of PBL Curricua within Control Engineering Education

    DEFF Research Database (Denmark)

    Fernandez-Samaca, Liliana; Nielsen, Kirsten M.; Ramirez, Jose Miguel

    2011-01-01

    organization and structuring based on a study of written project proposals and student reports delivered. The results show that both the PBL curricula formulated the same technical learning outcomes, modeling and control methods; however, in the curriculum practice there are differences related to the scope...... approaches are compared based on an analysis of the study guidelines, the technical curriculum, the themes of the project, the project introduction and specification given by staff, as well as student outcomes in the form of technical skills and skills related to specification requirements, project...... of curriculum objectives, knowledge, independence of the student work, supervision management, and students' preconditions related to PBL....

  8. FACULTY PERCEPTION OF PBL CURRICULUM IN MELAKA MANIPAL MEDICAL COLLEGE,MANIPAL, INDIA

    OpenAIRE

    Guruprasd Rao

    2013-01-01

    Present study was carried out to gauge the perception of the faculty members of Melaka Manipal Medical College (MMMC), Manipal, India regarding the problem-based learning (PBL) curriculum. The faculty were divided into those with prior experience of PBL (group A) and those without it (group B) and were asked to respond to a Likert scale questionnaire regarding the PBL curriculum. Majority of the faculty members agreed that PBL curriculum helps students to acquire critical thinking skills and ...

  9. Targeting Transfer in a STELLAR PBL Course for Pre-Service Teachers

    Science.gov (United States)

    Hmelo-Silver, Cindy E.; Derry, Sharon J.; Bitterman, Alan; Hatrak, Natalie

    2009-01-01

    Helping students in the professions apply conceptual ideas to the problems of practice is a key goal of problem-based learning (PBL). Because PBL is organized around small, collaborative groups, scaling up PBL to large, heterogeneous classes poses significant challenges for implementation. This study presents a hybrid model that mixes online and…

  10. PBL-GIS in Secondary Geography Education: Does It Result in Higher-Order Learning Outcomes?

    Science.gov (United States)

    Liu, Yan; Bui, Elisabeth N.; Chang, Chew-Hung; Lossman, Hans G.

    2010-01-01

    This article presents research on evaluating problem-based learning using GIS technology in a Singapore secondary school. A quasi-experimental research design was carried to test the PBL pedagogy (PBL-GIS) with an experimental group of students and compare their learning outcomes with a control group who were exposed to PBL but not GIS. The…

  11. PBL and Critical Thinking Disposition in Chinese Medical Students--A Randomized Cross-Sectional Study

    Science.gov (United States)

    Du, XiangYun; Emmersen, Jeppe; Toft, Egon; Sun, Baozhi

    2013-01-01

    The purpose of this study was to explore the relationship of problem-based learning (PBL) and the development of critical thinking disposition (CT) and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU) were randomized to PBL or non-PBL teaching at the…

  12. Designing, implementing and evaluating an online problem-based learning (PBL) environment--a pilot study.

    Science.gov (United States)

    Ng, Manwa L; Bridges, Susan; Law, Sam Po; Whitehill, Tara

    2014-01-01

    Problem-based learning (PBL) has been shown to be effective for promoting student competencies in self-directed and collaborative learning, critical thinking, self-reflection and tackling novel situations. However, the need for face-to-face interactions at the same place and time severely limits the potential of traditional PBL. The requirements of space and for meeting at a specific location at the same time create timetabling difficulties. Such limitations need to be tackled before all potentials of PBL learning can be realized. The present study aimed at designing and implementing an online PBL environment for undergraduate speech/language pathology students, and assessing the associated pedagogical effectiveness. A group of eight PBL students were randomly selected to participate in the study. They underwent 4 weeks of online PBL using Adobe Connect. Upon completion of the experiment, they were assessed via a self-reported questionnaire and quantitative comparison with traditional PBL students based on the same written assignment. The questionnaire revealed that all participating students enjoyed online PBL, without any perceived negative effects on learning. Online PBL unanimously saved the students travel time to and from school. Statistical analysis indicated no significant difference in assignment grades between the online and traditional PBL groups, indicating that online PBL learning appears to be similarly effective as traditional face-to-face PBL learning.

  13. Journey into the Problem-Solving Process: Cognitive Functions in a PBL Environment

    Science.gov (United States)

    Chua, B. L.; Tan, O. S.; Liu, W. C.

    2016-01-01

    In a PBL environment, learning results from learners engaging in cognitive processes pivotal in the understanding or resolution of the problem. Using Tan's cognitive function disc, this study examines the learner's perceived cognitive functions at each stage of PBL, as facilitated by the PBL schema. The results suggest that these learners…

  14. Application of Problem Based Learning ((PBL) in a Course on Financial Accounting Principles

    Science.gov (United States)

    Manaf, Nor Aziah Abdul; Ishak, Zuaini; Hussin, Wan Nordin Wan

    2011-01-01

    Purpose: This paper aims to share experiences in teaching a Financial Accounting Principles course using a hybrid problem based learning (PBL) method. The three specific objectives of this paper are to document how the PBL project for this course was developed and managed in class, to compare the academic performance of PBL students with non-PBL…

  15. Journey into the Problem-Solving Process: Cognitive Functions in a PBL Environment

    Science.gov (United States)

    Chua, B. L.; Tan, O. S.; Liu, W. C.

    2016-01-01

    In a PBL environment, learning results from learners engaging in cognitive processes pivotal in the understanding or resolution of the problem. Using Tan's cognitive function disc, this study examines the learner's perceived cognitive functions at each stage of PBL, as facilitated by the PBL schema. The results suggest that these learners…

  16. Qualitative Research in PBL in Health Sciences Education: A Review

    Science.gov (United States)

    Jin, Jun; Bridges, Susan

    2016-01-01

    Context: Qualitative methodologies are relatively new in health sciences education research, especially in the area of problem-based learning (PBL). A key advantage of qualitative approaches is the ability to gain in-depth, textured insights into educational phenomena. Key methodological issues arise, however, in terms of the strategies of…

  17. Evaluating Biology Achievement Scores in an ICT Integrated PBL Environment

    Science.gov (United States)

    Osman, Kamisah; Kaur, Simranjeet Judge

    2014-01-01

    Students' achievement in Biology is often looked up as a benchmark to evaluate the mode of teaching and learning in higher education. Problem-based learning (PBL) is an approach that focuses on students' solving a problem through collaborative groups. There were eighty samples involved in this study. The samples were divided into three groups: ICT…

  18. Merging research orientation with professional apprenticeship training through PBL

    DEFF Research Database (Denmark)

    Willert, Søren

    2012-01-01

    The paper discusses an ongoing process of merging two university-based teaching traditions. The two traditions are alike in that both share a basic commitment to PBL-related values. Differences refer (as stated in the paper’s title) to one tradition being relatively more research oriented, whereas...

  19. Qualitative Research in PBL in Health Sciences Education: A Review

    Science.gov (United States)

    Jin, Jun; Bridges, Susan

    2016-01-01

    Context: Qualitative methodologies are relatively new in health sciences education research, especially in the area of problem-based learning (PBL). A key advantage of qualitative approaches is the ability to gain in-depth, textured insights into educational phenomena. Key methodological issues arise, however, in terms of the strategies of…

  20. Evaluating Biology Achievement Scores in an ICT Integrated PBL Environment

    Science.gov (United States)

    Osman, Kamisah; Kaur, Simranjeet Judge

    2014-01-01

    Students' achievement in Biology is often looked up as a benchmark to evaluate the mode of teaching and learning in higher education. Problem-based learning (PBL) is an approach that focuses on students' solving a problem through collaborative groups. There were eighty samples involved in this study. The samples were divided into three groups: ICT…

  1. How experienced tutors facilitate tutorial dynamics in PBL groups.

    Science.gov (United States)

    Lee, Gin-Hong; Lin, Chaou-Shune; Lin, Yu-Hua

    2013-01-01

    Problem-based learning (PBL) tutorial are conducted in small groups, and successful learning in such groups requires good group facilitating skills. There is a lack of research on actual skills employed by tutors in facilitating the group dynamics. To explore the process of PBL tutorial small groups, focusing on the tutors' actual behavior in facilitating group dynamics. Eight experienced tutors from various departments in medical colleges participated in this research. Forty tutorial group sessions were videotaped. Among the 636 tutorial intervention episodes, 142 of them were associated with facilitating group dynamics. Tutors interventions as well as their recalls were transcribed verbatim. Qualitative research methods were utilized to analyze the data. There were 10 tutorial group dynamic situations and 48 tutorial skills. Analysis of the tutors' intentions employing these skills in the 10 situations showed that tutors were trying to achieve the following aims: (1) iteration of PBL principles, (2) delegation of responsibility to the students, (3) creation of a good discussion forum, and (4) the generation of a good learning atmosphere. Results from this study provide PBL tutors with a practical frame of reference on group dynamic facilitating skills and stimulate further research on this topic.

  2. De Natuurverkenning en de rol van het PBL in beleidsprocessen

    NARCIS (Netherlands)

    de Wit, B.; Hajer, M.

    2011-01-01

    The Nature Outlook is one of the regular products of PBL Netherlands Environmental Agency. For the present Outlook there has been quite a lot of interaction between researchers and policy makers and societal groups. Ideas that have been developed during the process of making the Outlook, have been

  3. Discussion as media and tool in PBL project-groups

    DEFF Research Database (Denmark)

    Spliid, Claus Monrad

    2013-01-01

    The Aalborg PBL Model encourages project-management as a way for students to achieve efficiency and effectiveness in their study-projects. This paper looks into how the development of conversation skills relates to project-management as well as other factors. Through analysis of interviews focusing...

  4. De Natuurverkenning en de rol van het PBL in beleidsprocessen

    NARCIS (Netherlands)

    de Wit, B.; Hajer, M.

    2011-01-01

    The Nature Outlook is one of the regular products of PBL Netherlands Environmental Agency. For the present Outlook there has been quite a lot of interaction between researchers and policy makers and societal groups. Ideas that have been developed during the process of making the Outlook, have been i

  5. PBL, Hands-On/ Digital resources in Geology, (Teaching/ Learning)

    Science.gov (United States)

    Soares, Rosa; Santos, Cátia; Carvalho, Sara

    2015-04-01

    The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program that aims to evaluate the effectiveness in students learning the Rock Cycle theme. Prior research on both PBL and Rock Cycle was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and Rock Cycle as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application and it was expected that this approach would assist students towards achieving a specific set of competencies. PBL is a student-centered method based on the principle of using problems as the starting point for the acquisition of new knowledge. Problems are based on complex real-world situations. All information needed to solve the problem is initially not given. Students will identify, find, and use appropriate resources to complete the exercise. They work permanently in small groups, developing self-directed activities and increasing participation in discussions. Teacher based guidance allows students to be fully engaged in knowledge building. That way, the learning process is active, integrated, cumulative, and connected. Theme "Rock Cycle" was introduced using a problematic situation, which outlined the geological processes highlighted in "Foz do Douro" the next coastline of the school where the study was developed. The questions proposed by the students were solved, using strategies that involved the use of hands-on activities and virtual labs in Geology. The systematization of the selected theme was performed in a field excursion, implemented according to the organizational model of Nir Orion, to The "Foz do Douro" metamorphic complex. In the evaluation of the learning process, data were obtained on students' development of knowledge and competencies through the application of

  6. Dental students' evaluation of 2 community-oriented PBL modules.

    Science.gov (United States)

    Pau, A K; Collinson, S; Croucher, R

    1999-11-01

    To evaluate dental students' perception of 2 problem-based learning (PBL) modules in Dental Public Health implemented within the context of a traditional formal curriculum. 2 dental community modules were implemented with an 8-month interval between them on the same group of dental undergraduates; the first in Term 2 and the second in Term 4 of a 5-year 15-term dental course. At the end of each module, a semi-structured questionnaire was administered to evaluate the introductory lecture, the fieldwork activity and the organisation of the modules. In both modules, students reported gaining insight into the subject matter, skills in teamwork, making presentations and collecting data. Some students in the 1st module needed more time to fulfil their learning objectives and had difficulty in collecting data. In the 2nd module, students reported that they lacked motivation because of the place of the module within their timetable. Opinions differed about groupwork. The content of and interest generated by fieldwork activity was rated more positively in the 2nd module than the 1st. Less positively rated in the 2nd module was the introductory lecture and module organisation. Implementing PBL within a traditional curriculum does not offer uniform outcomes for students. Optimum group size and adequate time are necessary if students are to benefit from PBL. A consistent and continuous PBL approach should be adopted rather than a sporadic one. Further research should establish the optimum balance between PBL and traditional approaches that would allow students to maximise the benefits of both and to identify those students best equipped to benefit from a 'mixed economy' of learning.

  7. Implementation of Problem Based Learning (PBL) - in a Malaysian Teacher Education Course

    DEFF Research Database (Denmark)

    Borhan, Mohamad Termizi Bin; Yassin, Sopia Md

    2013-01-01

    The paper describes an employment of a Problem Based Learning (PBL) approach in a Malaysian graduate teacher education course. The discussions focus on how PBL was introduced, the PBL tasks and explore issues and benefits perceived by students. Data were obtained from journal reflections......, interviews and field note of observations. All types of data were analyze using inductive analytical approach. The result indicated that students were struggling at the preliminary phase of PBL, require more time in PBL learning process and link the acquisition of skills and group working process as benefits...

  8. Evaluating the impact of a PBL-course for first-year engineering students learning through PBL-projects

    DEFF Research Database (Denmark)

    Mosgaard, Mette; Spliid, Claus Monrad

    2011-01-01

    The PBL-course for engineering students at Aalborg University provides support for student-groups' project-work and collaborative learning when planning and conducting scientific problem-based project with societal relevance. The results of a survey among some of the groups indicate that the limi...

  9. A Qualitative Study on How Health Professional Students and Their PBL Facilitators Perceive the Use of Mobile Devices during PBL

    Science.gov (United States)

    Chan, Lap Ki; Bridges, Susan M.; Doherty, Iain; Ng, Manwa L.; Jin, Jun; Sharma, Neel; Chan, Nam Kiu; Lai, Henrietta Yan Yu

    2015-01-01

    Mobile devices are increasingly being used by undergraduate students to access online information in the problem-based learning (PBL) process, initially in the self-directed phase, and more recently within face-to-face tutorials. This qualitative study across three undergraduate health professional programs used semi-structured interviews to…

  10. Evaluating the impact of a PBL-course for first-year engineering students learning through PBL-projects

    DEFF Research Database (Denmark)

    Mosgaard, Mette; Spliid, Claus Monrad

    2011-01-01

    The PBL-course for engineering students at Aalborg University provides support for student-groups' project-work and collaborative learning when planning and conducting scientific problem-based project with societal relevance. The results of a survey among some of the groups indicate...

  11. Introducing PBL to Foreign Studentsin International Engineering Programs

    DEFF Research Database (Denmark)

    Du, Xiangyun; Dahms, Mona-Lisa; Jensen, Lars Peter

    2007-01-01

    programs to develop process competencies from an intercultural perspective. The POL course has had positive effects in terms of helping foreign students understand PBL and develop learning strategies in a PBL setting. However, our experiences show that issues arising from cultural diversity in educational...... settings are more complex than only integrating foreign students into existing programs. More efforts and better strategies are needed to improve intercultural competencies for teaching staff and students, foreigners as well as locals, in engineering education....... to develop process competencies (i.e. skills in project management, collaboration, communication, etc.) in addition to technical skills. This paper presents the development of a course, the Project Organized Learning (POL) course, which has been designed to assist students in international engineering...

  12. CASES-97 : Diurnal variation of the fair-weather PBL.

    Energy Technology Data Exchange (ETDEWEB)

    Coulter, R. L.; Grossman, R. L.; Hicks, B.; Horst, T.; Klazura, G.; LeMone, M. A.; Lundquist, J. K.; McMillen, R.; Oncley, S.

    1997-11-18

    The CASES-97 dataset, supplemented by data from the surrounding area and from satellite, will enable us to isolate the effects of soil moisture on boundary layer evolution.Our initial approach will be to use the integrated dataset to determine (a) the factors that contribute to PBL growth, and (b) the factors that determine the wind, temperature, and wind profiles in the growing PBL. This process will help us to consolidate the dataset and tease out remaining inconsistencies. As soon as reasonable, we want to use the dataset in mesoscale numerical models, to test and refine our conclusions. Further detail on the CASES-97 field program can be found at the World Wide Web site at: http://www.mmm.ucar.edu/cases/cases.html.

  13. PBL og de sammensatte hold på kandidatuddannelser

    DEFF Research Database (Denmark)

    Engen, Mie; Fallov, Mia Arp; Jensen, Rune Hagel Skaarup

    Denne rapport omhandler pædagogiske udfordringer og muligheder i Aalborgs Problembaserede Læringstilgang (PBL), når den omsættes til pædagogisk og didaktisk handling på kandidatuddannelser med sammensatte hold. Sammensatte hold betyder i denne sammenhæng kandidatuddannelser, hvor de optagne...... studerende har meget forskellige uddannelsesmæssige baggrunde. Rapporten formidler en didaktisk ramme for, hvordan PBL kan tilgås, når studerende på et kandidathold er meget forskellige, med henblik på at udnytte kompetencerne på de sammensatte hold bedst muligt og derved øge læringspotentialet....

  14. An ensemble formulation of PBL fluxes in a GCM

    Science.gov (United States)

    Sud, Y. C.; Smith, W. E.

    1984-01-01

    An ensemble approach is applied to Planetary Boundary Layer (PBL) calculations with the bulk Richardson number identified as the key parameter. An ensemble averaging calculation was carried out to rederive the bulk friction and heat transport coefficients for the mean condition. Two simulations are carried out and compared. Significant differences in PBL fluxes low level cloudiness, land surface roughness heights, and surface evaporation are noted between the modified and unmodified simulations. Modifications to the model were: (1) the relationship between actual and potential Effective Temperature (ET) to accord with Sud and Fennessy (1982); (2) maximum permissible instantaneous ET at any time is 1.5 mm per hr; (3) moisture distribution in low level cumulus convection to be consistent with no precipitation; (4) appearance of supersaturation clouds to be consistent with supersaturation condition at that level; (5) invoking a simple function for stomatal diffusion effect in the ET calculation.

  15. If PBL is the answer, then what is the problem?

    DEFF Research Database (Denmark)

    Huttel, Hans; Gnaur, Dorina

    This paper identifies and analyzes problems with routinization of project work in PBL-based degree programmes and points towards possible solutions. The paper uses a survey of students’ and supervisor’s perceptions of project work in the context of attempts to emphasize problem-based aspects...... of project work in the undergraduate degree programme in computer science at Aalborg University. Danish PBL-based higher education institutions espouse the qualities of problembased projects but actual practice shows a different picture. The predominant use of project catalogues and the formal requirements...... imposed by accreditation inhibit central intentions behind problem-based project work. The study reported on is limited to a specific degree programme and to a particular approach to dealing with the problem of routinization. The findings in this paper point towards the need for action research into new...

  16. Development and evaluation of a PBL-based continuing education for clinical nurses: a pilot study.

    Science.gov (United States)

    Kim, Hee Soon; Hwang, Seon Young; Oh, Eui Geum; Lee, Jae Eun

    2006-12-01

    The purposes of this study were to develop a PBL program for continuing nurse education and to evaluate the program after its implementation. The PBL program was developed in the core cardio-pulmonary nursing concepts through a collaborative approach with a nursing school and a hospital. The PBL packages with simulation on ACLS were implemented to 40 clinical nurses. The entire PBL program consisted of six 3-hour weekly classes and was evaluated by the participants' subjective responses. Two PBL packages in cardio-pulmonary system including clinical cases and tutorial guidelines were developed. The 57.5% of the participants responded positively about the use of PBL as continuing nurse education in terms of self-motivated and cooperative learning, whereas 20.0% of the participants answered that the PBL method was not suitable for clinical nurses. Some modifications were suggested in grouping participants and program contents for PBL. The PBL method could be utilized to promote nurses' clinical competencies as well as self-learning abilities. Further research is needed in the implementation strategies of PBL-based continuing education in order to improve its effectiveness.

  17. FACULTY PERCEPTION OF PBL CURRICULUM IN MELAKA MANIPAL MEDICAL COLLEGE,MANIPAL, INDIA

    Directory of Open Access Journals (Sweden)

    Guruprasd Rao

    2013-03-01

    Full Text Available Present study was carried out to gauge the perception of the faculty members of Melaka Manipal Medical College (MMMC, Manipal, India regarding the problem-based learning (PBL curriculum. The faculty were divided into those with prior experience of PBL (group A and those without it (group B and were asked to respond to a Likert scale questionnaire regarding the PBL curriculum. Majority of the faculty members agreed that PBL curriculum helps students to acquire critical thinking skills and has made them more responsible towards self-study. Majority of the inexperienced faculty members felt that students tend to selectively prepare for certain learning objectives rather than for the entire problem whereas majority of the experienced faculty disagreed (p<0.01. A greater majority of those in group A than group B opined that students initially reluctant to participate in PBL discussions improve their participation over the year (p<0.05. Majority of faculty in group A agreed that student assessment method currently followed in PBL is adequate to grade student involvement in PBL whereas half of those in group B disagreed. Most of the faculty members in both groups felt that the present PBL-lecture hybrid system is better than the entirely lecture-based curriculum. Most faculty in group B would like more PBL sessions to be introduced whereas most of those in group A disagreed. A good number in both groups felt that greater integration of the different disciplines in PBL is desirable.

  18. PBL curriculum improves medical students' participation in small-group tutorials.

    Science.gov (United States)

    Wun, Y T; Tse, Eileen Y Y; Lam, T P; Lam, Cindy L K

    2007-09-01

    Group learning is the core of problem-based learning (PBL) but has not been extensively studied, especially in Asian students. This study compared students of PBL and non-PBL curricula in students' talking time and participation in small-group tutorials in a medical school in Asia. The proportions of student talking of 46 tutorials in three teaching rotations of the PBL curriculum and those of 43 corresponding tutorials in the non-PBL curriculum were counted. Twelve videotapes of tutorials (six from each curriculum), stratified for tutor, case scenario and students' learning stage, were randomly selected and transcribed. They were rated with the group-interaction (5 items) and active-participation (four items) tutorial assessment scales developed by Valle et al. These outcomes were compared between the students of PBL and non-PBL curricula. Students from the PBL curriculum talked significantly more. In only two (4.7%) of 43 tutorials in the non-PBL curriculum did the students talk more than the tutors; but students talked more than the tutors in 17 (37.0%) of 46 tutorials in the PBL curriculum. PBL students scored significantly higher than non-PBL students in all items except one item (respect to peers) of the tutorial assessment scales, and in the mean scores of both the group interaction scale (items 1-5) and the active participation scale (items 6-9). The results suggested that PBL starting from the early years of a medical curriculum was associated with more active student participation, interaction and collaboration in small-group tutorials.

  19. Student Integration and Evaluation in Mechatronic Curriculum With PBL

    DEFF Research Database (Denmark)

    Andersen, Torben O.; Conrad, Finn

    2006-01-01

    In this paper the PBL model used at Aalborg University in the mechanical engineering is shortly presented with emphasis on the mechatronic curriculum. A specific semester with a both theoretical and practical mechatronic content is presented in detail as a reference project for a subsequent...... discussion on three potential concerns with respect to the continued succes of problem and project based learning in mechatronics namely: individual assessment, Bologna model and research based teaching...

  20. Twelve tips for effective lecturing in a PBL curriculum.

    Science.gov (United States)

    Malik, Alam Sher; Malik, Rukhsana Hussain

    2012-01-01

    Retaining lectures in problem-based learning (PBL) curriculum places new demands on lecturers. In addition to subject knowledge, the lecturers must know the overall aims of the lectures, their context in the course, their relation to the subsequent examinations and the underlying educational philosophy. Aim of this communication is to propose ways that will transform the traditional didactic lectures into PBL-compliant teaching/learning sessions. Insights from the self-experience and that of colleagues and the feedback from students are synthesised with current literature regarding best teaching practices to develop these tips. These tips, ranging from involving students in the learning process to a routine practice of reflection after delivering a lecture, highlight methods of preparing and delivering lectures that follow the educational philosophy underpinning the PBL approach. We believe that these tips by advancing the driving force for meaningful learning will transform the didactic lectures of traditional curriculum to interactive sessions that would enhance understanding, augment critical thinking and promote self-directed learning among students.

  1. Dental and medical students' perspectives on early exposure to PBL in Taiwan.

    Science.gov (United States)

    Tu, Ming-Gene; Yu, Chien-Hung; Wu, Lii-Tzu; Li, Tsai-Chung; Kwan, Chiu-Yin

    2012-06-01

    A hybrid problem-based learning (PBL) curriculum adopted in 2002 for medical students at China Medical University, Taiwan, was extended to dental students in 2007. Before that, PBL workshops were conducted for all students. Two PBL cases on basic biomedical issues were used for second-year medical students and second-year dental students to explore the feasibility of adopting PBL as part of the dental curriculum. This study compared the medical and dental students' attitudes toward the PBL tutorials and PBL curricula. Upon completion of the PBL component, an eighteen-item questionnaire asked students to assess (on a ten-point scale with 10 as the most positive response) their perceptions of the learning process in the PBL tutorials. Forty-six dental students from a cohort of fifty (92 percent) and 107 medical students from a cohort of 119 (90 percent) completed the questionnaires (fifty-three females and 100 males). The importance of all items was rated above 6.00. The medical students' mean score (7.29) was higher than the dental students' mean score (7.10). Of the eighteen attributes of the PBL process, the students indicated being generally comfortable with fourteen. No statistical significance was found between the dental and medical students' scores, but there was a significant difference (p=0.006) in their perception of PBL curricula. Overall, the medical students expressed a more positive outlook toward the PBL learning process than the dental students and were more willing to accept PBL as a pedagogy.

  2. How effective the problem-based learning (PBL) in dental education. A critical review.

    Science.gov (United States)

    Alrahlah, Ali

    2016-10-01

    The purpose of this critical review is to explore the research supporting the effectiveness of problem-based learning (PBL) as a teaching method in dental education. PBL was developed more than 40 years ago in reaction to the problems and limitations of traditional teaching approaches. Here, aspects of the PBL teaching approach are reviewed, and the reasons for the substantial effect of this approach on dental education are discussed. Evidence shows that students in PBL-based courses exhibit superior professional skills and effective learning compared with those instructed using traditional approaches.

  3. Establishing a multidisciplinary PBL curriculum in the School of Stomatology at Wuhan University.

    Science.gov (United States)

    Wang, Ge; Tai, Baojun; Huang, Cui; Bian, Zhuan; Shang, Zhenjun; Wang, Qian; Song, Guangtai

    2008-05-01

    This article describes how a multidisciplinary problem-based learning (PBL) curriculum was established at the School of Stomatology at Wuhan University (WHUSS) in China for preclinical education in a seven-year dental school program. Based on positive feedback from a modified PBL program implemented in one discipline, a multidisciplinary PBL curriculum was established. PBL training for facilitators and students, development of resource materials, curriculum design, and case writing were done in a manner that is consistent with the characteristics and learning style preferences of Chinese dental students. About 80 percent of the lectures were kept in the new PBL program. The multidisciplinary PBL curriculum has been successful in helping dental students mentally construct an understanding of the interrelationship between dental knowledge and basic science concepts. The experience at WHUSS indicates that there are clear benefits for students in the PBL format. A benefit to faculty is that PBL tutorial facilitators were partly liberated from their traditional roles and developed additional skills for facilitating. However, conflict arises when PBL-trained students encounter the traditional exam-centered education system.

  4. Momentum and heat flux estimation in the planetary boundary layer (PBL) with a 10.6-micron Doppler lidar

    Science.gov (United States)

    Gal-Chen, Tzvi; Xu, Mei; Eberhard, Wynn

    1991-01-01

    The mean wind, its standard deviation, and the momentum fluxes in the PBL are estimated with a 10.6-micron Doppler lidar. Spectral analysis of the radial velocities was performed, from which, by examining the amplitude of the power spectrum at the inertial range, the kinetic energy dissipation was deduced. The statistical form of the Navier-Stokes equations was used to derive the surface heat flux as the residual balance between the vertical gradient of the third moment of the vertical velocity and the kinetic energy dissipation.

  5. Managing PBL difficulties in an industrial engineering and management program

    Energy Technology Data Exchange (ETDEWEB)

    Alves, A.; Sousa, R.; Moreira, F.; Carvalho, M.A.; Cardoso, E.; Pimenta, P.; Malheiro, T.; Brito, I.; Fernandes, S.; Mesquita, D.

    2016-07-01

    Project-Based Learning (PBL) is considered to be an active learning methodology which can be used to develop both technical and transversal competences in engineering programs. This methodology demands a great deal of work effort from the students and also from the teachers and it requires a meticulous plan and a well-managed project as well. These activities go far beyond the normal activities in traditional lectures, enabling to outpace the difficulties that spur along the way that may be both complex and demotivating. This methodology has been implemented in the Integrated Master Degree on Industrial Engineering and Management (IEM), at one public university in Portugal, since the 2004/2005 academic year. The aim of this paper is to identify and discuss the main difficulties of the implementation of PBL, mainly from the teachers’ perspectives. Additionally, some effective strategies will be recommended to overcome such difficulties. Design/methodology/approach: The perceptions of the teachers were collected through a survey based on six main themes. The participants in the study include eight teachers from the five courses of the first semester of the first year of the IEM program involved in the 2012/2013 and 2013/2014 editions. Findings: Integration of courses in the project; student assessment; growing number of students in each team and the need of physical spaces for them; and compartmentalized knowledge has emerged as the main difficulties. To overcome these difficulties some key strategies were recommended. Originality/value: A new perspective based on course teachers' views and experiences will deepen the understanding of the problems and provide inputs for the development of strategies that may improve the effectiveness of PBL and introduce changes for its successful implementation. These strategies are intended to be transferable to other contexts, as most of the problems and constraints are common to other active learning approaches. (Author)

  6. Managing PBL difficulties in an industrial engineering and management program

    Directory of Open Access Journals (Sweden)

    Anabela Alves

    2016-08-01

    Full Text Available Purpose: Project-Based Learning (PBL is considered to be an active learning methodology which can be used to develop both technical and transversal competences in engineering programs. This methodology demands a great deal of work effort from the students and also from the teachers and it requires a meticulous plan and a well-managed project as well. These activities go far beyond the normal activities in traditional lectures, enabling to outpace the difficulties that spur along the way that may be both complex and demotivating. This methodology has been implemented in the Integrated Master Degree on Industrial Engineering and Management (IEM, at one public university in Portugal, since the 2004/2005 academic year. The aim of this paper is to identify and discuss the main difficulties of the implementation of PBL, mainly from the teachers’ perspectives. Additionally, some effective strategies will be recommended to overcome such difficulties. Design/methodology/approach: The perceptions of the teachers were collected through a survey based on six main themes. The participants in the study include eight teachers from the five courses of the first semester of the first year of the IEM program involved in the 2012/2013 and 2013/2014 editions. Findings: Integration of courses in the project; student assessment; growing number of students in each team and the need of physical spaces for them; and compartmentalized knowledge has emerged as the main difficulties. To overcome these difficulties some key strategies were recommended. Originality/value: A new perspective based on course teachers' views and experiences will deepen the understanding of the problems and provide inputs for the development of strategies that may improve the effectiveness of PBL and introduce changes for its successful implementation. These strategies are intended to be transferable to other contexts, as most of the problems and constraints are common to other active learning

  7. Inquiry Teaching in Science - Problem Based Learning (PBL) in Astronomy

    Science.gov (United States)

    Soares, Rosa; Teixeira, Daniel; Roxo, Áurea; Ruas, Fátima

    2015-04-01

    Problem Based Learning (PBL) is a teaching methodology based on the Inquiry Teaching approach, which consists in finding a solution to a problem that requires the use of higher-level cognitive skills. It's best carried out in small groups. The scenario or problem must lead the student to ask questions and to find solutions through research. This methodology is a research-oriented approach, because it starts with questions (asked by the students after being introduced to the problem), it encourages the search for solutions, it develops scientific reasoning, and it helps students to learn about key aspects of scientific research, such as gathering data, finding evidence, looking for solutions, discussing and presenting findings. In PBL the teacher has the role of facilitator. In the study of the Solar System, the study of the Moon's craters started with the observation of photos, which led the students to ask questions like "What determines the size and shape of the craters?". To answer this question the students hypothesized about the size, speed and distance travelled of the object that hit the Moon. The students then planned and carried out an experimental activity to validate their hypotheses, using balls of different sizes and materials. The diameter and depth of the craters were estimated using Salsa J. With the data obtained in this experiment, the students did a Gowin's V diagram. In order to determine the relation between the characteristics of the celestial bodies and the craters formed, both on the Moon and on the Earth, we studied the Earth's craters. We used Impact Calculator, a program that estimates the effects of an impact on the Earth, using several variables, such as the size and density of the meteorite, and the speed and angle at which it impacts the Earth's surface. Another problem started with the film Visions of the Cosmos. It raised questions such as "Is there a relation between the Earth's past and the origin of the Solar System?" "How are

  8. A PBL Approach for Teaching Complex Information and Communication Technology (ICT) Skills in Higher Education

    Science.gov (United States)

    Macklin, Alexis Smith

    2008-01-01

    This study explored the use of a problem-based learning (PBL) approach for teaching information and communication technology (ICT) skills to first-year students. Two questions were posed. The first addressed the ICT skill needs of 20 students enrolled in a first-year composition course. The second focused on the use of PBL to facilitate ICT skill…

  9. An Ill-Structured PBL-Based Microprocessor Course without Formal Laboratory

    Science.gov (United States)

    Kim, Jungkuk

    2012-01-01

    This paper introduces a problem-based learning (PBL) microprocessor application course designed according to the following strategies: 1) hands-on training without having a formal laboratory, and 2) intense student-centered cooperative learning through an ill-structured problem. PBL was adopted as the core educational technique of the course to…

  10. To What Extent Do Tutor-Related Behaviours Influence Student Learning in PBL?

    Science.gov (United States)

    Chng, Esther; Yew, Elaine H. J.; Schmidt, Henk G.

    2015-01-01

    The purpose of this study was to investigate how tutor behaviours influence learning in problem-based learning (PBL). A previous study had indicated a significant influence of the tutor's social congruent behaviour on the PBL process and this study further investigates this finding by examining two groups of tutors displaying differences in…

  11. Application of Project-Based Learning (PBL) to the Teaching of Electrical Power Systems Engineering

    Science.gov (United States)

    Hosseinzadeh, N.; Hesamzadeh, M. R.

    2012-01-01

    Project-based learning (PBL), a learning environment in which projects drive learning, has been successfully used in various courses in the educational programs of different disciplines. However, concerns have been raised as to the breadth of the content covered and, in particular, whether PBL can be applied to specialized subjects without…

  12. Application of Project-Based Learning (PBL) to the Teaching of Electrical Power Systems Engineering

    Science.gov (United States)

    Hosseinzadeh, N.; Hesamzadeh, M. R.

    2012-01-01

    Project-based learning (PBL), a learning environment in which projects drive learning, has been successfully used in various courses in the educational programs of different disciplines. However, concerns have been raised as to the breadth of the content covered and, in particular, whether PBL can be applied to specialized subjects without…

  13. Defining, profiling and accommodating Learning Diversity in an International PBL-Environment

    DEFF Research Database (Denmark)

    Alcock, Gordon Lindsay; Blyt, Henrik

    2010-01-01

    This paper investigates the wide diversity of learning experience, values and expectations of both students and lecturers in an international PBL environment. The results are based on 24 PBL- related learning parameters (inspired by Hofstede´s cultural dimensions) in the form of two questionnaires...

  14. Pertussis toxin B-oligomer inhibits HIV infection and replication in hu-PBL-SCID mice.

    Science.gov (United States)

    Lapenta, Caterina; Spada, Massimo; Santini, Stefano M; Racca, Sara; Dorigatti, Fernanda; Poli, Guido; Belardelli, Filippo; Alfano, Massimo

    2005-04-01

    Bordetella pertussis toxin B-oligomer (PTX-B) has been shown to inhibit HIV infection and replication in vitro. The potential anti-viral effect of PTX-B was tested here in an in vivo surrogate model of HIV infection, i.e. SCID mice reconstituted with human peripheral blood leukocytes (PBL) (hu-PBL-SCID) and infected with a CCR5-dependent (R5) HIV-1 strain. SCID mice inoculated intra-peritoneal (i.p.) with PTX-B and then infected with the R5 strain SF-162 were sacrificed 7 days later and analyzed for human PBL (hu-PBL) lymphoid tissue reconstitution, infection of hu-PBL, plasma viremia and viral rescue from ex vivo-cultivated i.p. hu-PBL. Unlike mice treated with 500 ng per animal of PTX-B showing no evidence of viral inhibition, daily administration of PTX-B (50 ng per mouse) strongly inhibited virus infection and replication, as determined by undetectable viremia, absence of infected hu-PBL and lack of rescue of infectious HIV in most animals. Furthermore, PTX-B injection 2 h before and twice after infection prevented HIV-1 infection and replication in all (10/10) tested animals. Thus, PTX-B potently inhibited virus infection and replication in hu-PBL-SCID mice, supporting the hypothesis that it may represent a new pharmacological agent against HIV-1 infection.

  15. PBL 2.0: enhancing problem-based learning through increased student participation.

    Science.gov (United States)

    Wiznia, Daniel; Korom, Robert; Marzuk, Peter; Safdieh, Joseph; Grafstein, Bernice

    2012-01-01

    The purpose of this study was to test a new problem-based learning (PBL) method to see if it reinvigorated the learning experience. A new PBL format called PBL 2.0, which met for 90 min two times per week, was introduced in 2009 into an 11-week integrated neuroscience course. One hundred second-year medical students, divided into 10 groups of 10, who had completed their first year of medical school using a traditional PBL format, participated in PBL 2.0. Students were prohibited from using computers during the first session. Learning objectives were distributed at the end of the first day to the small groups, and students were assigned to pairs/trios responsible for leading an interactive discussion on specific learning objectives the following day. Student-led 'lectures' were prohibited. All students were responsible for learning all of the learning objectives so that they could participate in their discussions. One hundred and six students were surveyed and 98 submitted answers (92% response). The majority of groups adhered to the new PBL method. Students invested more time preparing the learning objectives. Students indicated that the level of interaction among students increased. The majority of students preferred the new PBL format. PBL 2.0 was effective in increasing student interaction and promoting increased learning.

  16. Problem-based learning (PBL) and speech-language pathology: a tutorial.

    Science.gov (United States)

    Whitehill, Tara L; Bridges, Susan; Chan, Karen

    2014-01-01

    The aim of this tutorial is to provide an introduction to problem-based learning (PBL), particularly as applied to speech-language pathology (SLP) programs. The tutorial is aimed at the reader who is less familiar with this learning approach. Additionally, it serves as a framework for the articles that follow in this special issue on PBL programs in SLP and other clinical education programs. A brief history of PBL is provided and the rationale and context for this approach are identified. PBL is defined and differentiated from related educational approaches. Different models and variations of PBL are outlined. The key components of PBL are further illustrated using the tutorial cycle. Finally, we present one specific case of a PBL-based SLP program in detail. This tutorial will provide a deeper understanding of PBL for many higher educators in SLP. The strengths of this approach are outlined and the challenges are identified, particularly for those contemplating converting an existing "traditional" course or curriculum.

  17. Performance anxiety at English PBL groups among Taiwanese medical students: a preliminary study.

    Science.gov (United States)

    Chen, Cheng-Sheng; Lai, Chung-Sheng; Lu, Peih-Ying; Tsai, Jer-Chia; Chiang, Hung-Che; Huang, In-Ting; Yu, Hsin-Su

    2008-03-01

    Students' performance anxiety can impact negatively on the effectiveness of medical education reform, including performance in problem-based learning (PBL) and in using English in discussion. This study aimed to investigate the nature of performance anxiety among Taiwanese medical students in an English-language PBL group. Eighteen Taiwanese, one American and four Asian medical students who were attending an international PBL workshop were enrolled. A questionnaire seeking demographic data and experience in use of PBL and eight questions evaluating performance anxiety were administered. The performance anxiety of Taiwanese medical students was compared to that of the Asians and the one American. Frequencies of each performance anxiety were calculated. The results suggested that the Taiwanese students showed more anxiety than the one student from the United States, but less than other Asian students. The acts of giving a report, being the center of attention, and talking in the PBL group were the most common situations related to anxiety in PBL groups. Using English and working in a new PBL environment are possible sources of anxiety. The presence of anxiety among the Taiwanese medical students in English PBL groups implies the necessity for developing an effective strategy to deal with students' performance anxiety.

  18. PBL in Teacher Education: Its Effects on Achievement and Self-Regulation

    Science.gov (United States)

    Erdogan, Tolga; Senemoglu, Nuray

    2017-01-01

    Problem-based learning (PBL) as an educational practice continues to have great impact on all levels of education and across different disciplines. The aim of this experimental study is to examine the effects of PBL on prospective teachers' academic achievements and self-regulation. The treatment group (n = 36) and the control group (n = 21)…

  19. Predicting of regional transpiration at elevated atmospheric CO2: influence of the PBL vegetation interaction.

    NARCIS (Netherlands)

    Jacobs, C.M.J.; Bruin, de H.A.R.

    1997-01-01

    A coupled planetary boundary layer (PBL)-vegetation model is used to study the influence of the PBL-vegetation interaction and the ambient CO2 concentration on surface resistance rs and regional transpiration E. Vegetation is described using the big-leaf model in which rs is modeled by means of a

  20. Influence of PBL with open-book tests on knowledge retention measured with progress tests

    NARCIS (Netherlands)

    Heijne-Penninga, M.; Kuks, J. B. M.; Hofman, W. H. A.; Muijtjens, A. M. M.; Cohen-Schotanus, J.

    The influence of problem-based learning (PBL) and open-book tests on long-term knowledge retention is unclear and subject of discussion. Hypotheses were that PBL as well as open-book tests positively affect long-term knowledge retention. Four progress test results of fifth and sixth-year medical

  1. Chinese Business Students' Changes in Beliefs and Strategy Use in a Constructively Aligned PBL Course

    Science.gov (United States)

    Zhao, Ke; Zhang, Jie; Du, Xiangyun

    2017-01-01

    This study adopted a longitudinal retrospective case study approach to investigate Chinese business students' transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students' beliefs and strategy use in a constructively aligned PBL course for business communication.…

  2. Predicting of regional transpiration at elevated atmospheric CO2: influence of the PBL vegetation interaction.

    NARCIS (Netherlands)

    Jacobs, C.M.J.; Bruin, de H.A.R.

    1997-01-01

    A coupled planetary boundary layer (PBL)-vegetation model is used to study the influence of the PBL-vegetation interaction and the ambient CO2 concentration on surface resistance rs and regional transpiration E. Vegetation is described using the big-leaf model in which rs is modeled by means of a co

  3. Influence of PBL with open-book tests on knowledge retention measured with progress tests

    NARCIS (Netherlands)

    Heijne-Penninga, M.; Kuks, J. B. M.; Hofman, W. H. A.; Muijtjens, A. M. M.; Cohen-Schotanus, J.

    2013-01-01

    The influence of problem-based learning (PBL) and open-book tests on long-term knowledge retention is unclear and subject of discussion. Hypotheses were that PBL as well as open-book tests positively affect long-term knowledge retention. Four progress test results of fifth and sixth-year medical stu

  4. Barrows' Integration of Cognitive and Clinical Psychology in PBL Tutor Guidelines

    Science.gov (United States)

    McCaughan, Kareen

    2013-01-01

    Scholars have noted PBL is consistent with John Dewey's educational theories and with constructivist philosophies. This paper explores the similarities between the assumptions within Howard Barrows' principles for the PBL tutor's actions with Dewey's theories that address teacher behaviors and with Carl Rogers's conceptual frameworks that support…

  5. Influence of PBL with open-book tests on knowledge retention measured with progress tests

    NARCIS (Netherlands)

    Heijne-Penninga, M.; Kuks, J. B. M.; Hofman, W. H. A.; Muijtjens, A. M. M.; Cohen-Schotanus, J.

    2013-01-01

    The influence of problem-based learning (PBL) and open-book tests on long-term knowledge retention is unclear and subject of discussion. Hypotheses were that PBL as well as open-book tests positively affect long-term knowledge retention. Four progress test results of fifth and sixth-year medical stu

  6. Barrows' Integration of Cognitive and Clinical Psychology in PBL Tutor Guidelines

    Science.gov (United States)

    McCaughan, Kareen

    2013-01-01

    Scholars have noted PBL is consistent with John Dewey's educational theories and with constructivist philosophies. This paper explores the similarities between the assumptions within Howard Barrows' principles for the PBL tutor's actions with Dewey's theories that address teacher behaviors and with Carl Rogers's conceptual frameworks that support…

  7. Identification of PblB mediating galactose-specific adhesion in a successful Streptococcus pneumoniae clone.

    Science.gov (United States)

    Hsieh, Yu-Chia; Lin, Tzu-Lung; Lin, Che-Ming; Wang, Jin-Town

    2015-07-21

    The pneumococcal genome is variable and there are minimal data on the influence of the accessory genome on phenotype. Pneumococcal serotype 14 sequence type (ST) 46 had been the most prevalent clone causing pneumonia in children in Taiwan. A microarray was constructed using the genomic DNA of a clinical strain (NTUH-P15) of serotype 14 ST46. Using DNA hybridization, genomic variations in NTUH-P15 were compared to those of 3 control strains. Microarray analysis identified 7 genomic regions that had significant increases in hybridization signals in the NTUH-P15 strain compared to control strains. One of these regions encoded PblB, a phage-encoded virulence factor implicated (in Streptococcus mitis) in infective endocarditis. The isogenic pblB mutant decreased adherence to A549 human lung epithelial cell compared to wild-type NTUH-P15 strain (P = 0.01). Complementation with pblB restored the adherence. PblB is predicted to contain a galactose-binding domain-like region. Preincubation of NTUH-P15 with D-galactose resulted in decreases of adherence to A549 cell in a dose-dependent manner. Challenge of mice with NTUH-P15, isogenic pblB mutant and pblB complementation strains determined that PblB was required for bacterial persistence in the nasopharynx and lung. PblB, as an adhesin mediating the galactose-specific adhesion activity of pneumococci, promote pneumococcal clonal success.

  8. A PBL Approach for Teaching Complex Information and Communication Technology (ICT) Skills in Higher Education

    Science.gov (United States)

    Macklin, Alexis Smith

    2008-01-01

    This study explored the use of a problem-based learning (PBL) approach for teaching information and communication technology (ICT) skills to first-year students. Two questions were posed. The first addressed the ICT skill needs of 20 students enrolled in a first-year composition course. The second focused on the use of PBL to facilitate ICT skill…

  9. An Operational Computational Terminal Area PBL Prediction System

    Science.gov (United States)

    Lin, Yuh-Lang; Kaplan, Michael L.

    1998-01-01

    There are two fundamental goals of this research project which are listed here in terms of priority, i.e., a primary and secondary goal. The first and primary goal is to develop a prognostic system which could satisfy the operational weather prediction requirements of the meteorological subsystem within the Aircraft Vortex Spacing System (AVOSS), i.e., an operational computational Terminal Area PBL Prediction System (TAPPS). The second goal is to perform indepth diagnostic analyses of the meteorological conditions during the special wake vortex deployments at Memphis and Dallas during August 95 and September 97, respectively. These two goals are interdependent because a thorough understanding of the atmospheric dynamical processes which produced the unique meteorology during the Memphis and Dallas deployments will help us design a prognostic system for the planetary boundary layer (PBL) which could be utilized to support the meteorological subsystem within AVOSS. Concerning the primary goal, TAPPS Stage 2 was tested on the Memphis data and is about to be tested on the Dallas case studies. Furthermore benchmark tests have been undertaken to select the appropriate platform to run TAPPS in real time in support of the DFW AVOSS system. In addition, a technique to improve the initial data over the region surrounding Dallas was also tested and modified for potential operational use in TAPPS. The secondary goal involved several sensitivity simulations and comparisons to Memphis observational data sets in an effort to diagnose what specific atmospheric phenomena where occurring which may have impacted the dynamics of atmospheric wake vortices.

  10. Interactive film scenes for tutor training in problem-based learning (PBL): dealing with difficult situations.

    Science.gov (United States)

    Bosse, Hans M; Huwendiek, Soeren; Skelin, Silvia; Kirschfink, Michael; Nikendei, Christoph

    2010-07-06

    In problem-based learning (PBL), tutors play an essential role in facilitating and efficiently structuring tutorials to enable students to construct individual cognitive networks, and have a significant impact on students' performance in subsequent assessments. The necessity of elaborate training to fulfil this complex role is undeniable. In the plethora of data on PBL however, little attention has been paid to tutor training which promotes competence in the moderation of specific difficult situations commonly encountered in PBL tutorials. Major interactive obstacles arising in PBL tutorials were identified from prior publications. Potential solutions were defined by an expert group. Video clips were produced addressing the tutor's role and providing exemplary solutions. These clips were embedded in a PBL tutor-training course at our medical faculty combining PBL self-experience with a non-medical case. Trainees provided pre- and post-intervention self-efficacy ratings regarding their PBL-related knowledge, skills, and attitudes, as well as their acceptance and the feasibility of integrating the video clips into PBL tutor-training (all items: 100 = completely agree, 0 = don't agree at all). An interactive online tool for PBL tutor training was developed comprising 18 video clips highlighting difficult situations in PBL tutorials to encourage trainees to develop and formulate their own intervention strategies. In subsequent sequences, potential interventions are presented for the specific scenario, with a concluding discussion which addresses unresolved issues. The tool was well accepted and considered worth the time spent on it (81.62 +/- 16.91; 62.94 +/- 16.76). Tutors considered the videos to prepare them well to respond to specific challenges in future tutorials (75.98 +/- 19.46). The entire training, which comprised PBL self-experience and video clips as integral elements, improved tutor's self-efficacy with respect to dealing with problematic situations (pre

  11. The Practice of PBL Teaching Model on the Psychiatry Trainee of International Medical Students%PBL法应用于留学生精神科临床教学中的体会与总结

    Institute of Scientific and Technical Information of China (English)

    路翰娜; 陈宇薇; 郭扬波; 赵素华

    2012-01-01

    With the reform of medical education, PBL (Problem-based Learning) as a problem-based, student-centered, self-learning ability of students a new teaching model, and gradually become an international core of the reform of modern medical teaching. This paper briefly introduced the development of PBL teaching model based on the derivative, combined with the author's student teaching experience over the years and the current status of teaching students to explain the teaching of psychiatry in the students teaching the necessity to cany out PBL, then put forward for PBL teaching in teaching students specific programs.%随着医学教育的革新,PBL(Problem-based Learning)作为以问题为基础、学生为中心、培养学生自主学习能力的一种新型教学模式,逐渐成为国际现代医学教学改革的核心.本文在简单介绍PBL教学模式的衍生发展的基础上,结合笔者几年来的留学生教学经验和目前留学生教学的现状,阐述了在留学生精神病学教学中开展PBL教学的必要性,进而提出了适合留学生教学的PBL教学具体方案.

  12. PBL and critical thinking disposition in Chinese medical students – A randomized cross-sectional stu

    Directory of Open Access Journals (Sweden)

    XiangYun Du

    2013-07-01

    Full Text Available The purpose of this study was to explore the relationship of problem-based learning (PBL and the development of critical thinking disposition (CT and academic achievement in Chinese medical students using a cross-sectional randomized design. Medical students from China Medical University (CMU were randomized to PBL or non-PBL teaching at the commencement of the study. After five years of study, CT was scored by a Chinese version of the California Critical Thinking Disposition Inventory (CCTDI-CV. The score achieved on a Computer Case Simulation (CCS test evaluated academic performance. Total CT score was higher in PBL students (n=170 than non-PBL students (n=83 (304.7±36.8 vs. 279.2±39.4, p < 0.01. Subscale CT-scores were significant in favor of PBL in six of the seven subscales (truth seeking, open-mindedness, analyticity, systematicity, inquisitiveness, maturity. There was no significant difference in terms of gender on the total CT score, though minor differences were seen in subscales favoring female PBL students. PBL students had higher CCS scores than non-PBL students, but not significantly (112.8±20.6 vs. 107.3±16.5; p=0.11. There was no significant correlation between CCS scores and CCTDI-CV results. Male students scored slightly higher on the CCS test compared to female students (male 113.4±18.9 vs. female 109.7±19.7, but the difference was not significant. This study concludes that in Chinese medical students, PBL teaching was related to a higher disposition of critical thinking, but not to improved academic skills.

  13. A snapshot of the status of problem-based learning (PBL) in Chinese medical schools.

    Science.gov (United States)

    Fan, Angela Pei-Chen; Kosik, Russell O; Tsai, Thomas Chen-Chia; Cai, Qiaoling; Xu, Guo-Tong; Guo, Li; Su, Tung-Ping; Wang, Shuu-Jiun; Chiu, Allen Wen-Hsiang; Chen, Qi

    2014-07-01

    In North America, where it was born, problem-based learning (PBL) has seen dips and rises in its popularity, but its inherent strengths have led to its spread to medical schools all over the world. Although its use at medical schools in some Western countries has already been examined, no one has looked at its status in many other countries, including China. The aim of this study is to determine the number of schools currently using PBL in China, the degree to which they use it, and the reasoning behind such usage. We used survey and internet search to examine PBL usage at Chinese medical schools. We were able to collect data from 43 first-class Chinese medical schools that are geographically diverse and thus representative of medical schools all across China. 34 (79.1%) of the 43 medical schools use PBL in the preclinical curriculum. Of the 34, data were collected from 24 (70.6%) medical schools regarding the extent of their PBL usage. Nine (37.5%) schools use PBL for less than 10% of preclinical hours, 14 (58.3%) schools use PBL for 10-50% of preclinical hours, and one (4.2%) school uses PBL for more than 50% of preclinical hours. In our sample of Chinese medical institutions, a large majority of schools use PBL, however, most schools use it for less than 50% of total preclinical curricular hours. Our results suggest that schools are interested in increasing the number of curricular hours devoted to PBL but are constrained by resources.

  14. Status of medical education reform at Saga Medical School 5 years after introducing PBL.

    Science.gov (United States)

    Oda, Yasutomo; Koizumi, Shunzo

    2008-03-01

    In Japan, problem-based learning (PBL) is a relatively new method of educating medical students that is reforming the face of medical education throughout the world, including Asia. It shifts from teacher-centered learning strategies (for example, lectures in large auditoriums) to student-centered, self-directed learning methods (for example, active discussions and problem-solving by students in small groups under the guidance of faculty tutors). Upon a recommendation by the Japan Model Core Curriculum, Saga Medical School introduced a PBL curriculum 5 years ago. A full PBL curriculum was adopted from the McMaster model through Hawaii. A description of how PBL was implemented into the 3rd and 4th year (Phase III curriculum) is given. The overall result has been good. Students who experienced PBL had increased scores on the National Medical License Exam, and Saga increased its ranking from 56th to 19th of the 80 medical schools in Japan. A key step was introduction of the educational scaffolding in PBL Step 0. Students were allowed to see page one of the PBL case, containing the chief complaint, on the weekend before meeting in small groups. Despite a perceived overall benefit to student learning, symptoms of superficial discussions by students have been observed recently. How this may be caused by poor case design is discussed. Other problems, including "silent tutors" and increased faculty workload, are discussed. It is concluded that after 5 years, Saga's implementation of a PBL curriculum has been successful. However, many additional issues, including motivation of students and preparation for PBL in the first 2 years, must still be resolved in the future. This is the first description of the positive and negative outcomes associated with the reform of medical education and the introduction of PBL to a traditional medical school curriculum in Japan.

  15. Status of Medical Education Reform at Saga Medical School 5 Years After Introducing PBL

    Directory of Open Access Journals (Sweden)

    Yasutomo Oda

    2008-03-01

    Full Text Available In Japan, problem-based learning (PBL is a relatively new method of educating medical students that is reforming the face of medical education throughout the world, including Asia. It shifts from teacher-centered learning strategies (for example, lectures in large auditoriums to student-centered, self-directed learning methods (for example, active discussions and problem-solving by students in small groups under the guidance of faculty tutors. Upon a recommendation by the Japan Model Core Curriculum, Saga Medical School introduced a PBL curriculum 5 years ago. A full PBL curriculum was adopted from the McMaster model through Hawaii. A description of how PBL was implemented into the 3rd and 4th year (Phase III curriculum is given. The overall result has been good. Students who experienced PBL had increased scores on the National Medical License Exam, and Saga increased its ranking from 56th to 19th of the 80 medical schools in Japan. A key step was introduction of the educational scaffolding in PBL Step 0. Students were allowed to see page one of the PBL case, containing the chief complaint, on the weekend before meeting in small groups. Despite a perceived overall benefit to student learning, symptoms of superficial discussions by students have been observed recently. How this may be caused by poor case design is discussed. Other problems, including “silent tutors” and increased faculty workload, are discussed. It is concluded that after 5 years, Saga's implementation of a PBL curriculum has been successful. However, many additional issues, including motivation of students and preparation for PBL in the first 2 years, must still be resolved in the future. This is the first description of the positive and negative outcomes associated with the reform of medical education and the introduction of PBL to a traditional medical school curriculum in Japan.

  16. Another Piece of the "Silence in PBL" Puzzle: Students' Explanations of Dominance and Quietness as Complementary Group Roles

    Science.gov (United States)

    Skinner, Vicki J.; Braunack-Mayer, Annette; Winning, Tracey A.

    2016-01-01

    A problem-based learning (PBL) assumption is that silence is incompatible with collaborative learning. Although sociocultural studies have reinterpreted silence as collaborative, we must understand how silence occurs in PBL groups. This essay presents students' explanations of dominance, leadership, and silence as PBL group roles. An ethnographic…

  17. PBL in the Era of Reform Standards: Challenges and Benefits Perceived by Teachers in One Elementary School

    Science.gov (United States)

    Nariman, Nahid; Chrispeels, Janet

    2016-01-01

    We explore teachers' efforts to implement problem-based learning (PBL) in an elementary school serving predominantly English learners. Teachers had an opportunity to implement the Next Generation Science Standards (NGSS) using PBL in a summer school setting with no test-pressures. To understand the challenges and benefits of PBL implementation, a…

  18. Another Piece of the "Silence in PBL" Puzzle: Students' Explanations of Dominance and Quietness as Complementary Group Roles

    Science.gov (United States)

    Skinner, Vicki J.; Braunack-Mayer, Annette; Winning, Tracey A.

    2016-01-01

    A problem-based learning (PBL) assumption is that silence is incompatible with collaborative learning. Although sociocultural studies have reinterpreted silence as collaborative, we must understand how silence occurs in PBL groups. This essay presents students' explanations of dominance, leadership, and silence as PBL group roles. An ethnographic…

  19. Relationship of biomedical science content acquisition performance to students' level of PBL group interaction: are students learning during PBL group?

    Science.gov (United States)

    Romito, Laura M; Eckert, George J

    2011-05-01

    This study assessed biomedical science content acquisition from problem-based learning (PBL) and its relationship to students' level of group interaction. We hypothesized that learning in preparation for exams results primarily from individual study of post-case learning objectives and that outcomes would be unrelated to students' group involvement. During dental curricular years 1 and 2, student-generated biomedical learning issues (LIs) were identified from six randomly chosen PBL cases. Knowledge and application of case concepts were assessed with quizzes based on the identified LIs prior to dissemination of the learning objectives. Students and facilitators were surveyed on students' level of group involvement for the assessed LI topics. Year 1 students had significantly higher assessment scores (p=0.0001). For both student classes, means were significantly higher for the recall item (Q1) than for the application item (Q2). Q1 scores increased along with the student's reported role for Year 1 (p=0.04). However, there was no relationship between the student's reported role and Q1 for Year 2 (p=0.20). There was no relationship between the student's reported role and Q2 for Year 1 (p=0.09) or Year 2 (p=0.19). This suggests that students' level of group involvement on the biomedical learning issues did not significantly impact students' assessment performance.

  20. The Parameterization of PBL height with Helicity and preliminary Application in Tropical Cyclone Prediction

    Science.gov (United States)

    Ma, Leiming

    2015-04-01

    Planetary Boundary Layer (PBL) plays an important role in transferring the energy and moisture from ocean to tropical cyclone (TC). Thus, the accuracy of PBL parameterization determines the performance of numerical model on TC prediction to a large extent. Among various components of PBL parameterization, the definition on the height of PBL is the first should be concerned, which determines the vertical scale of PBL and the associated processes of turbulence in different scales. However, up to now, there is lacked consensus on how to define the height of PBL in the TC research community. The PBL heights represented by current numerical models usually exhibits significant difference with TC observation (e.g., Zhang et al., 2011; Storm et al., 2008), leading to the rapid growth of error in TC prediction. In an effort to narrow the gap between PBL parameterization and reality, this study presents a new parameterization scheme for the definition of PBL height. Instead of using traditional definition for PBL height with Richardson number, which has been verified not appropriate for the strongly sheared structure of TC PBL in recent observation studies, the new scheme employs a dynamical definition based on the conception of helicity. In this sense the spiral structures associated with inflow layer and rolls are expected to be represented in PBL parameterization. By defining the PBL height at each grid point, the new scheme also avoids to assume the symmetric inflow layer that is usually implemented in observational studies. The new scheme is applied to the Yonsei University (YSU) scheme in the Weather Research and Forecasting (WRF) model of US National Center for Atmospheric Research (NCAR) and verified with numerical experiments on TC Morakot (2009), which brought torrential rainfall and disaster to Taiwan and China mainland during landfall. The Morakot case is selected in this study to examine the performance of the new scheme in representing various structures of PBL

  1. Students' perceptions of using Problem-Based Learning (PBL) in teaching cognitive communicative disorders.

    Science.gov (United States)

    Kong, Anthony Pak-Hin

    2014-01-01

    Problem-Based Learning (PBL) is an educational model that is characterized by student-centered learning and classroom discussion using clinically based problems. This study examines students' perceptions of PBL as an alternative approach of learning in speech-language pathology and investigates if these perceptions change over time as a function of students' learning experience with PBL. Written reflections by 96 graduate-students in a graduate elective course on cognitive-communicative disorders were analyzed using content analysis. Common words or phrases in each reflection paper were identified, grouped and coded into consistent themes. Percentage changes of these themes across a semester were also followed. A total number of 883 positive and 165 negative comments were identified. Thirteen positive and seven negative themes relative to students' perception of the inclusion of PBL were yielded. The advantages of PBL were found to outweigh its disadvantages. Moreover, accumulated experience with this approach was found to eliminate some initial perceived drawbacks about PBL. The extra efforts to engage students in interactive discussion as well as higher order critical thinking and knowledge application were acknowledged through student feedback. Future studies should investigate how PBL can be of greater use in other areas in communication sciences and disorders.

  2. Evaluation of an e-PBL model to promote individual reasoning.

    Science.gov (United States)

    Kim, Kyong-Jee; Kee, Changwon

    2013-01-01

    Medical educators should promote the development of student clinical reasoning toward independence in clinical settings. The objective of this study was to evaluate an online problem-based learning (e-PBL) model designed to promote student individual reasoning in supplement to traditional PBL. Twelve e-PBL modules were added to the fully problem-based curriculum for Year 2 at Sungkyunkwan University School of Medicine (SKKUSOM). In this e-PBL, students worked on the problems individually in an online setting, followed by face-to-face discussions in a colloquium. The cases were presented using interactive multimedia to enhance the authenticity of the case and stimulate student interest in learning. A formative evaluation study was conducted to determine student satisfaction with e-PBL and its effectiveness as perceived by the students using both quantitative and qualitative methods. A cohort of Year 2 students at SKKUSOM (n = 38) took part in this study. Students perceived e-PBL significantly more positively after they had taken a module in terms of its ability to foster problem-solving skills and its ability to allow them to learn in ways suited to individual learning styles. Additionally, student survey and interview revealed that a vast majority of students were satisfied with the overall learning process in e-PBL and perceived it positively in fostering knowledge acquisition and clinical reasoning. Moreover, students found the cases realistic and engaging. The results show the potential of e-PBL to enhance traditional PBL by promoting the development of individual reasoning in a flexible online-learning environment and offering cases in an interactive multimedia format, which warrants further investigation into its impact on student learning outcomes.

  3. Deriving Leaf Area Index (LAI) from multiple lidar remote sensing systems

    Science.gov (United States)

    Tang, H.; Dubayah, R.; Zhao, F.

    2012-12-01

    LAI is an important biophysical variable linking biogeochemical cycles of earth systems. Observations with passive optical remote sensing are plagued by saturation and results from different passive and active sensors are often inconsistent. Recently lidar remote sensing has been applied to derive vertical canopy structure including LAI and its vertical profile. In this research we compare LAI retrievals from three different types of lidar sensors. The study areas include the La Selva Biological Station in Costa Rica and Sierra Nevada Forest in California. We first obtain independent LAI estimates from different lidar systems including airborne lidar (LVIS), spaceborne lidar (GLAS) and ground lidar (Echidna). LAI retrievals are then evaluated between sensors as a function of scale, land cover type and sensor characteristics. We also assess the accuracy of these LAI products against ground measurements. By providing a link between ground observations, ground lidar, aircraft and space-based lidar we hope to demonstrate a path for deriving more accurate estimates of LAI on a global basis, and to provide a more robust means of validating passive optical estimates of this important variable.

  4. Udvikling af problembaseret læring, PBL på sygeplejerskeuddannelsen i Odense, UCL

    DEFF Research Database (Denmark)

    Andersen, Helle Elisabeth; Pedersen, Hanne Marie; Brøndum, Susanne

    2011-01-01

    Artiklen præsenterer overvejelser omkring udvikling af problembaseret læring efter inspiration fra et sommerseminar på McMaster University i Canada. Efter et kort rids af vores erfaringer med Problembaseret læring (PBL) ved sygeplejerskeuddannelsen i Odense, sættes der fokus på organiseringen af...... PBL-processen. Vi reflekterer over udfordringer i forbindelse med vejlederrollen, samt betydningen af udvikling af fokuserede scenarier med tilhørende vejlederguides. Artiklen afrundes med perspektiver vedrørende den fortsatte udvikling af PBL....

  5. Bridging Creativity and Group by Elements of Problem-Based Learning (PBL)

    DEFF Research Database (Denmark)

    Zhou, Chunfang

    2015-01-01

    As the recent studies have discussed Problem-Based Learning (PBL) as popular model of fostering creativity, this paper aims to provide a theoretical framework bridging creativity and student group context by elements of PBL. According to the literature review, the elements at least include group...... learning, problem solving, interdisciplinary learning, project management and facilitation. The main five elements construct PBL as a suitable learning environment to develop individual creativity and to stimulate interplay of individual creativity and group creativity. Thus, a theoretical model...

  6. Teachers' Perspectives of their roles and student autonomy in a PBL context in China

    DEFF Research Database (Denmark)

    Li, Huichun; Du, Xiangyun

    2015-01-01

    The traditional role of the teacher confronts many challenges by an increasing number of educational initiatives that highlight student-centered learning in China, since the teacher’s role is in great need of transformation from instructor to facilitator. Therefore, it is quite necessary to examine...... how teachers perceive their role within a context in the process of making educational innovations. This study relies on two Chinese universities which are changing their educational approach from lecture-based learning to Problem Based Learning (PBL). We examine how the teachers perceive their role...... in a PBL context. In particular, we are mainly concerned with teachers’ attitudes towards student learning autonomy in PBL contexts. The data is mainly relied upon in-depth interviews of the teachers who participate in PBL practice from the two cases. When focusing on how teachers perceive student learning...

  7. Strategies for sustaining quality in PBL facilitation for large student cohorts.

    Science.gov (United States)

    Young, Louise; Papinczak, Tracey

    2013-10-01

    Problem-based learning (PBL) has been used to scaffold and support student learning in many Australian medical programs, with the role of the facilitator in the process considered crucial to the overall educational experience of students. With the increasing size of student cohorts and in an environment of financial constraint, it is important to develop quality control procedures to maintain an effective and efficient PBL program and a stable tutor workforce. This paper reports on organisational practices and faculty development opportunities used to sustain facilitation quality in a large cohort PBL program. Seven strategies are proposed, built around a sound professional development program, and a suite of tactics for recruitment of, and ongoing support for, PBL tutors.

  8. Chinese business students’ changes in beliefs and strategy use in a constructively aligned PBL course

    DEFF Research Database (Denmark)

    Zhao, Ke; Zhang, Jie; Du, Xiangyun

    2017-01-01

    This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively...... about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses...... that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes....

  9. Chinese Business Students’ Changes in Beliefs and Strategy Use in a Constructively Aligned PBL Course

    DEFF Research Database (Denmark)

    Zhao, Ke; Zhang, Jie; Du, Xiangyun

    2017-01-01

    This study adopted a longitudinal retrospective case study approach to investigate Chinese business students’ transitional learning experience in a problem-based learning (PBL) course with innovative assessment practices. The study focused on students’ beliefs and strategy use in a constructively...... about learning and writing, their perceptions of assessment, and their strategy use for learning. It also examined changes in beliefs, perceptions, and strategy use to determine the nature of the students’ learning experience in this PBL course. Findings suggest a recognised need to design PBL courses...... that align social constructivist learning principles with students’ beliefs and strategies. The results also highlight the importance of developing appropriate assessment rubrics to enhance student engagement with PBL learning for improved outcomes....

  10. PBL and Computer Programming — The Seven Steps Method with Adaptations

    Science.gov (United States)

    Nuutila, Esko; Törmä, Seppo; Malmi, Lauri

    2005-06-01

    Problem-Based Learning (PBL) method emphasizes students' own activity in learning about problems, setting up their own learning goals and actively searching for and analyzing information. In this paper, we describe and discuss our experiences on applying PBL, especially the seven steps method widely used in medical faculties, in an introductory computer programming course. We explain how the method is implemented, give examples and identify different kinds of PBL cases, and describe how the method is supplemented by other learning methods in our course. According to our experience, the PBL method increases the commitment of the students which results in a significantly lower drop-out rate: the average is 17% versus 45% in our traditional programming courses. In addition to computer programming, students also learn generic skills related to group work, collaborative design work, independent studying, and externalization of their knowledge.

  11. Teachers' Perspectives of their roles and student autonomy in a PBL context in China

    DEFF Research Database (Denmark)

    Li, Huichun; Du, Xiangyun

    2015-01-01

    in a PBL context. In particular, we are mainly concerned with teachers’ attitudes towards student learning autonomy in PBL contexts. The data is mainly relied upon in-depth interviews of the teachers who participate in PBL practice from the two cases. When focusing on how teachers perceive student learning......The traditional role of the teacher confronts many challenges by an increasing number of educational initiatives that highlight student-centered learning in China, since the teacher’s role is in great need of transformation from instructor to facilitator. Therefore, it is quite necessary to examine...... how teachers perceive their role within a context in the process of making educational innovations. This study relies on two Chinese universities which are changing their educational approach from lecture-based learning to Problem Based Learning (PBL). We examine how the teachers perceive their role...

  12. An experiment with PBL in higher education as appraised by the teacher and students

    Directory of Open Access Journals (Sweden)

    Luis Roberto de Camargo Ribeiro

    2006-01-01

    Full Text Available PBL (Problem-based Learning has gained worldwide acceptance as an effective instructional approach that helps students to acquire knowledge as well as develop desired professional skills and attitudes. Contrary to other conventional methods that use problems after theory has been introduced, PBL uses a problem to initiate, focus and motivate the learning of new concepts. This paper presents and discusses the students' and the teacher's viewpoints on the implementation of PBL in an Administration Theory course of an engineering curriculum at a public university in Brazil. The data were collected by means of unstructured interviews, participant observation and an open-ended questionnaire responded by the students at the end of the course. The results show that despite increasing the workload for the teacher and the students, both evaluated PBL positively because it is more motivating and dynamic.

  13. An experiment with PBL in higher education as appraised by the teacher and students

    Directory of Open Access Journals (Sweden)

    Luis Roberto de Camargo Ribeiro

    2005-08-01

    Full Text Available PBL (Problem-based Learning has gained worldwide acceptance as an effective instructional approach that helps students to acquire knowledge as well as develop desired professional skills and attitudes. Contrary to other conventional methods that use problems after theory has been introduced, PBL uses a problem to initiate, focus and motivate the learning of new concepts. This paper presents and discusses the students' and the teacher's viewpoints on the implementation of PBL in an Administration Theory course of an engineering curriculum at a public university in Brazil. The data were collected by means of unstructured interviews, participant observation and an open-ended questionnaire responded by the students at the end of the course. The results show that despite increasing the workload for the teacher and the students, both evaluated PBL positively because it is more motivating and dynamic.

  14. Influence of PBL with Open-Book Tests on Knowledge Retention Measured with Progress Tests

    Science.gov (United States)

    Heijne-Penninga, M.; Kuks, J. B. M.; Hofman, W. H. A.; Muijtjens, A. M. M.; Cohen-Schotanus, J.

    2013-01-01

    The influence of problem-based learning (PBL) and open-book tests on long-term knowledge retention is unclear and subject of discussion. Hypotheses were that PBL as well as open-book tests positively affect long-term knowledge retention. Four progress test results of fifth and sixth-year medical students (n = 1,648) of three medical schools were…

  15. Influence of PBL with open-book tests on knowledge retention measured with progress tests.

    Science.gov (United States)

    Heijne-Penninga, M; Kuks, J B M; Hofman, W H A; Muijtjens, A M M; Cohen-Schotanus, J

    2013-08-01

    The influence of problem-based learning (PBL) and open-book tests on long-term knowledge retention is unclear and subject of discussion. Hypotheses were that PBL as well as open-book tests positively affect long-term knowledge retention. Four progress test results of fifth and sixth-year medical students (n = 1,648) of three medical schools were analyzed. Two schools had PBL driven curricula, and the third one had a traditional curriculum (TC). One of the PBL schools (PBLob) used a combination of open-book (assessing backup knowledge) and closed-book tests (assessing core knowledge); the other two schools (TC and PBLcb) only used closed-book tests. The items of the progress tests were divided into core and backup knowledge. T tests (with Bonferroni correction) were used to analyze differences between curricula. PBL students performed significantly better than TC students on core knowledge (average effect size (av ES) = 0.37-0.74) and PBL students tested with open-book tests scored somewhat higher than PBL students tested without such tests (av ES = 0.23-0.30). Concerning backup knowledge, no differences were found between the scores of the three curricula. Students of the two PBL curricula showed a substantially better long-term knowledge retention than TC students. PBLob students performed somewhat better on core knowledge than PBLcb students. These outcomes suggest that a problem-based instructional approach in particular can stimulate long-term knowledge retention. Distinguishing knowledge into core and backup knowledge and using open-book tests alongside closed-book tests could enhance long-term core knowledge retention.

  16. Decision PBL: A 4-year retrospective case study of the use of virtual patients in problem-based learning.

    Science.gov (United States)

    Ellaway, Rachel H; Poulton, Terry; Jivram, Trupti

    2015-01-01

    In 2009, St George's University of London (SGUL) replaced their paper-based problem-based learning (PBL) cases with virtual patients for intermediate-level undergraduate students. This involved the development of Decision-Problem-Based Learning (D-PBL), a variation on progressive-release PBL that uses virtual patients instead of paper cases, and focuses on patient management decisions and their consequences. Using a case study method, this paper describes four years of developing and running D-PBL at SGUL from individual activities up to the ways in which D-PBL functioned as an educational system. A number of broad issues were identified: the importance of debates and decision-making in making D-PBL activities engaging and rewarding; the complexities of managing small group dynamics; the time taken to complete D-PBL activities; the changing role of the facilitator; and the erosion of the D-PBL process over time. A key point in understanding this work is the construction and execution of the D-PBL activity, as much of the value of this approach arises from the actions and interactions of students, their facilitators and the virtual patients rather than from the design of the virtual patients alone. At a systems level D-PBL needs to be periodically refreshed to retain its effectiveness.

  17. An Application of Context- and Problem-Based Learning (C-PBL) into Teaching Thermodynamics

    Science.gov (United States)

    Baran, Mukadder; Sozbilir, Mustafa

    2017-05-01

    This study aims to investigate the applicability of context- and problem-based learning (C-PBL) into teaching thermodynamics and to examine its influence on the students' achievements in chemistry, retention of knowledge, students' attitudes, motivation and interest towards chemistry. The embedded mixed method design was utilized with a group of 13 chemistry students in a 2-year program of "Medical Laboratory and Techniques" at a state university in an underdeveloped city at the southeastern region of Turkey. The research data were collected via questionnaires regarding the students' attitudes, motivation and interest in chemistry, an achievement test on "thermodynamics" and interviews utilized to find out the applicability of C-PBL into thermodynamics. The findings demonstrated that C-PBL led a statistically significant increase in the students' achievement in thermodynamics and their interest in chemistry, while no statistically significant difference was observed in the students' attitudes and motivation towards chemistry before and after the intervention. The interviews revealed that C-PBL developed not only the students' communication skills but also their skills in using time effectively, making presentations, reporting research results and using technology. It was also found to increase their self-confidence together with the positive attitudes towards C-PBL and being able to associate chemistry with daily life. In light of these findings, it could be stated that it will be beneficial to increase the use of C-PBL in teaching chemistry.

  18. PBL wrap up sessions: an approach to enhance generic skills in medical students.

    Science.gov (United States)

    Razzaq, Zubia; Ahsin, Sadia

    2011-01-01

    Problem based learning (PBL) tutorials are being used in various medical schools world wide. Students' active participation is a must for the success of a teaching program. The objective of this study was to evaluate the effectiveness of PBL Wrap-up sessions in an integrated modular medical curriculum in enhancing the generic skills of medical students. This study was conducted on 100 students of 2nd year MBBS who had been taking PBL sessions since 1 1/2 years. Each session concluded with a wrap-up session where students demonstrated their acquired knowledge in the form of PowerPoint presentations, concept maps, skits, models etc. A questionnaire based survey was conducted to find out overall effectiveness of PBL sessions including wrap-up sessions. The questionnaire comprised of 15 questions. Students were asked to rate all those sessions on a likert scale of 1 to 5. Student's responses showed 'Moderate improvement' in 8 out of 15 skills like communication with peers and teachers, presentation skills, self confidence, application of acquired knowledge, using internet and other resources and understanding group dynamics. Improvement in abilities like problem solving, time management, creativity, motivation in studies and self-directed learning was 'Minimal'. In addition students recommended continuation of PBL in the same way for future classes. PBL with wrap-up sessions contributed in bringing moderate enhancement of generic learning skills in students which were not properly addressed in the traditional curriculum and are therefore recommended for future implementation.

  19. Students' perception of a modified form of PBL using concept mapping.

    Science.gov (United States)

    Addae, Jonas Innies; Wilson, Jacqueline I; Carrington, Christine

    2012-01-01

    Problem-based learning (PBL) and concept mapping have been shown to promote active and meaningful learning. To design a method of PBL that includes concept mapping and examine students' perceptions of this form of PBL. We designed a 5-phase method of PBL which produced three clearly identifiable mapping phases that reflected the learning activities during the tutorial: (1) the initial understanding of the clinical problem, (2) students' prior knowledge of the problem, (3) the final understanding of the problem following self-directed study. The process of developing the second and third phases of the map involved the students answering questions that they generated on two occasions to give the entire process a 5-phase approach. Each student was exposed to both methods of PBL: a conventional 7-step method (Maastricht type) and the modified PBL (5-phase) method. We used a questionnaire to evaluate the students' perceptions of the two methods in four learning domains. The students' ratings for the 5-phase method were significantly higher than for the 7-step method (paired t-test) on all items on the questionnaire. The students perceived the 5-phase method as promoting their passion for learning, and developing their cognitive, metacognitive and interpersonal skills.

  20. Sensitivity of land-atmosphere exchanges to overshooting PBL thermals in an idealized coupled model

    Directory of Open Access Journals (Sweden)

    Ian T. Baker

    2009-11-01

    Full Text Available The response of atmospheric carbon dioxide to a given amount of surface flux is inversely proportional to the depth of the planetary boundary layer (PBL. Overshooting thermals that entrain free tropospheric air down into the boundary layer modify the characteristics and depth of the mixed layer through the insertion of energy and mass. In addition, entrainment "dilutes" the effects of surface fluxes on scalar quantities (temperature, water vapor, carbon dioxide, etc. in the PBL. Therefore, incorrect simulation of PBL depth can lead to linear errors in estimates of carbon dioxide fluxes in inverse models. Dilution by entrainment directly alters the surface-air gradients in scalar properties, which serve as the "driving force" for surface fluxes. In addition, changes in near-surface temperature and water vapor affect surface fluxes through physiological processes in plant canopies (e.g. stomatal conductance. Although overshooting thermals are important in the physical world, their effects are unresolved in most regional models. We explore the sensitivity of surface fluxes and PBL scalars to the intensity of PBL top entrainment by manipulating its strength in an idealized version of the coupled SiB-RAMS model. An entrainment parameterization based on the virtual potential temperature flux at the surface is implemented into SiB-RAMS to produce a warmer and drier mixed layer, to alter the surface fluxes, and to increase the depth of the PBL. These variations produce modified CO2 concentrations and vary with the strength of the parameterized entrainment.

  1. Promoting problem-based learning (PBL) in nursing education: A Malaysian experience.

    Science.gov (United States)

    Achike, Francis I; Nain, Noraini

    2005-09-01

    Since the introduction of problem-based learning (PBL) into medical education in the late 1960s, several new and old medical schools have adopted this approach the main attraction of which includes the promotion of student-centered and life-long learning, team spirit, communication skills and enquiry. With an ever-increasing information base and changing attitudes in the health sciences, these are highly desirable characteristics of the health worker of the future, who will be required to grapple with these phenomenal changes. From medical education, the PBL approach has inevitably spread to other disciplines, especially the health-related disciplines. In the Asia-pacific region (Malaysia in particular), PBL was introduced into medical education in the early 1970s, but the growth has been slow; the reasons are discussed. Only recently (in the 1990s) have more medical and non-medical schools started to adopt PBL. The management of the Pantai Institute of Health Science and Nursing decided to adopt PBL for the Nursing curriculum. A one-day introductory workshop was, therefore, organized to expedite the process. Post-workshop feedback obtained through a five-point Likert scale questionnaire indicated a successful outcome. The workshop process is, therefore, documented as reference especially for Nursing colleges in places where PBL expertise is in short supply.

  2. Results of common PBL teaching model and modified PBL teaching model in medical information retrieval teaching:A comparative study%常规 PBL 教学模式与改进型小案例 PBL教学模式的比较

    Institute of Scientific and Technical Information of China (English)

    程文志

    2015-01-01

    目的:比较常规PBL教学模式和改进的PBL教学模式在医学信息检索教学中的效果。方法:用DREEM量表比较分析医学信息检索教学改进后的PBL教学模式和常规的PBL教学模式的教学效果。结果:改进的PBL教学模式分值大多数高于常规的PBL教学模式的分值。结论:改进的PBL教学模式比常规的PBL教学模式更能提高学生的学习积极性和综合能力,教学效果更好。%Objective To compare the results of common PBL teaching model and modified PBL teaching model in medical information retrieval teaching .Methods The results of common PBL teaching model and modified PBL teaching model in medical information retrieval teaching were compared according to the DREEM Scale.Results The DREEM score of modified PBL teaching model was significantly higher than that of common PBL teaching model . Conclusion The modified PBL teaching model improves the activity and comprehensive ability of students more sig-nificantly than common PBL teaching model, the results of modified PBL teaching model are better than those of common PBL teaching model.

  3. Comparison of knowledge, confidence in skill performance (CSP) and satisfaction in problem-based learning (PBL) and simulation with PBL educational modalities in caring for children with bronchiolitis.

    Science.gov (United States)

    Kang, Kyung-Ah; Kim, Sunghee; Kim, Shin-Jeong; Oh, Jina; Lee, Myungnam

    2015-02-01

    In most nursing curricula, simulation and problem-based learning (PBL) are used separately as individual learning methods. Nursing educators are in a unique position to improve students' clinical performance and critical thinking skills by utilizing varied educational modalities. This study attempted to compare changes in nursing students' knowledge, confidence in skill performance (CSP), and satisfaction resulting from training using three educational modalities. Data from a convenient sample of 205 senior nursing students from three nursing schools in Seoul and Chuncheon, South Korea, was obtained between September 1 and December 10, 2013. This comparison study used three groups: the PBL group, simulation with the PBL group, and the control group. For data analysis, descriptive statistics, paired t-test, one-way ANOVA, and post-hoc tests (Duncan test) were performed. No significant difference in the students' baseline knowledge of patient care for patients with bronchiolitis was found. There were significant differences in the mean scores of knowledge (F=14.718, pPBL and a combined learning method in this study suggests that it can be an effective approach in pediatric nursing practice. These results provide a much-needed template and starting point for educators introducing active learning approaches for pediatric nursing courses. Copyright © 2014 Elsevier Ltd. All rights reserved.

  4. Learning effectiveness and satisfaction of international medical students: Introducing a Hybrid-PBL curriculum in biochemistry.

    Science.gov (United States)

    Yan, Qiu; Ma, Li; Zhu, Lina; Zhang, Wenli

    2017-07-08

    A biochemistry course is a fundamental but important subject in medical education in China. In recent years, the number of international medical students has increased. Curriculum reform in biochemistry teaching is needed because of the knowledge limitations of students, a close linkage of biochemical content with clinics, the shortcomings of lecture-centered teaching, and the requirements for early clinical practice training and competence. In this study, we analyzed a novel curriculum reform, "Hybrid-PBL," which combined problem-based learning (PBL) with biochemistry lectures and was implemented for biochemical teaching at Dalian Medical University (DMU) in China. The change in curriculum affected 189 international medical students. This study selected two PBL cases concerning the basic biochemical issues of carbohydrate metabolism and liver biochemistry for the analysis, and ten examples of learning issues for each case were reported by the international students. A questionnaire was utilized to evaluate students' perceptions of the Hybrid-PBL, and examination scores were analyzed to assess the curriculum reform in biochemistry teaching. A statistical analysis revealed that the Hybrid-PBL curriculum was well accepted by the international students as an effective supplement to lecture-centered teaching programs. The students obtained more abilities, higher examination scores, and an improved understanding of biomedical information from the Hybrid-PBL program than from conventional teaching methods. Our study was an innovative trial that applied a PBL curriculum to the specific discipline of biochemistry and may provide a potential and promising new teaching method that can be widely utilized. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):336-342, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

  5. Development of a Survey to Examine the Factors that Motivate Secondary Education Teachers' Use of Problem-based Learning (PBL)

    Science.gov (United States)

    Lao, Huei-Chen

    In this quantitative study, a survey was developed and administered to middle and high school teachers to examine what factors motivated them to implement problem-based learning (PBL). Using Expectancy-Value Theory by Eccles et al. (1983) and Self-Determination Theory by Ryan and Deci (2000b) as the theoretical framework, this instrument measured respondents' perceived competence, support for autonomy and relatedness, and value and cost they placed on implementing PBL. Data analyses indicated that the instrument had good reliability. A 3-factor structure was established by exploratory factor analysis which confirmed the construct validity of the instrument. Value of PBL to teachers and their students was the most dominant factor that motivated teachers to implement it. The second most important factor was their self-efficacy and anxiety about failing this pedagogy, and the third factor was teachers' perceived autonomy, and support from schools and colleagues. Regression models showed the predictive power of the factors on teachers' intention to implement PBL, with their perceptions of the value of PBL being the strongest predictor. Results also indicate that teachers with PBL experience perceived significantly higher levels of competence and support from peers, and placed a higher level of value and perceived less cost in implementing PBL than teachers who had not implemented PBL. Teachers' formal training in PBL played a significant role in positively influencing their perceptions of competence and the value of PBL, and reduced their perceived cost of implementing PBL. This, in turn, enhanced teachers' intention of practicing PBL. For teachers who had previously taught with PBL, their responses to two open-ended questions in this instrument corresponded with the theoretical framework of this study and triangulated well with the quantitative data. These teachers highly valued PBL and they recognized the challenges associated with its implementation. These teachers

  6. The climatology of planetary boundary layer height in China derived from radiosonde and reanalysis data

    Science.gov (United States)

    Guo, Jianping; Miao, Yucong; Zhang, Yong; Liu, Huan; Li, Zhanqing; Zhang, Wanchun; He, Jing; Lou, Mengyun; Yan, Yan; Bian, Lingen; Zhai, Panmao

    2016-10-01

    The important roles of the planetary boundary layer (PBL) in climate, weather and air quality have long been recognized, but little is known about the PBL climatology in China. Using the fine-resolution sounding observations made across China and reanalysis data, we conducted a comprehensive investigation of the PBL in China from January 2011 to July 2015. The boundary layer height (BLH) is found to be generally higher in spring and summer than that in fall and winter. The comparison of seasonally averaged BLHs derived from observations and reanalysis, on average, shows good agreement, despite the pronounced inconsistence in some regions. The BLH, derived from soundings conducted three or four times daily in summer, tends to peak in the early afternoon, and the diurnal amplitude of BLH is higher in the northern and western subregions of China than other subregions. The meteorological influence on the annual cycle of BLH is investigated as well, showing that BLH at most sounding sites is negatively associated with the surface pressure and lower tropospheric stability, but positively associated with the near-surface wind speed and temperature. In addition, cloud tends to suppress the development of PBL, particularly in the early afternoon. This indicates that meteorology plays a significant role in the PBL processes. Overall, the key findings obtained from this study lay a solid foundation for us to gain a deep insight into the fundamentals of PBL in China, which helps to understand the roles that the PBL plays in the air pollution, weather and climate of China.

  7. PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom.

    Science.gov (United States)

    Roche, Maya; Adiga, Indira Kakkunje; Nayak, Akshatha G

    2016-12-01

    Problem Based Learning (PBL) is known world over as an effective, active learning strategy with many benefits for the student. Usually, in medical schools, PBL triggers are designed by a well-trained group of faculty from basic and clinical sciences. The challenge was whether this task could be given to students in the first year of their curriculum and be executed by them effectively. To enhance active learning, comprehension and critical thinking with a view to promote horizontal and vertical integration between subjects. Student volunteers of the first year MBBS course (n=10), who had been exposed to the curriculum for approximately 38 weeks and were familiar with the PBL process were recruited for the study. In addition to a handout on the topic 'gout', they were given the freedom to access any resource in the university library to construct the PBL triggers. The PBL triggers were vetted by two faculties. In addition to a focus group discussion with students, students' and faculty's responses were collected on a Likert scale. Students opined that the exercise helped improve their comprehension (100%), critical thinking abilities (90%) and clinical orientation to the topic (100%). They felt that designing a PBL trigger was a relevant active learning strategy (100%) and would help them answer questions on this topic better in the future (90%). The clinicians who examined the PBL triggers, felt that they were of good quality and that the process was a good tool for vertical integration between basic and clinical sciences. The results prove that students when given a challenge will rise to the occasion. Unfamiliarity with the nuances of a disease did not prevent them from going the extra mile to achieve their target. By taking part in this exercise, students benefitted in many ways and got a holistic understanding of the topic. PBL trigger design can be introduced as an active learning strategy for students in medical schools where PBL is part of the curriculum. It

  8. 3C3R modified PBL pediatric teaching of Chinese medical students.

    Science.gov (United States)

    Xue, Haihong; Qian, Jihong; Wang, Lianwen; Yuan, Xiaojun; Chen, Yi; Wu, Weilan; Chen, Yan; Sun, Kun

    2013-01-01

    A Content, Context, Connection and Researching, Reasoning, Reflecting (3C3R) model is a conceptual framework for problem-based learning (PBL) problem design. We introduced the 3C3R-PBL method into a pediatric teaching plan, and evaluated its effectiveness and feasibility. The 3C3R model was applied in a pediatric problem design teaching plan "why the lips turn purple when a baby is crying". All students were assigned either into a traditional PBL course or into a 9-step 3C3R model PBL course (3C3R-PBL). The performance outcomes of both groups were compared. For the PBL group, the proportion of students scoring ≥4 for content, context, and problem design connection, was 90.8%, 80.3%, and 64.5% respectively, while for tutors, it was 71.4%, 71.4%, and 28.6%; for researching, reasoning, and reflecting, the proportion of students scoring ≥4 was 81.6%, 55.3%, and 40.8%, while for tutors, it was 71.4%, 100%, and 57.1%. The learning difficulty was not considered high with only 31.6% of students and 42.9% of tutors rating the task as difficult. For the 3C3R-PBL group, the proportion of students scoring content, context, and connection, ≥4 was 100%, 98.4%, and 90.5%, while for tutors it was 100%, 100%, 83.3%; for researching, reasoning, and reflecting, the proportion of students scoring ≥4 was 95.2%, 88.9%, and 76.2%, while for tutors it was 100% for all 3 R components. Students and tutors were convinced by the content, case context, research process and reasoning process of both teaching plans, while scores for connection and reflecting were significantly improved when the PBL plan was amended by a 3C3R model (pPBL teaching plan for Chinese students.

  9. PBL Trigger Design by Medical Students: An Effective Active Learning Strategy Outside the Classroom

    Science.gov (United States)

    Adiga, Indira Kakkunje; Nayak, Akshatha G.

    2016-01-01

    Introduction Problem Based Learning (PBL) is known world over as an effective, active learning strategy with many benefits for the student. Usually, in medical schools, PBL triggers are designed by a well-trained group of faculty from basic and clinical sciences. The challenge was whether this task could be given to students in the first year of their curriculum and be executed by them effectively. Aim To enhance active learning, comprehension and critical thinking with a view to promote horizontal and vertical integration between subjects. Materials and Methods Student volunteers of the first year MBBS course (n=10), who had been exposed to the curriculum for approximately 38 weeks and were familiar with the PBL process were recruited for the study. In addition to a handout on the topic ‘gout’, they were given the freedom to access any resource in the university library to construct the PBL triggers. The PBL triggers were vetted by two faculties. In addition to a focus group discussion with students, students’ and faculty’s responses were collected on a Likert scale. Results Students opined that the exercise helped improve their comprehension (100%), critical thinking abilities (90%) and clinical orientation to the topic (100%). They felt that designing a PBL trigger was a relevant active learning strategy (100%) and would help them answer questions on this topic better in the future (90%). The clinicians who examined the PBL triggers, felt that they were of good quality and that the process was a good tool for vertical integration between basic and clinical sciences. Discussion The results prove that students when given a challenge will rise to the occasion. Unfamiliarity with the nuances of a disease did not prevent them from going the extra mile to achieve their target. By taking part in this exercise, students benefitted in many ways and got a holistic understanding of the topic. Conclusion PBL trigger design can be introduced as an active learning

  10. TCRβ REPERTOIRE IN TIL AND PBL OF PATIENTS WITH COLORECTAL CANCER

    Institute of Scientific and Technical Information of China (English)

    李惠芳; 万远廉; 刘玉村; 吴涛; 朱平

    2003-01-01

    Objective: To study T cell immunology in patients with colorectal cancer, the molecular features of clonal expanded T cell in TIL and PBL were analyzed by assessment of TCRβ gene reopertoire. Methods: The rearranged V-J genes of TCRβ chain were amplified by RT-PCR and separated with denaturation polyacrylamide sequencing gel eletrophoresis. The PCR products were sequenced directly to determine the characteristics of the clonal expanded transcripts. Results: There were oligoclonal expanded transcripts of TCRβ V genes both in TIL and PBL from pre- operation patients, which all disappeared in PBL after operation. The amino acid sequences of the CDR3 regions in these oligoclonal expanded T cells suggested that they related with the tumor peptide-specific activation. Existence of clonal expanded T cells in PBL may have relevance with the recurrence. Conclusion: Tumor peptide-specific Activated T cell clones were found not only in TIL of colorectal cancer tissue, but also in PBL of tumor-bearing patients. The activation of systemic T cell immunology may play an important role in the prognosis of patients.

  11. Caffeinating the PBL return session: Curriculum innovations to engage students at two medical schools.

    Science.gov (United States)

    Korin, Tatum; Thode, Joan Brumbaugh; Kakar, Seema; Blatt, Benjamin

    2014-11-01

    At the David Geffen School of Medicine at the University of California, Los Angeles, and the George Washington University School of Medicine and Health Sciences, authors observed that problem-based learning (PBL) return sessions for first- and second-year medical students often lacked the energy and engagement of first sessions. Unlike in first sessions, where students took on the physician's role and actively problem solved, in return sessions students spent much of their time passively, listening to research reports on learning objectives. Time spent listening to reports dilutes return session impact, with the patient receding from view as the level of abstraction increases and learning issues take center stage. In this Perspective, the authors present innovations, developed separately at their respective medical schools between 2009 and 2012, designed to reenergize the return session.To frame the discussion of the return session slump and their innovations in response to it, the authors used self-determination theory (SDT) and active learning theory (ALT), both of which are supported by a considerable body of evidence. SDT provides understanding of how to maximize PBL learners' motivation, and ALT sheds light on how to promote PBL learners' incorporation of concepts into long-term memory. As motivation and memory are key factors in learning, both theories are appropriate tools to help understand and maximize the effectiveness of PBL. Finally, guided by these theories, the authors present reflections on future directions for the development of PBL.

  12. Three Cases of Combined Therapy in Primary Breast Lymphoma (PBL) with Successful Outcomes.

    Science.gov (United States)

    Inic, Zorka; Inic, Momcilo; Zegarac, Milan; Inic, Ivana; Pupic, Gordana

    2013-01-01

    Primary malignant lymphoma of the breast is a rare tumor, defined as a tumor localized in the breast with or without axillary lymph-node metastases. Such a tumor is mainly found in female patients and located more frequently in the right breast. It is difficult to make primary breast lymphoma (PBL) diagnosis before operation, and PBL diagnosis is mainly based on pathological biopsy and immunohistochemical staining. In this paper, the cases of three patients who had PBL, and who were treated for it at the Institute for Oncology and Radiology of Serbia between 2008 and 2012, are reviewed and discussed. These cases of PBL had no recorded reoccurrence of the disease and were originally treated by surgery, radiotherapy R-CHOP, and/or chemotherapy. While there is no consensus to the question of how to best treat PBL (ie, with chemotherapy, radiotherapy, or combined therapy), it is hoped that this review will offer insight into successful treatment procedures for tumors of this category.

  13. Subjective and Objective Evaluation of PBL Outcomes in Preclinical Medical Students

    Directory of Open Access Journals (Sweden)

    Ramesh Kumar Marya

    2012-01-01

    Full Text Available Problem based learning curriculum is widely recognized as a progressive, learner-centered, active learning approach and is currently used in the entire medical curriculum in over 10% of medical schools worldwide. But, is there real evidence that PBL is more effective than traditional approaches? In this report, outcomes of a PBL tutorial in 55 second year MBBS students have been evaluated by the facilitators (subjective evaluation and by asking the students a set of questions based on the intended outcome of the PBL ( objective evaluation soon after the completion of PBL tutorial. In the subjective assessment by the facilitators, all the students scored over 80% marks. In the objective assessment, out of 55 students, only three students scored over 50% marks. Perusal of answers to individual questions revealed appalling lack of knowledge of the subject. To conclude, before introduction of PBL-based curriculum in medical schools, usefulness of PBLs in preclinical medical education needs to be thoroughly investigated by objective evaluation of intended outcomes.

  14. Probabilistic nowcast of PBL profiles with a single column model and ensemble filter assimilation of surface observations

    Science.gov (United States)

    Rostkier-Edelstein, D.; Hacker, J. P.

    2009-09-01

    is then dressed with a normal distribution derived from the sample of mesoscale forecasts and surface forecast errors. Results show that assimilation of surface observations can improve deterministic and probabilistic predictions more significantly than major model improvements under a wide range of flow scenarios. However, under dry convective conditions surface assimilation may enhance the wet bias often observed in parameterized PBL mixing ratio profiles due to inappropriate covariance estimated from the ensemble. In this instance the SCM/EF proves its usefulness as a numerical tool to investigate model error. The SCM/EF mean forecasts clearly show an advantage over the climatological-adjusted profiles whenever the flow is characterized by wide variability from day to day. We expect that several results will extend to a 3D WRF/EF system assimilating surface observations.

  15. 组织实施护理 PBL 教学查房的行动研究%Action research on the implemention of nursing PBL teaching rounds

    Institute of Scientific and Technical Information of China (English)

    李小红; 孙继红; 高凤莉; 张艳; 刘均娥

    2013-01-01

    目的:探讨在护理学生毕业实习中实施PBL教学查房的方法,在内科、外科、妇产科、儿科中开展教学方法改革。方法在为期10个月的毕业实习中开展16次PBL教学查房,采用Lewin的行动研究框架,以计划、行动、观察、反思4个步骤进行螺旋式循环实践,评价方案实施的效果,采用PBL学习体验评估量表调查学生PBL教学环境体验,反思PBL教学查房中值得注意的问题。结果通过培训、集体备课、观摩、访谈和查房等4轮循环完善了实施方案,44名学生的PBL学习体验评估量表总分为(81.83±10.42)分。本科生PBL学习体验评分为(89.45±8.47)分,高于专科生的(78.93±9.70)分,差异有统计学意义(t=3.165,P=0.003)。结论制定的PBL教学查房步骤经过行动研究实践的修改和完善,在内科、外科、妇产科、儿科中实施效果良好,实现了PBL教学方法的改革。%Objective To explore the method of the implemention of nursing PBL teaching rounds in the nursing graduation practice , and carry out the reformation of teaching methods in the Department of Internal Medicine, Surgery, Gynecology and Obstetrics , Pediatrics.Methods Sixteen times PBL teaching rounds were performed in a 10-month graduate internship , the Lewin’ s action research framework which was consisted of the four steps including planning , action, observation , and reflection in spiral cycle was used to evaluate the effect of the implementation of program , the experience of students ’ PBL teaching environment was surveyed by the PBL learning experience assessment scale , and the noticeable problems on PBL teaching rounds were deeply thought.Results The implementation of the program was improved through the four cycles including training , prepare lessons together , observation, interview and rounds .The total scores of the PBL learning experience assessment scale from 44 students

  16. Faculty Development Programme in Dokuz Eylül School of Medicine: In the process of curriculum change from traditional to PBL

    Directory of Open Access Journals (Sweden)

    Berna Musal

    2002-04-01

    Full Text Available Introduction: In Dokuz Eylül School of Medicine (DESM a faculty development program is being carried out by the "Trainers' Training Committee". DESM made a fundamental change in its curriculum from traditional to Problem-based Learning (PBL in 1997. This was the first implementation of a PBL curriculum in Turkey. Faculty development activities were initiated in the same year. This paper describes the faculty development activities with a special emphasis on PBL courses. Program description: Between 1997-2000 27 four-day long PBL courses were held for 343 participants. The curriculum consisted of PBL philosophy, PBL steps, role of the tutor and students in PBL process, effective case design, assessment principles and group dynamics. PBL simulations enabled the participants to play the roles of both tutors and students. Process evaluation: At the end of the program most of the participants stated that length of the program, content, training methods and the course organization was appropriate. The majority of the participants (89.5% found the program very useful. PBL steps, PBL practices and PBL philosophy were found as the most useful sessions. Discussion: These courses gave medical staff the opportunity to develop their understanding of PBL methodology and theory. PBL courses and continuous educational activities such as weekly tutor meetings are being held and new courses on advanced tutoring skills are being planned for the near future in DESM.

  17. Integrating Creativity Training into Problem and Project-Based Learning (PBL) Curriculum in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang

    2012-01-01

    In order to foster creative engineers, a creativity training programme was carried out in medialogy education in a Problem and Project-Based Learning (PBL) environment at Aalborg University, Denmark. This paper focuses on the question of how engineering students perceive the strategy of integrating...... creativity training into a PBL curriculum. A total of 20 medialogy students in the training programme were interviewed. The data shows that the training programme was thought useful and students get benefits such as gaining project work skills, creative concepts and confidence of being creative. However......, limitations of the programme show that only five days of training did not fit the requirements of learning skills in PBL. So the supervisors are suggested to offer more creativity techniques and process engagement to move projects forward....

  18. Transversal knowledge formations in Professional Bachelor Education employing Problem Based Learning (PBL)

    DEFF Research Database (Denmark)

    Larsen, Verner

    2013-01-01

    This paper describes the principles underlying how various knowledge areas blend into transversal formations in two educational contexts employing PBL. Such ‘transversality’ has often been referred to as inter- cross- or trans-disciplinarity. However, these terms are ambiguous, especially......, but rather on a number of subject areas that are combined during students’ PBL-studies. As such, the curriculum organized knowledge, as well as students’ reflections of various types at the level of teaching and learning, constitute certain ‘modalities’ of transversal knowledge formations. Two institutional...... case studies - Nursing and the Constructing Architect education - have been researched, compared and contrasted in order to demonstrate how institutional practices demonstrate different modalities of transversal knowledge in their PBL-courses. For the purpose of this paper Nursing Education...

  19. PBL3.0: Integrating Learning Analytics and Semantics in Problem-Based Learning

    DEFF Research Database (Denmark)

    Zotou, Maria; Tambouris, Efthimios; Triantafyllou, Evangelia;

    2016-01-01

    will enable the annotation of learning resources in order to easily integrate them to the PBL approach and enable their discoverability when setting personalized learning pathways, 3) Adapt a set of open source software tools for supporting PBL_LA and the semantic model based on existing Learning Management...... in education and training, 6) Create an organic ecosystem of among others organizations, re-searchers, educators, students with an interest in PBL_LA. Finally, the project will develop a Community of Practice, where institutions and individuals from across Europe will be able to exchange knowledge...... and expertise on LA, learning semantics, innovative learning tools and approaches. This aims to support transnational cooperation and mutual learning on forward-looking issues between key stakeholders to provide solutions to current challenges in education and training....

  20. 3D printing in social education: Eki-Fab and student PBL

    Science.gov (United States)

    Makino, Masato; Saito, Azusa; Kodama, Mai; Takamatsu, Kyuuichiro; Tamate, Hideaki; Sakai, Kazuyuki; Wada, Masato; Khosla, Ajit; Kawakami, Masaru; Furukawa, Hidemitsu

    2017-04-01

    Additive manufacturing or 3D printer is one of the most innovative material processing methods. We are considering that human resources for 3D printing would be needed in the future. To educate the abilities of the digital fabrication, we have the public digital fabrication space "Eki-Fab" for junior and high school students and Project Based Learning (PBL) class for undergraduate students. Eki-Fab is held on every Saturday at the Yonezawa train station. In the "Eki-Fab", anybody can study the utilizing of 3D printer and modeling technics under the instruction of staff in Yamagata University. In the PBL class, we have the class every Thursday. The students get the techniques of the digital fabrication through the PBL.

  1. A PBL-radiation model for application to regional numerical weather prediction

    Science.gov (United States)

    Chang, Chia-Bo

    1989-01-01

    Often in the short-range limited-area numerical weather prediction (NWP) of extratropical weather systems the effects of planetary boundary layer (PBL) processes are considered secondarily important. However, it may not be the case for the regional NWP of mesoscale convective systems over the arid and semi-arid highlands of the southwestern and south-central United States in late spring and summer. Over these dry regions, the PBL can grow quite high up into the lower middle troposphere (600 mb) due to very effective solar heating and hence a vigorous air-land thermal interaction can occur. The interaction representing a major heat source for regional dynamical systems can not be ignored. A one-dimensional PBL-radiation model was developed. The model PBL consists of a constant-flux surface layer superposed with a well-mixed (Ekman) layer. The vertical eddy mixing coefficients for heat and momentum in the surface layer are determined according to the surface similarity theory, while their vertical profiles in the Ekman layer are specified with a cubic polynomial. Prognostic equations are used for predicting the height of the nonneutral PBL. The atmospheric radiation is parameterized to define the surface heat source/sink for the growth and decay of the PBL. A series of real-data numerical experiments has been carried out to obtain a physical understanding how the model performs under various atmospheric and surface conditions. This one-dimensional model will eventually be incorporated into a mesoscale prediction system. The ultimate goal of this research is to improve the NWP of mesoscale convective storms over land.

  2. Longitudinal PBL in Undergraduate Medical Education Develops Lifelong-Learning Habits and Clinical Competencies in Social Aspects.

    Science.gov (United States)

    Okubo, Yumiko; Matsushita, Susumu; Takakuwa, Yuichi; Yoshioka, Toshimasa; Nitta, Kosaku

    2016-01-01

    Problem-based learning (PBL) is popular in medical education in Japan. We wished to understand the influence of PBL on the clinical competence of medical residents, using self-assessment and observer assessment. Tokyo Women's Medical University (TWMU) implemented PBL longitudinally (long-time) for four years, and on this basis we analyzed whether long-time PBL education is useful for clinical work. A self-assessment questionnaire was sent to junior and senior residents who were alumni of several schools, and an observation-based assessment questionnaire to senior doctors instructing them. Respondents were asked if they had used the PBL process in daily clinical tasks, and if so in what processes. Senior doctors were asked whether TWMU graduates perform differently from graduates of other schools. TWMU graduates answered "used a lot" and "used a little" with regard to PBL at significantly higher rates than other graduates. As useful points of PBL, they mentioned extracting clinical problems, solving clinical problems, self-directed leaning, positive attitude, collaboration with others, presentation, doctor-patient relations, self-assessment, and share the knowledge with doctors at lower levels and students. Observer assessments of TWMU graduates by senior doctors represented them as adaptive, good at presenting, good at listening to others' opinions, practical, selfish, and eager in their instructional practice. Longitudinal PBL can be a good educational method to develop lifelong-learning habits and clinical competencies especially in terms of the social aspect.

  3. From Print to Digital Platforms: A PBL Framework for Fostering Multimedia Competencies and Consciousness in Traditional Journalism Education

    Science.gov (United States)

    Goh, Debbie; Kale, Ugur

    2015-01-01

    The project-based learning (PBL) approach closely reflects the tenets of journalism and provides a potential pedagogical guide for transforming traditional journalism education. This study operationalizes and applies a PBL framework in digitizing a print journalism course. The findings illustrate how the presence of seven key elements of PBL…

  4. The Lcn972 Bacteriocin-Encoding Plasmid pBL1 Impairs Cellobiose Metabolism in Lactococcus lactis

    NARCIS (Netherlands)

    Campelo, Ana B.; Gaspar, Paula; Roces, Clara; Rodriguez, Ana; Kok, Jan; Kuipers, Oscar P.; Neves, Ana Rute; Martinez, Beatriz

    2011-01-01

    pBL1 is a Lactococcus lactis theta-replicating 10.9-kbp plasmid that encodes the synthetic machinery of the bacteriocin Lcn972. In this work, the transcriptomes of exponentially growing L. lactis strains with and without pBL1 were compared. A discrete response was observed, with a total of 10 genes

  5. Medialogy – Interdisciplinary Education Challenge with Focus on PBL and Students’ Learning

    DEFF Research Database (Denmark)

    Kofoed, Lise B.; Nordahl, Rolf

    2010-01-01

    The paper investigates the problems of establish an understanding of the competence connected to a new interdisciplinary program called Medialogy. One of the questions raised in the paper are: How do students carry out and combine the different disciplines in an interdisciplinary way when working...... with their projects? We are analysing 6 semester projects as cases to find how the students are dealing with the PBL approach and the interdisciplinary nature of their study. The conclusion is that the projects are dealing with Medialogy competences in an interdisciplinary way and that PBL is an effective method...

  6. Airborne lidar and radiometric observations of PBL- and low clouds

    Science.gov (United States)

    Flamant, P. H.; Valentin, R.; Pelon, J.

    1992-01-01

    Boundary layer- and low altitude clouds over open ocean and continent areas have been studied during several field campaigns since mid-1990 using the French airborne backscatter lidar LEANDRE in conjunction with on-board IR and visible radiometers. LEANDRE is an automatic system, and a modification of the instrumental parameters, when airborne, is computer controlled through an operator keyboard. The vertical range squared lidar signals and instrument status are displayed in real time on two dedicated monitors. The lidar is used either down- or up-looking while the aircraft is flying above or below clouds. A switching of the viewing configuration takes about a minute. The lidar measurements provide a high resolution description of cloud morphology and holes in cloud layers. The flights were conducted during various meteorological conditions on single or multilayer stratocumulus and cumulus decks. Analysis on a single shot basis of cloud top (or bottom) altitude and a plot of the corresponding histogram allows one to determine a probability density function (PDF). The preliminary results show the PDFs for cloud top are not Gaussian and symmetric about the mean value. The skewness varies with atmospheric conditions. An example of results recorded over the Atlantic ocean near Biarritz is displayed, showing: (1) the range squared lidar signals as a function of time (here 100 s corresponds to about 8 km, 60 shots are averaged on horizontal); the Planetary Boundary Layer (PBL) - up to 600 m - is observed at the beginning of the leg as well as on surface returns, giving an indication of the porosity; (2) the cloud top altitude variation between 2.4 to 2.8 km during the 150 to 320 s section; and (3) the corresponding PDF. Similar results are obtained on stratocumulus over land. Single shot measurements can be used also to determine an optical porosity at a small scale as well as a fractional cloudiness at a larger scale. A comparison of cloud top altitude retrieved from

  7. The Effects of Problem-Based Learning (PBL) on the Academic Achievement of Students Studying "Electrochemistry"

    Science.gov (United States)

    Günter, Tugçe; Alpat, Sibel Kilinç

    2017-01-01

    This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying "Electrochemistry" within a course on Analytical Chemistry. The research was of a pretest-posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at…

  8. Dynamic Systems (Complexity) theory as a new conceptual model for researching PBL in dental education.

    Science.gov (United States)

    Townsend, G C; Kim, M; Sankey, D

    2012-02-01

    Although problem-based learning (PBL) was introduced into dental education some 20 years ago, there have been relatively few well-designed studies carried out to clarify whether, how or why it works in a dental context. This paper introduces the Dynamic Systems (Complexity) theory as a new and potentially productive theoretical framework for researching PBL in dental education. This framework emphasises the importance of emergent self-organisation, perception and brain plasticity in learning. In this paper, a brief overview of the history of PBL in dentistry is presented and then the fundamentals of a Dynamic Systems Approach (DSA) are explained, drawing on two recently published papers advocating the DSA in medical education and teacher education. We focus on three key points related to this new approach: emergent self-organisation rather than simple construction of knowledge; the notion that perception drives the learning process; and the brain as the substrate of all learning. The paper also suggests how the DSA can help us move forward, both in terms of the future application of PBL in dental education and also in relation to posing new types of research questions.

  9. My Dog's Cheeks: A PBL Project on Collagen for Cell Biology and Genetics Courses

    Science.gov (United States)

    Casla, Alberto Vicario; Zubiaga, Isabel Smith

    2010-01-01

    Students often have an oversimplified view of biological facts, which may hinder subsequent understanding when conceptual complexity gives rise to cognitive conflicts. To avoid this situation here, we present a PBL approach for the analysis of Ehlers-Danlos syndrome (EDS), which integrates a variety of topics in cell biology, genetics, and…

  10. The Impact of PBL on Transferable Skills Development in Management Education

    Science.gov (United States)

    Carvalho, Ana

    2016-01-01

    Attention to transferable skills is growing in higher education. Problem-based learning (PBL) is increasingly used in management education for its promising potential to, amongst others, promote transferable skills, including problem-solving, critical thinking and teamwork skills. However, this relationship is seldom assessed. In this study, I use…

  11. Innovative application of a new PBL model to interdisciplinary and intercultural projects

    DEFF Research Database (Denmark)

    Nielsen, Jens Frederik Dalsgaard; Du, Xiangyun; Kolmos, Anette

    2010-01-01

    In the knowledge society, learning is not only knowledge acquisition or participation in established social practice. It is also a process of creating new knowledge collaboratively when addressing complex problems which involve interdisciplinary knowledge and innovative thinking. In our research ...... the learning process in the ICT-based, intercultural and interdisciplinary PBL environment of an international student satellite project....

  12. Integrating Collaborative PBL with Blended Learning to Explore Preservice Teachers' Development of Online Learning Communities

    Science.gov (United States)

    Yeh, Yu-chu

    2010-01-01

    This study integrated collaborative problem-based learning (collaborative PBL) with blended learning to explore the emerging process and function of online learning communities among preservice teachers. Thirty-two preservice teachers participated in a 16-week instruction program. Analyses of online group discussions and portfolios found that (a)…

  13. The Impact of PBL on Transferable Skills Development in Management Education

    Science.gov (United States)

    Carvalho, Ana

    2016-01-01

    Attention to transferable skills is growing in higher education. Problem-based learning (PBL) is increasingly used in management education for its promising potential to, amongst others, promote transferable skills, including problem-solving, critical thinking and teamwork skills. However, this relationship is seldom assessed. In this study, I use…

  14. The Effects of Problem-Based Learning (PBL) on the Academic Achievement of Students Studying "Electrochemistry"

    Science.gov (United States)

    Günter, Tugçe; Alpat, Sibel Kilinç

    2017-01-01

    This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying "Electrochemistry" within a course on Analytical Chemistry. The research was of a pretest-posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at…

  15. [Teaching Bioethics to Students of Medicine with Problem-Based Learning (PBL)].

    Science.gov (United States)

    Bosch-Barrera, Joaquim; Briceño García, Hugo C; Capella, Dolors; De Castro Vila, Carmen; Farrés, Ramón; Quintanas, Anna; Ramis, Josep; Roca, Rosa; Brunet, Joan

    2015-01-01

    We present the experience of the introduction of the subject of bioethics in a medical school in order to give to the 73 students of 5th degree skills to handle ethical conflicts in their practice. The main teaching method used was problem-based learning (PBL). Skills objectives are described. The course was structured with a theoretical seminar (2 hours of duration), a workshop (2 hours of duration), 4 cases of PBL (24 hours of duration in total) and a role playing workshop (2 hours of duration). The seminar was aimed at the acquisition of theoretical knowledge. The PBL cases provided critical appraisal, obtaining knowledge, and application. The Role Playing set out for the practical demonstration of skills acquired in a simulated environment. A continuous assessment of students was performed throughout their practice on the PBL cases (40% of the final score) and also a final evaluation of the course was carried out via exam (60% of the final score). Students completed a course and faculty evaluation anonymously, which came out with positive results (median score of 8.5/10).

  16. Supporting traditional PBL with online discussion forums: a study from Qassim Medical School.

    Science.gov (United States)

    Alamro, Ahmad S; Schofield, Susie

    2012-01-01

    The Qassim Medical School first year curriculum includes a 5-week problem-based learning (PBL) block. Student evaluation has highlighted inadequate feedback and lack of student-student and student-tutor interactions. An online intervention may alleviate this. For each problem, a discussion forum (DF) was created with 14 threads (one for each group) in virtual PBL rooms. Students' and tutors' perceived satisfaction of the intervention was evaluated and types of posts were classified. By the end of the block, all academic staff involved and 123 students (95%) had participated in the DFs. There were around 2800 posts and 28,500 views. All 14 tutors and 102 (78%) students completed the online questionnaire. Of the students, 66 (76%) male and 36 (92%) female students responded. Overall, both students and tutors perceived the intervention positively. Posts included: reforming and finalizing learning objectives, posting the concept map constructed in the face-to-face session and questioning, encouraging and motivating each other. In addition, posts included tutors' feedback and redirection. Blending e-learning with conventional PBL may help overcome student-perceived shortcomings of conventional PBL and improve the learning experience, making learning more interactive and interesting.

  17. STEM High School Teachers' Views of Implementing PBL: An Investigation Using Anecdote Circles

    Science.gov (United States)

    deChambeau, Aimée L.; Ramlo, Susan E.

    2016-01-01

    Problem-based learning (PBL) has been gaining in popularity, especially within the context of STEM-based (science, technology, engineering, and mathematics) schools. Program assessments for these schools typically focus on student standardized test scores rather than the needs of the teachers. This study utilized anecdote circles, storytelling via…

  18. Arctic PBL Cloud Height and Motion Retrievals from MISR and MINX

    Science.gov (United States)

    Wu, Dong L.

    2012-01-01

    How Arctic clouds respond and feedback to sea ice loss is key to understanding of the rapid climate change seen in the polar region. As more open water becomes available in the Arctic Ocean, cold air outbreaks (aka. off-ice flow from polar lows) produce a vast sheet of roll clouds in the planetary boundary layer (PBl). The cold air temperature and wind velocity are the critical parameters to determine and understand the PBl structure formed under these roll clouds. It has been challenging for nadir visible/IR sensors to detect Arctic clouds due to lack of contrast between clouds and snowy/icy surfaces. In addition) PBl temperature inversion creates a further problem for IR sensors to relate cloud top temperature to cloud top height. Here we explore a new method with the Multiangle Imaging Spectro-Radiometer (MISR) instrument to measure cloud height and motion over the Arctic Ocean. Employing a stereoscopic-technique, MISR is able to measure cloud top height accurately and distinguish between clouds and snowy/icy surfaces with the measured height. We will use the MISR INteractive eXplorer (MINX) to quantify roll cloud dynamics during cold-air outbreak events and characterize PBl structures over water and over sea ice.

  19. Avoiding honest feedback: discordance between formal evaluations and candid assessments of Kuwaiti PBL students.

    Science.gov (United States)

    Qadan, Laila; Al-Ozairi, Ebaa; Ayed, Adel; Huang, Grace

    2013-06-01

    Problem-based learning (PBL) allows faculty to observe students interact and solve problems. Thus, it represents a prime opportunity to provide authentic feedback on learners' knowledge, skills, and attitudes. However, we are concerned that PBL faculty do not accurately convey feedback to students. To assess the difference between formal evaluations and candid assessments of student performance, we conducted a study of 178 preclinical medical students at Kuwait University. We quantitatively compared PBL evaluations of students with candid assessments of students' competence as obtained from structured interviews with 19 PBL facilitators. We also compared facilitators' comments on the module evaluations with candid comments solicited during the interviews. We did not find a strong quantitative or qualitative correlation between faculty feedback and their candid impressions of student performance. Thematic analysis of the comments disclosed multiple factors that influenced the accuracy and specificity of faculty feedback. Systematic discrepancies between feedback given to students and actual assessments of their performance can result in false reassurance of competence, which undermines our curricular efforts and prevents the trainee from achieving his or her full potential.

  20. Graduates' perceived preparedness for dental practice from PBL and traditional curricula.

    Science.gov (United States)

    Yiu, Cynthia K Y; McGrath, Colman; Bridges, Susan; Corbet, Esmonde F; Botelho, Michael; Dyson, John; Chan, L K

    2011-09-01

    The objective of this study was to compare dental graduates' perceived preparedness for practice after being educated in a problem-based learning (PBL) curriculum with those who graduated from a traditional undergraduate curriculum, both at the University of Hong Kong. A cohort of graduates from the traditional dental curriculum (1997-2001) and a cohort of graduates from the PBL curriculum (2004-08) rated their self-perceived preparedness for dental practice in fifty-nine aspects of dentistry across nine domains. Perceived preparedness for dental practice was compared at domain and item levels (accounting for multiple comparisons) using chi-square statistics. Both cohorts felt well prepared for the "bread and butter" aspects of dentistry, but less so for specific specialty disciplines. There was no significant difference between PBL and traditional graduates' self-perceived preparedness in eight of the nine domains of dental practice (P>0.05). However, in the area of orthodontics, both cohorts felt ill-prepared for practice and more so among the PBL cohort (P<0.01). For the most part, regardless of curriculum design, these dental graduates perceived themselves to be well prepared for dental practice.

  1. PBL and the Postmodern Condition--Knowledge Production in University Education

    Science.gov (United States)

    Ravn, Ole; Jensen, Annie Aarup

    2016-01-01

    In this article we discuss the contemporary conditions for running the Aalborg Problem Based Learning-model (PBL). We try to pinpoint key characteristics of these conditions emphasising Lyotard's conception of knowledge production referred to as the move towards a postmodern condition for knowledge. Through discussions of this alleged condition…

  2. A New Eddy Dissipation Rate Formulation for the Terminal Area PBL Prediction System(TAPPS)

    Science.gov (United States)

    Charney, Joseph J.; Kaplan, Michael L.; Lin, Yuh-Lang; Pfeiffer, Karl D.

    2000-01-01

    The TAPPS employs the MASS model to produce mesoscale atmospheric simulations in support of the Wake Vortex project at Dallas Fort-Worth International Airport (DFW). A post-processing scheme uses the simulated three-dimensional atmospheric characteristics in the planetary boundary layer (PBL) to calculate the turbulence quantities most important to the dissipation of vortices: turbulent kinetic energy and eddy dissipation rate. TAPPS will ultimately be employed to enhance terminal area productivity by providing weather forecasts for the Aircraft Vortex Spacing System (AVOSS). The post-processing scheme utilizes experimental data and similarity theory to determine the turbulence quantities from the simulated horizontal wind field and stability characteristics of the atmosphere. Characteristic PBL quantities important to these calculations are determined based on formulations from the Blackadar PBL parameterization, which is regularly employed in the MASS model to account for PBL processes in mesoscale simulations. The TAPPS forecasts are verified against high-resolution observations of the horizontal winds at DFW. Statistical assessments of the error in the wind forecasts suggest that TAPPS captures the essential features of the horizontal winds with considerable skill. Additionally, the turbulence quantities produced by the post-processor are shown to compare favorably with corresponding tower observations.

  3. Integration of Sustainability in Engineering Education: Why Is PBL an Answer?

    Science.gov (United States)

    Guerra, Aida

    2017-01-01

    Purpose: Education for sustainable development (ESD) is one of the challenges engineering education currently faces. Engineering education needs to revise and change its curriculum to integrate ESD principles and knowledge. Problem based learning (PBL) has been one of the main learning pedagogies used to integrate sustainability in engineering…

  4. Synchronous Problem-Based e-Learning (ePBL) in Interprofessional Health Science Education

    Science.gov (United States)

    King, Sharla; Greidanus, Elaine; Carbonaro, Mike; Drummond, Jane; Boechler, Patricia; Kahlke, Renate

    2010-01-01

    Health Science teams are increasingly interprofessional and infused with technology. These shifts result in a need for health science students to learn online interprofessional teamwork skills early in their training. In response, one interprofessional communication skills course was remodelled from traditional Problem-based learning (PBL) to…

  5. The Aalborg University PO-PBL Model from a Socio-cultural Learning Perspective

    DEFF Research Database (Denmark)

    Hernández, Carola Hernández; Ravn, Ole; Valero, Paola

    2015-01-01

    of learning. One of the theoretical frameworks underpinning the understanding of learning is the socio-cultural perspective. This paper aims at exploring and analyzing the PO-PBL model from this theoretical perspective. In addition, this reading may also open a new viewpoint in science teaching for other...

  6. PBL in Undergraduate Medical Education: A Qualitative Study of the Views of Canadian Residents

    Science.gov (United States)

    Lohfeld, Lynne; Neville, Alan; Norman, Geoffrey

    2005-01-01

    Background and Objectives: At McMaster University, the birthplace of problem-based learning (PBL), administrators and curriculum planners have begun the process of renewing the undergraduate MD curriculum. One step has been to conduct an environmental scan that includes input from medical residents. Methods: Individual interviews with 17 medical…

  7. My Dog's Cheeks: A PBL Project on Collagen for Cell Biology and Genetics Courses

    Science.gov (United States)

    Casla, Alberto Vicario; Zubiaga, Isabel Smith

    2010-01-01

    Students often have an oversimplified view of biological facts, which may hinder subsequent understanding when conceptual complexity gives rise to cognitive conflicts. To avoid this situation here, we present a PBL approach for the analysis of Ehlers-Danlos syndrome (EDS), which integrates a variety of topics in cell biology, genetics, and…

  8. Structuring a Clinical Learning Environment for a Hybrid-PBL Dental Curriculum.

    Science.gov (United States)

    MacNeil, M. A. J.; Walton, Joanne N.; Clark, D. Christopher; Tobias, David L.; Harrison, Rosamund L.

    1998-01-01

    Describes the evolution and implementation of a joint medical-dental problem-based learning (PBL) curriculum at the University of British Columbia's medical and dental schools, featuring development of an integrated care clinic. Issues in structuring the new curriculum are discussed, including management of the clinic's group practices, affective…

  9. The Integration of Psychomotor Skills in a Hybrid-PBL Dental Curriculum: The Clinical Clerkships.

    Science.gov (United States)

    Walton, Joanne N.; MacNeil, M. A. J.; Harrison, Rosamund L.; Clark, D. Christopher

    1998-01-01

    Describes the restructuring of clinical clerkships at the University of British Columbia (Canada) dental school as part of a new, hybrid, problem-based learning (PBL) curriculum, focusing on strategies for integrating development of psychomotor skills. Methods of achieving both horizontal and vertical integration of competencies through grouping…

  10. Innovative application of a new PBL model to interdisciplinary and intercultural projects

    DEFF Research Database (Denmark)

    Nielsen, Jens Frederik Dalsgaard; Du, Xiangyun; Kolmos, Anette

    2010-01-01

    focus on questions of how to prepare engineering students for the increasing complexity of their professional lives and how to help them acquire skills of collaboration, management and innovation as well as awareness of knowledge creation. This paper will discuss these questions by examining...... the learning process in the ICT-based, intercultural and interdisciplinary PBL environment of an international student satellite project....

  11. Differ in Socio-Cognitive Processes? Some Comparisons between Paper and Video Triggered PBL

    Science.gov (United States)

    Lu, Jingyan; Chan, Lap Ki

    2015-01-01

    This paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The study focused on how medical students identified and described problems, and how they built shared cognitions that lead them to diagnose and solve problems. The results showed that students who used video triggers put more…

  12. Differ in Socio-Cognitive Processes? Some Comparisons between Paper and Video Triggered PBL

    Science.gov (United States)

    Lu, Jingyan; Chan, Lap Ki

    2015-01-01

    This paper investigates whether paper and video triggers stimulate different social and cognitive processes during PBL. The study focused on how medical students identified and described problems, and how they built shared cognitions that lead them to diagnose and solve problems. The results showed that students who used video triggers put more…

  13. What Does Research Tell Us about Trends in Dissertations on PBL?

    Science.gov (United States)

    Erdogan, Tolga

    2017-01-01

    The aim of this study is to investigate the research trends in dissertations on PBL from 2002 to 2015 in Turkey. For this purpose, the master's and doctorate dissertations in the National Thesis Database of Council of Higher Education (CoHE) were selected for rigorous content analysis. The analysis was utilized to classify the type of study, the…

  14. The Influence of PBL on Students' Self-Efficacy Beliefs in Chemistry

    Science.gov (United States)

    Mataka, Lloyd M.; Grunert Kowalske, Megan

    2015-01-01

    A convergent mixed methods research study was used to investigate whether or not undergraduate students who participated in a problem-based learning (PBL) laboratory environment improved their self-efficacy beliefs in chemistry. The Chemistry Attitude and Experience Questionnaire (CAEQ) was used as a pre- and post-test to determine changes in…

  15. A Multidisciplinary PBL Robot Control Project in Automation and Electronic Engineering

    Science.gov (United States)

    Hassan, Houcine; Domínguez, Carlos; Martínez, Juan-Miguel; Perles, Angel; Capella, Juan-Vicente; Albaladejo, José

    2015-01-01

    This paper presents a multidisciplinary problem-based learning (PBL) project consisting of the development of a robot arm prototype and the implementation of its control system. The project is carried out as part of Industrial Informatics (II), a compulsory third-year course in the Automation and Electronic Engineering (AEE) degree program at the…

  16. Student Perception of the Integrated PBL MBCHB-III Program Curriculum in a Medical University

    Directory of Open Access Journals (Sweden)

    Mirta Garcia-Jardon

    2011-06-01

    Full Text Available Introduction: Integrated PBL is now an accepted method of teaching the medical curriculum. The objective of this study was to determine MBChB-III students’ perceptions about some key aspects related to our integrated PBL curriculum. Methods: This was an anonymous, questionnaire based, descriptive study, involving the Walter Sisulu University MBChB year 3 students as participants. The short questionnaire focused on key student perception areas related to integrated PBL curriculum Results: More than half of the students felt that the curriculum enhanced analytical skills, and was reasoning and learning centered. 29.5% of the students felt that the desired goals and objectives were not clear enough. About 90% felt that they felt they could recognize discipline interrelations. While 61.7% of students felt that the curriculum facilitated active learning opportunities, more than 70% felt that it increased the workload and stress levels. About half of the students expressed overall satisfaction with the level of content integration. Conclusion: Students generally presented favorable perceptions of the integrated MBChB-III PBL curriculum.  There were concerns about the associated heavy workload and stress. Student counseling with respect to time and stress management coupled with improvements in curriculum design would be helpful in addressing the issue.

  17. Closing the Gap between Formalism and Application--PBL and Mathematical Skills in Engineering

    Science.gov (United States)

    Christensen, Ole Ravn

    2008-01-01

    A common problem in learning mathematics concerns the gap between, on the one hand, doing the formalisms and calculations of abstract mathematics and, on the other hand, applying these in a specific contextualized setting for example the engineering world. The skills acquired through problem-based learning (PBL), in the special model used at…

  18. Integration of Sustainability in Engineering Education: Why Is PBL an Answer?

    Science.gov (United States)

    Guerra, Aida

    2017-01-01

    Purpose: Education for sustainable development (ESD) is one of the challenges engineering education currently faces. Engineering education needs to revise and change its curriculum to integrate ESD principles and knowledge. Problem based learning (PBL) has been one of the main learning pedagogies used to integrate sustainability in engineering…

  19. Teaching Environmental Education through PBL: Evaluation of a Teaching Intervention Program

    Science.gov (United States)

    Vasconcelos, Clara

    2012-04-01

    If our chosen aim in science education is to be inclusive and to improve students' learning achievements, then we must identify teaching methodologies that are appropriate for teaching and learning specific knowledge. Karagiorgi and Symeo 2005) remind us that instructional designers are thus challenged to translate the philosophy of constructivism into current practice. Thus, research in science education must focus on evaluating intervention programs which ensure the effective construction of knowledge and development of competencies. The present study reports the elaboration, application and evaluation of a problem-based learning (PBL) program with the aim of examining its effectiveness with students learning Environmental Education. Prior research on both PBL and Environmental Education (EE) was conducted within the context of science education so as to elaborate and construct the intervention program. Findings from these studies indicated both the PBL methodology and EE as helpful for teachers and students. PBL methodology has been adopted in this study since it is logically incorporated in a constructivism philosophy application (Hendry et al. 1999) and it was expected that this approach would assist students towards achieving a specific set of competencies (Engel 1997). On the other hand, EE has evolved at a rapid pace within many countries in the new millennium (Hart 2007), unlike any other educational area. However, many authors still appear to believe that schools are failing to prepare students adequately in EE (Walsche 2008; Winter 2007). The following section describes the research that was conducted in both areas so as to devise the intervention program.

  20. [The good PBL tutor--to be or not to be: instructional films for tutors].

    Science.gov (United States)

    Skelin, Silvia; Huwendiek, Sören; Nikendei, Christoph; Dieter, Peter; Kirschfink, Michael; Bosse, Hans-Martin

    2008-01-01

    Many faculties worldwide apply the method of problem-based learning (PBL) in their curricula as a form of instruction by which students in small groups develop problem-solving strategies on the basis of a specific case. This approach fosters self-responsible and context-dependent learning, which aims at providing an improved anchoring of knowledge. For this reason, the previous decades have seen a distribution of the method to medical schools across the world. The role of the tutor assumes particular importance since, in contrast to the traditional university system, he or she serves as a facilitator who fosters and structures content-related and group-dynamic learning processes. In some cases, this requires an intervention by the tutor. The major challenge is to intervene at the right time and in an appropriate manner. This paper presents examples of difficult PBL situations using short film sequences to demonstrate and comments on potential approaches of the tutor in attempting to resolve the problem. Standard problem situations within a PBL tutorial were defined and produced in a film. A collection of seven frequent critical PBL situations are presented in short film sequences. Potential instruments of intervention are demonstrated in the videos and discussed. The film sequences may be downloaded in the supplementary of the electronic version of this article (www.sciencedirect.com). Within the framework of a tutor-training programme, the problematic situations and interventions presented in this article will help to sensitise tutors to potentially critical PBL tutorial situations and aid the development of individual resolution approaches.

  1. What drives students' self-directed learning in a hybrid PBL curriculum.

    Science.gov (United States)

    Lee, Young-Mee; Mann, Karen V; Frank, Blye W

    2010-08-01

    Evidence supporting Problem-based learning (PBL) fostering students' self-directed learning (SDL) in hybrid PBL curricula is inconsistent. To explore the influence of PBL in a hybrid curriculum on students' SDL, the authors investigated the following: (1) students' self-assessed SDL ability, (2) students' perceptions of the influence of curricular components on SDL, and (3) the relationships between curricular elements and SDL. The research questions were explored both quantitatively and qualitatively. All year 1 (n = 93) and year 2 (n = 93) students in 2004 were invited to participate. Participants completed a 53-item questionnaire addressing (a) self-assessment of their SDL ability, and (b) perceived influence of individual curriculum elements on individual study and SDL. Student and faculty focus group interviews (FGIs) were conducted. Students rated their SDL skills highly, particularly identifying knowledge deficits, learning skills and strategies, and managing study time. Students thought lectures helped in selecting study topics and learning for the tutorial case. Other components including tutors, unit/case objectives, tests, and tutorial discussions, were seen as influencing what to study and the learning process. No significant difference was observed in the responses between year 1 and 2 students. Among the six curriculum components, tutorial discussion and objectives were weakly correlated with with SDL ability. Findings from students and faculty focus group supported the perceived positive influence of the curriculum on SDL. This study found that students' perceived SDL ability was positively influenced by several components of the hybrid PBL curriculum. However, further investigations are needed for a clearer understanding of the specific effects of the hybrid PBL curriculum on students' SDL.

  2. Problem-based learning for inter-professional education: evidence from an inter-professional PBL module on palliative care.

    Science.gov (United States)

    McKee, Nora; D'Eon, Marcel; Trinder, Krista

    2013-01-01

    The objective of this article was to analyze the theory and pedagogical basis of the use of problem-based learning (PBL) for inter-professional education (IPE) in undergraduate health science education and present evidence from a palliative care iPBL (inter-professional PBL) module that confirms the importance of the two methodologies being used together. More than 1000 student surveys collected over 4 years were analyzed for components of usefulness, enjoyment and facilitator effectiveness. A retrospective self-assessment of learning was used for both content knowledge of palliative care and knowledge of the other professions participating in the module. Statistically significant gains in knowledge were recorded in both areas assessed. Medical students reported lower gains in knowledge than those in other programs. On a scale of 0 to 6, mean scores were moderately high for usefulness (4.37) and facilitator effectiveness (5.19). Mean scores for enjoyment of the iPBL module were very high at 5.25. There is strong theoretical and empirical evidence that PBL is a useful method to deliver IPE for palliative care education. With the evidence presented from the palliative care iPBL it is our contention that PBL inter-professional cases should be utilized more often, incorporated into IPE programs generally, and researched more rigorously.

  3. Does a PBL-based medical curriculum predispose training in specific career paths? A systematic review of the literature.

    Science.gov (United States)

    Tsigarides, Jordan; Wingfield, Laura R; Kulendran, Myutan

    2017-01-07

    North American medical schools have used problem-based learning (PBL) structured medical education for more than 60 years. However, it has only recently been introduced in other medical schools outside of North America. Since its inception, there has been the debate on whether the PBL learning process predisposes students to select certain career paths. To review available evidence to determine the predisposition of specific career paths when undertaking a PBL-based medical curriculum. The career path trajectory was determined as measured by official Matching Programs, self-reported questionnaires and surveys, and formally defined career development milestones. A systematic literature review was performed. PubMed, Medline, Cochrane and ERIC databases were analysed in addition to reference lists for appropriate inclusion. Eleven studies fitting the inclusion criteria were identified. The majority of studies showed that PBL did not predispose a student to a career in a specific speciality (n = 7 out of 11 studies, 64%). However, three studies reported a significantly increased number of PBL graduates working in primary care compared to those from a non-PBL curriculum. PBL has been shown not to predispose medical students to a career in General Practice or any other speciality. Furthermore, a greater number of similar studies are required before a definitive conclusion can be made in the future.

  4. Hubungan Keterampilan Metakognitif dan Kemampuan Berpikir Kritis dengan Hasil Belajar Biologi Siswa SMA dalam Pembelajaran Problem Based Learning (PBL

    Directory of Open Access Journals (Sweden)

    Eva Nurul Malahayati

    2015-12-01

    Key Words: metacognitive skill, critical thinking ability, biology student learning outcomes, PBL Abstrak: Tujuan dari penelitian ini adalah untuk menganalisis: (1 hubungan keterampilan metakognitif dan kemampuan berpikir kritis dengan hasil belajar biologi siswa yang menjalani pembelajaran PBL, dan (2 besar sumbangan keterampilan metakognitif dan kemampuan berpikir kritis terhadap hasil belajar biologi siswa. Analisis data menggunakan regresi linier ganda menunjukkan bahwa: (1 ada hubungan signifikan antara keterampilan metakognitif dan kemampuan berpikir kritis dengan hasil belajar biologi siswa, dan (2 kemampuan berpikir kritis memberikan sumbangan lebih besar bila dibandingkan dengan ketrampilan metakognitif terhadap hasil belajar Biologi siswa. Kata kunci: keterampilan metakognitif, kemampuan berpikir kritis, hasil belajar biologi siswa, PBL

  5. Successful Project Based Learning (PBL) Across Disciplines Geared Towards Middle School: An Example from a Wetlands PBL Unit in Reno, Nevada, USA

    Science.gov (United States)

    Howard, K. L.; Suchy-Mabrouk, A.; Noble, P. J.; Mensing, S. A.; Ewing-Taylor, J.

    2014-12-01

    A growing need for broad dissemination of current scientific research and improved scientific literacy requires new models of professional development that allow for direct collaboration between educators and university researchers. One example is a project funded by the National Science Foundation (NSF) as part of a study titled, "Reconstructing 2500 years of environmental change at the periphery of Rome: Integrating paleoecology and socioeconomic history to understand human response to climate." This project involves a team of middle school teachers working with researchers at the University of Nevada, Reno (UNR) to gain first-hand knowledge in multidisciplinary research connecting science and society, and applies a similar approach in the classroom. In 2013, the team's science teacher traveled to Italy as a member of the science research group. A series of workshops introduced the remaining teachers to the research project. Teachers collaborated to develop a Project Based Learning (PBL) unit that incorporated Next Generation Science Standards and encompassed English, Social Studies, Math, and Science curricula using a pedagogical approach different from the single subject-based PBL's usually taught in their school district. The PBL unit draws on the NSF study and focuses on exploring the balance between economic and environmental issues surrounding local wetlands. In May 2014, 160 middle school students worked in groups to create and test a question about physio-chemical parameters in a nearby wetland and used these data to discuss local economic development. Initially, students claimed polarized views of environmental issues or economic development interests; however, during a multimedia session showcasing results, students communicated more informed perspectives that clearly incorporated knowledge gained from their own research. Some students were able to make recommendations for good practices involving planned economic development near the wetland

  6. Revitalisering af PBL i videregående uddannelser gennem Learning Design

    Directory of Open Access Journals (Sweden)

    Jacob Davidsen

    2016-06-01

    Full Text Available Gennem de sidste 10 år har større studenteroptag og begrænsede ressourcer på Aalborg Universitet (AAU ledt til flere klassiske forelæsninger, hvilket har resulteret i en udvanding og af de grundlæggende PBL principper. Vi argumenterer for, at en revitalisering af PBL gennem brugen af Learning Designs er en mulighed til at kvalificere den tilgang til læring og uddannelse, som i mere end 40 år har været kendetegn for AAU. Med afsæt i en case fra Kommunikation og Digitale Medier (KDM afdækker vi, hvordan Learning Design kan fungere som et deskriptivt sprog og en form, der kan danne grundlag for udvikling og kvalificering af kurser, undervisnings- og læringsaktiviteter. Indenfor feltet Learning Design spores to retninger: 1 en retning med fokus effektivisering og standardisering af uddannelse og 2 en retning med fokus på udvikling, formgivning og kvalificering af uddannelse. I denne artikel diskuterer vi potentialer og udfordringer ved at konceptualisere PBL forløb som et Learning Design. Abstract Through the last 10 years, increasing numbers of students and a lack of resources at Aalborg University (AAU have resulted in more classical lectures, which have occasioned a watering down and ritualization of the founding principles of PBL. In this paper, we argue that a revitalization of the PBL at AAU could be facilitated through the application of Learning Design. By using a case from Communication and Digital Media (CDM we explore how Learning Design can act as a descriptive language and form, which can support the development of courses, teaching, and learning activities. Within the field of Learning Design two positions can be identified: 1 a position focusing on finding more effect and standard ways of running education, and 2 a position focusing on development and design of education. In this paper we discuss potentials and challenges of conceptualizing PBL as a Learning Design.

  7. PBL BERNUANSA ADIWIYATA DENGAN BLENDED LEARNING UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH DAN KARAKTER PEDULI LINGKUNGAN

    Directory of Open Access Journals (Sweden)

    Titien Sulistiyoningsih

    2015-03-01

    Full Text Available Tujuan dari penelitian ini untuk memperoleh keefektifan dan implementasi dari model pembelajaran tersebut serta untuk memperoleh temuan pengetahuan mengenai kemampuan pemecahan masalah dan karakter peduli lingkungan berdasarkan perbedaan gender. Jenis penelitian ini adalah kuantitatif dan kualitatif. Pengolahan data secara kuantitatif  menggunakan yaitu uji ketuntasan, uji banding dengan two way ANOVA dan uji pengaruh, sedangkan kualitatif dengan triangulasi data dari dokumen, wawancara dan pengamatan pada subjek penelitian pilihan yang terdiri dari 5 siswa laki-laki dan 5 siswa perempuan dari kelompok tinggi, sedang dan rendah. Hasil penelitian ini sebagai berikut: (1 Pembelajaran matematika dinyatakan efektif, yaitu: a KPM (Kemampuan Pemecahan Masalah mencapai ketuntasan; b adanya pengaruh positif keterampilan pemecahan masalah dan karakter peduli lingkungan terhadap KPM; c Rata-rata KPM dan karakter peduli lingkungan untuk kelas dengan pembelajaran PBL bernuansa adiwiyata menggunakan blended  learning lebih baik dibanding kelas dengan pembelajaran PBL menggunakan blended  learning dan kelas dengan pembelajaran PBL. (2 Kemampuan pemecahan masalah dan karakter peduli lingkungan siswa perempuan lebih tinggi dibanding siswa laki-laki.The purpose of this study  was to obtain the effectiveness and implementation of the learning model as well as to acquire knowledge about problem solving ability and environment caring character based on gender differences. This research is both quantitative and qualitative. Quantitative data processing is held use completion test, comparative test with two-way ANOVA and influence test while qualitative data processing is held by triangulate data from document, interview and observation from selected research subject that consists of 5 male students and 5 female students from high, medium and low group. Results of this study as follows: (1 Learning mathematics is declared effective, namely: a KPM achieve mastery

  8. Creating an effective PBL case in oral and maxillofacial surgery at a Chinese dental school: a dental education primer.

    Science.gov (United States)

    Zheng, Jia Wei; Zhang, Shan Yong; Yang, Chi; Zhang, Zhi Yuan; Shen, Guo Fang

    2011-11-01

    Problem-based learning (PBL) is a widely accepted educational method centered on the discussion and learning that emerge from a clinically based problem; however, little has been reported on the details of PBL case-writing in the dental education literature. This article outlines some principles of writing a PBL case as it is practiced at a Chinese dental school and presents, as an example, an actual case based on a clinical problem (ameloblastoma of the jaw) intended to provide a learning focus for predoctoral dental students. A good PBL case should allow for progressive, interdependent actions to be taken in the evaluation and overall management of the patient in context and should trigger inquiry and discussion among students in both the basic sciences (anatomy, physiology, biochemistry, pharmacology, pathophysiology, etc.) and related clinical sciences. The epidemiological, sociological, and ethical considerations related to each problem should also be emphasized as an essential component of effective health care provision.

  9. Application of PBL Teaching Method to the Second Law of Thermodynamics%PBL教学法在热力学第二定律教学中的尝试

    Institute of Scientific and Technical Information of China (English)

    李晓飞; 仝艳; 苑娟; 李玉贤

    2011-01-01

    我们以基础化学中的两个常见例子——水的电离以及难溶盐的解离作为问题,进行了PBL教学法在物理化学课堂中的尝试,探讨了由此引申出的热力学基本概念如自发过程的方向和限度、化学平衡常数、标准态、化学平衡等问题。这对学生正确理解热力学第二定律、状态函数的概念、自发过程方向的判据以及可逆反应的定义具有很好的启发意义。%The PBL teaching method was first used in physical chemistry course with two simple examples,the dissociation of water and insoluble salt.The relevant definitions deriving from PBL teaching methods are discussed,including the orientation and limitation of the spontaneous process,chemical equilibrium constant,standard state and the chemical equilibrium.The discussion illuminates the students' understanding of the concept of state function,the criteria of direction of the spontaneous process and the definition of the reversible reaction.As a result,PBL teaching method has proved to be applicable in physical chemistry course.

  10. Revival of the case method: a way to retain student-centred learning in a post-PBL era.

    Science.gov (United States)

    Tärnvik, Arne

    2007-02-01

    In current renewal of medical education, problem-based learning (PBL) is the predominant approach. PBL is afflicted with limitations, which cause uncertainness about its future. A profoundly different approach is the case method, developed a century ago and today attracting much less interest in developmental work than PBL. To compare the characteristics of PBL and the case method and ask the question of whether the case method may serve as an alternative approach to student-centred learning. The comparison was literature-based. PBL implicates fostering of self-directed learning and its prospects deal with depth and retention of knowledge and clinical reasoning skills. Problems are used to define learning goals and to stimulate students' interest in various aspects of an item, rather than just for problem-solving. In the small-group tutorials of a PBL curriculum, the teacher is assigned to facilitate the process of self-directed learning and needs not necessarily be a subject-matter expert. In spite of its exciting philosophy and an increased input of students' and teachers' time, the superiority of PBL as a mode of learning has not been convincingly demonstrated, either in terms of acquisition of knowledge or in clinical performance. Moreover, dysfunction is a well-recognized phenomenon. In some PBL tutorials, indifference towards the group discussion is encountered, including individual quietness or dominant behaviour and incomplete attendance. To cope with dysfunctional problems, efforts are recommended aiming to increase PBL tutors' and students' understanding of the group process. As opposed to PBL, the case method relies strongly on teacher-directed learning. Students are placed in a dilemma or a problem to be solved. After preparatory work, they meet for a discussion, lead by a subject-matter expert, who preferably has experienced the case in reality. As a chairperson, the teacher is supposed to stimulate the discussion and detect gaps and misunderstandings

  11. Warming up for PBL: a course in mathematical modelling and problem solving for engineering students

    Directory of Open Access Journals (Sweden)

    Dag Wedelin

    2015-06-01

    Full Text Available The step from traditional teaching to PBL is considerable and it has previously been proposed that students should be skilled at problem solving before entering a PBL course. In this paper, we first discuss some key ideas behind the design of a successful course in mathematical modelling and problem solving for engineering students. A central aim of the course is to help the students to understand the power of learning by exploration, a missing key component in the students’ ability to solve problems. We then discuss how this kind of course can serve as an intermediate step in a progression towards more self-directed project-based and problem-based learning.

  12. Developing sustainability curriculum using the PBL method in a Chinese context

    DEFF Research Database (Denmark)

    Du, Xiangyun; Su, Liya; Liu, Jingling

    2013-01-01

    mastering relevant knowledge, but also in developing necessary skills and competencies. PBL as a teaching and learning method can successfully facilitate participative learning, critical reflection, systemic thinking, creativity, and cultural awareness, which are the core values of sustainability. However......Sustainability is receiving increasing amounts of attention in higher education in terms of how it can best be integrated with university curricula. Sustainability is closely related to complexity, innovation, and interdisciplinarity; therefore, it requires alternative approaches rather than...... traditional, lecture-based pedagogy. This paper reports an educational initiative and research project based on collaboration between Beijing Normal University, China and Aalborg University, Denmark: developing a sustainability curriculum using the methodology of Problem and Project Based Learning (PBL...

  13. Impact of WRF model PBL schemes on air quality simulations over Catalonia, Spain.

    Science.gov (United States)

    Banks, R F; Baldasano, J M

    2016-12-01

    Here we analyze the impact of four planetary boundary-layer (PBL) parametrization schemes from the Weather Research and Forecasting (WRF) numerical weather prediction model on simulations of meteorological variables and predicted pollutant concentrations from an air quality forecast system (AQFS). The current setup of the Spanish operational AQFS, CALIOPE, is composed of the WRF-ARW V3.5.1 meteorological model tied to the Yonsei University (YSU) PBL scheme, HERMES v2 emissions model, CMAQ V5.0.2 chemical transport model, and dust outputs from BSC-DREAM8bv2. We test the performance of the YSU scheme against the Assymetric Convective Model Version 2 (ACM2), Mellor-Yamada-Janjic (MYJ), and Bougeault-Lacarrère (BouLac) schemes. The one-day diagnostic case study is selected to represent the most frequent synoptic condition in the northeast Iberian Peninsula during spring 2015; regional recirculations. It is shown that the ACM2 PBL scheme performs well with daytime PBL height, as validated against estimates retrieved using a micro-pulse lidar system (mean bias=-0.11km). In turn, the BouLac scheme showed WRF-simulated air and dew point temperature closer to METAR surface meteorological observations. Results are more ambiguous when simulated pollutant concentrations from CMAQ are validated against network urban, suburban, and rural background stations. The ACM2 scheme showed the lowest mean bias (-0.96μgm(-3)) with respect to surface ozone at urban stations, while the YSU scheme performed best with simulated nitrogen dioxide (-6.48μgm(-3)). The poorest results were with simulated particulate matter, with similar results found with all schemes tested. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

  14. On two-layer models and the similarity functions for the PBL

    Science.gov (United States)

    Brown, R. A.

    1982-01-01

    An operational Planetary Boundary Layer model which employs similarity principles and two-layer patching to provide state-of-the-art parameterization for the PBL flow is used to study the popularly used similarity functions, A and B. The expected trends with stratification are shown. The effects of baroclinicity, secondary flow, humidity, latitude, surface roughness variation and choice of characteristic height scale are discussed.

  15. Are deep strategic learners better suited to PBL? A preliminary study.

    Science.gov (United States)

    Papinczak, Tracey

    2009-08-01

    The aim of this study was to determine if medical students categorized as having deep and strategic approaches to their learning find problem-based learning (PBL) enjoyable and supportive of their learning, and achieve well in the first-year course. Quantitative and qualitative data were gathered from first-year medical students (N = 213). All students completed the Medical Course Learning Questionnaire at the commencement and completion of their first year of medical studies. The instrument measured a number of different aspects of learning, including approaches to learning, preferences for different learning environments, self-efficacy, and perceptions of learning within PBL tutorials. Qualitative data were collected from written responses to open questions. Results of students' performance on two forms of examinations were obtained for those giving permission (N = 68). Two-step cluster analysis of the cohort's responses to questions about their learning approaches identified five clusters, three of which represented coherent combinations of learning approaches (deep, deep and strategic, and surface apathetic) and two clusters which had unusual or dissonant combinations. Deep, strategic learners represented 25.8% of the cohort. They were more efficacious, preferred learning environments which support development of understanding and achieved significantly higher scores on the written examination. Strongly positive comments about learning in PBL tutorials were principally described by members of this cluster. This preliminary study employed a technique to categorize a student cohort into subgroups on the basis of their approaches to learning. One, the deep and strategic learners, appeared to be less vulnerable to the stresses of PBS in a medical course. While variation between individual learners will always be considerable, this analysis has enabled classification of a student group that may be less likely to find PBL problematic. Implications for practice and

  16. Sensitivity of WRF model estimates to various PBL parameterizations in different climatic zones over India

    Science.gov (United States)

    Gunwani, Preeti; Mohan, Manju

    2017-09-01

    In the present work sensitivity of Weather Research Forecasting (WRF) Model has been carried out using five planetary boundary layer (PBL) schemes - Yonsei University Scheme (YSU), Mellor-Yamada-Janjić scheme (MYJ), Aymmetric Convective Model version 2 (ACM2), Quasi Normal Scale Elimination scheme (QNSE), Mellor-Yamada-Nakanishi-Niino scheme (MYNN) in different climatic zones over India namely Tropical, Temperate and Arid for surface meteorological parameters, upper air variables and planetary boundary layer height during summer and winter season. The model outputs have been compared with observations through standard statistical measures. The aim is to study the relative performance of these schemes, selecting the best option climatic zone-wise and thereby minimizing uncertainty in model predictions. WRF model performance evaluation shows better agreement for temperature and relative humidity compared to wind speed. Overall for India, ACM2, QNSE show good performance for temperature and relative humidity whereas ACM2, MYNN show better performance for wind speed though these may vary for different climatic zones. Geopotential height and wind over 850 hPa is well simulated by ACM2 and MYNN over India. For PBL height ACM2, MYNN and MYJ works best for Chennai, New Delhi and Kolkata respectively during summer period. However, for winter period MYJ works best for Chennai while, QNSE works best for New Delhi and Kolkata. Considering all meteorological parameters together, it is seen that for arid zone ACM2, QNSE and MYJ schemes work reasonably well. For temperate zone, ACM2, QNSE and MYNN schemes show better results. For tropical zone all PBL schemes work closely. Hence, depending on the application, parameter and climate zone, this study provides suitable recommendations for choosing PBL schemes appropriately for each zone and parameter separately for the Indian region.

  17. Problem based learning (PBL) vs. Case based curriculum in clinical clerkship, Internal Medicine innovated Curriculum, Student prospective.

    Science.gov (United States)

    Aljarallah, Badr; Hassan, Mohammad Saleh

    2015-04-01

    The vast majority of PBL experience is in basic science courses. Application of classic Problem based learning in clerkship phase is challenging. Although the clinical case is considered a problem, yet solving this problem following the burrow's law has faced hurdles. The difficulties are facing the learner, the teacher and curricula. We implement innovative curriculum for the clerkship year in internal medicine course. We surveyed the student just before coming to an internal medicine course to ask them about continuing PBL or other types of learning in clinical years. A committee was created to study the possible ways to integrate PBL in the course. After multiple brainstorming meeting, an innovated curriculum was implemented. Student surveyed again after they completed their course. The survey is asking them about what is the effect of the implemented curriculum in their skills, attitude, and knowledge. 70% of Students, who finished their basic science in PBL, preferred not to have classical PBL, but more a clinical oriented case based curriculum in the clinical years. After this innovated curriculum, 50-60 % of students who completed it showed a positive response in all aspects of effects including skill, attitude, and knowledge. The Innovated curriculum includes daily morning report, 3 bedside teaching, investigation session, and clinical reasoning weekly, and Lectures up to twice a week. We suggest implementing a curriculum with PBL and case-based criteria in clinical phase are feasible, we are providing a framework with this innovated curriculum.

  18. To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs.

    Science.gov (United States)

    de Jong, N; Krumeich, J S M; Verstegen, D M L

    2017-02-01

    Maastricht University has been actively exploring blended learning approaches to PBL in Health Master Programs. Key principles of PBL are, learning should be constructive, self-directed, collaborative, and contextual. The purpose is to explore whether these principles are applicable in blended learning. The programs, Master of Health Services Innovation (case 1), Master Programme in Global Health (case 2), and the Master of Health Professions Education (case 3), used a Virtual Learning Environment for exchanging material and were independently analyzed. Quantitative data were collected for cases 1 and 2. Simple descriptive analyses such as frequencies were performed. Qualitative data for cases 1 and 3 were collected via (focus group) interviews. All PBL principles could be recognized in case 1. Case 2 seemed to be more project-based. In case 3, collaboration between students was not possible because of a difference in time-zones. Important educational aspects: agreement on rules for (online) sessions; visual contact (student-student and student-teacher), and frequent feedback. PBL in a blended learning format is perceived to be an effective strategy. The four principles of PBL can be unified in PBL with a blended learning format, although the extent to which each principle can be implemented can differ.

  19. How we capitalised on casual PBL facilitators' expertise and experience to add value to our medical programme.

    Science.gov (United States)

    McLean, Michelle; Arrigoni, Cecilia

    2016-01-01

    While problem-based learning (PBL) has been widely implemented in medical education, it has been acknowledged to be resource-intensive, particularly in terms of academics' time. In some institutions, such as Bond University (Australia), casual facilitators have been employed (paid hourly) to oversee the PBL tutorials. Apart from considerable experience as PBL facilitators, they also have expertise as allied health professionals or biomedical scientists. Several facilitators have educational qualifications. Recognising that their roles have expanded beyond the PBL tutorial room, we canvassed PBL facilitators in terms of their contributions to Bond University's medical programme. We can report that our facilitators have contributed to the renewal of Bond's medical programme, from design (e.g. curriculum structure, case-writing) to PBL case reviews. They are also involved in formative and summative assessment. Facilitators identified that, because of their prolonged involvement with the students in small groups, they consider themselves more than facilitators of student learning. They are role models and personal guides. Recognising the value these casually employed facilitators have added to our medical programme, we will continue to develop their skills in, for example, reviewing cases and assessment. We recommend that if institutions do employ casual facilitators, their expertise and experience can add value to the curriculum and to students' experience.

  20. Transversal knowledge formations in Professional Bachelor Education employing Problem Based Learning (PBL

    Directory of Open Access Journals (Sweden)

    Verner Larsen

    2013-08-01

    Full Text Available This paper describes the principles underlying how various knowledge areas blend into transversal formations in two educational contexts employing PBL. Such ‘transversality’ has often been referred to as inter- cross- or trans-disciplinarity. However, these terms are ambiguous, especially in relation to Problem Based Learning. There is a growing need for stronger language to express underlying principles of knowledge formations and the constitution of such. The term transversality suggests that knowledge formations are not based on a relationship between strong independent disciplines, but rather on a number of subject areas that are combined during students’ PBL-studies. As such, the curriculum organized knowledge, as well as students’ reflections of various types at the level of teaching and learning, constitute certain ‘modalities’ of transversal knowledge formations. Two institutional case studies - Nursing and the Constructing Architect education - have been researched, compared and contrasted in order to demonstrate how institutional practices demonstrate different modalities of transversal knowledge in their PBL-courses. For the purpose of this paper Nursing Education will be abbreviated as NE and Constructing Architect as CAE.

  1. Can students adequately evaluate the activities of their peers in PBL?

    Science.gov (United States)

    Kamp, Rachelle J A; Dolmans, Diana H J M; Van Berkel, Henk J M; Schmidt, Henk G

    2011-01-01

    In problem-based learning (PBL), high-quality discussions are crucial for student learning. The quality of the discussion is affected by the quality of the contributions students make during PBL tutorials. This study investigated whether students are able to evaluate the activities of their peers in PBL groups in a reliable and valid way. For this purpose, the Maastricht-Peer Activity Rating Scale (M-PARS) was developed. The M-PARS was well-founded on the literature about effective tutorial performance. With this scale, students (N = 196) were evaluated by their peers on three main aspects: their constructive, collaborative, and motivational contributions to the group. A confirmatory factor analysis demonstrated that the data fitted the three-factor model reasonably well. The generalizability studies demonstrated good internal consistency when students were evaluated by, at least, four of their peers. Furthermore, Hancock's coefficients indicated good construct reliability. The results prove that peers are able to provide reliable and valid information about a student's active participation in the tutorial group, if at least four peer ratings are attainable, out of a group of eight students. In conclusion, the M-PARS is a valid and reliable instrument.

  2. Problem Based Learning (PBL) - An Effective Approach to Improve Learning Outcomes in Medical Teaching.

    Science.gov (United States)

    Preeti, Bajaj; Ashish, Ahuja; Shriram, Gosavi

    2013-12-01

    As the "Science of Medicine" is getting advanced day-by-day, need for better pedagogies & learning techniques are imperative. Problem Based Learning (PBL) is an effective way of delivering medical education in a coherent, integrated & focused manner. It has several advantages over conventional and age-old teaching methods of routine. It is based on principles of adult learning theory, including student's motivation, encouragement to set goals, think critically about decision making in day-to-day operations. Above all these, it stimulates challenge acceptance and learning curiosity among students and creates pragmatic educational program. To measure the effectiveness of the "Problem Based Learning" as compared to conventional theory/didactic lectures based learning. The study was conducted on 72 medical students from Dayanand Medical College & Hospital, Ludhiana. Two modules of problem based sessions designed and delivered. Pre & Post-test score's scientific statistical analysis was done. Student feed-back received based on questionnaire in the five-point Likert scale format. Significant improvement in overall performance observed. Feedback revealed majority agreement that "Problem-based learning" helped them create interest (88.8 %), better understanding (86%) & promotes self-directed subject learning (91.6 %). Substantial improvement in the post-test scores clearly reveals acceptance of PBL over conventional learning. PBL ensures better practical learning, ability to create interest, subject understanding. It is a modern-day educational strategy, an effective tool to objectively improve the knowledge acquisition in Medical Teaching.

  3. The Importance and Current Limitations of Planetary Boundary Layer (PBL) Retrieval from Space for Land-Atmosphere Coupling Studies

    Science.gov (United States)

    Santanello, J. A., Jr.; Schaefer, A.

    2016-12-01

    There is an established need for improved PBL remote sounding over land for hydrology, land-atmosphere (L-A), PBL, cloud/convection, pollution/chemistry studies and associated model evaluation and development. Most notably, the connection of surface hydrology (through soil moisture) to clouds and precipitation relies on proper quantification of water's transport through the coupled system, which is modulated strongly by PBL structure, growth, and feedback processes such as entrainment. In-situ (ground-based or radiosonde) measurements will be spatially limited to small field campaigns for the foreseeable future, so satellite data is a must in order to understand these processes globally. The scales of these applications require diurnal resolution (e.g. 3-hourly or finer) at PBL coupling and water and energy cycles at their native scales. Today's satellite sensors (e.g. advanced IR, GEO, lidar, GPS-RO) do not reach close to these targets in terms of accuracy or resolution, and each of these sensors has some advantages but even more limitations that make them impractical for PBL and L-A studies. Unfortunately, there is very little attention or planning (short or long-term) in place for improving lower tropospheric sounding over land, and as a result PBL and L-A interactions have been identified as `gaps' in current programmatic focal areas. It is therefore timely to assess how these technologies can be leveraged, combined, or evolved in order to form a dedicated mission or sub-mission to routinely monitor the PBL on diurnal timescales. In addition, improved PBL monitoring from space needs to be addressed in the next Decadal Survey. In this talk, the importance of PBL information (structure, evolution) for L-A coupling diagnostics and model development will be summarized. The current array of PBL retrieval methods and products from space will then be assessed in terms of meeting the needs of these models, diagnostics, and scales, with a look forward as to how this can

  4. A new methodology for PBL height estimations based on lidar depolarization measurements: analysis and comparison against MWR and WRF model-based results

    Science.gov (United States)

    Bravo-Aranda, Juan Antonio; de Arruda Moreira, Gregori; Navas-Guzmán, Francisco; José Granados-Muñoz, María; Guerrero-Rascado, Juan Luis; Pozo-Vázquez, David; Arbizu-Barrena, Clara; José Olmo Reyes, Francisco; Mallet, Marc; Alados Arboledas, Lucas

    2017-06-01

    The automatic and non-supervised detection of the planetary boundary layer height (zPBL) by means of lidar measurements was widely investigated during the last several years. Despite considerable advances, the experimental detection still presents difficulties such as advected aerosol layers coupled to the planetary boundary layer (PBL) which usually produces an overestimation of the zPBL. To improve the detection of the zPBL in these complex atmospheric situations, we present a new algorithm, called POLARIS (PBL height estimation based on lidar depolarisation). POLARIS applies the wavelet covariance transform (WCT) to the range-corrected signal (RCS) and to the perpendicular-to-parallel signal ratio (δ) profiles. Different candidates for zPBL are chosen and the selection is done based on the WCT applied to the RCS and δ. We use two ChArMEx (Chemistry-Aerosol Mediterranean Experiment) campaigns with lidar and microwave radiometer (MWR) measurements, conducted in 2012 and 2013, for the POLARIS' adjustment and validation. POLARIS improves the zPBL detection compared to previous methods based on lidar measurements, especially when an aerosol layer is coupled to the PBL. We also compare the zPBL provided by the Weather Research and Forecasting (WRF) numerical weather prediction (NWP) model with respect to the zPBL determined with POLARIS and the MWR under Saharan dust events. WRF underestimates the zPBL during daytime but agrees with the MWR during night-time. The zPBL provided by WRF shows a better temporal evolution compared to the MWR during daytime than during night-time.

  5. Dental Students' Perceptions of Learning Value in PBL Groups with Medical and Dental Students Together versus Dental Students Alone.

    Science.gov (United States)

    Amin, Maryam; Zulla, Rosslynn; Gaudet-Amigo, Gisele; Patterson, Steven; Murphy, Natalie; Ross, Shelley

    2017-01-01

    At a dental school in Canada, problem-based learning (PBL) sessions were restructured from an integrated dental-medical model to a separate dental model, resulting in three groups of students available for study: those who had participated in the two-year dental and medical combined, the one-year dental and medical combined, the one-year dental alone, and the two-year dental alone. The aim of this qualitative study was to examine the extent to which the PBL structure affected the dental students' perceptions of the learning value of PBL in the different models. A total of 34 first-, second-, and third-year dental students participated in six focus groups in May and June 2011 (34% of students in those total classes). Semistructured questions explored their experiences in the different PBL structures. The interviews were recorded and transcribed verbatim, and thematic analysis was employed. The results showed positive and negative perceptions for both the combined dental and medical settings and the settings with dental students alone. For students in the combined PBL groups, positive perceptions included gaining information from medical peers, motivation to learn, and interdisciplinary collaborations. The negative perceptions mainly related to irrelevant content, dominating medical students, and ineffective preceptors. Members of the separate dental groups were more positive about the content and felt a sense of belonging. They appreciated the dental preceptors but were concerned about the inadequacy of their medical knowledge. Overall, the dental students valued the combined PBL experience and appreciated the opportunity to learn with their medical colleagues. Close attention, however, must be paid to PBL content and the preceptor's role to optimize dental students' experience in combined medical and dental groups.

  6. Short-term outcomes of a near-full PBL curriculum in a new Taiwan medical school.

    Science.gov (United States)

    Tsou, Kuo-Inn; Cho, Shu-Ling; Lin, Chaou-Shune; Sy, Leticia B; Yang, Li-King; Chou, Ting-Ywan; Chiang, Han-Sun

    2009-05-01

    Problem-based learning (PBL), which incorporates principles of adult learning, is an important innovation in medical education. The use of PBL in health professional curricula is becoming more widespread. The curriculum design and the ways of implementing PBL are different among schools. More evidence is needed before a full PBL curriculum can be successfully implemented in an Asian medical school. Fu Jen Medical School is the first school in Taiwan to adopt a near-full PBL approach for the 3rd and 4th year curriculum (the medical education in Taiwan is mostly a 7-year undergraduate program). Fu Jen Medical School launched the interdisciplinary case-based, small group learning and integrated curriculum in 2002. This study investigated the short-term outcomes of this PBL curriculum, evaluated from several aspects. First, the self-directed learning readiness of the medical students before and after they entered the PBL curriculum was investigated using the Self-Directed Learning Readiness Scale (SDLRS). Second, semi-structured qualitative interviews were conducted with 5th and 6th year medical students and clinical instructors to understand the impact of PBL on the learning of clinical medicine. Finally, the passing rates in the Taiwan Medical Licensure Examination were compared with those of other medical schools in Taiwan. After 1 year of PBL, medical students at Fu Jen Medical School showed significant increases in the total SDLRS score, and in the subscores for learning strategy and self-assessment. These changes persisted until the end of 2 years of PBL. Students in their clinical years claimed that they were more active in learning, and had better learning skills and confidence in self-directed learning as compared with students from lecture-based curricula. PBL helps their clinical reasoning process, self-directed learning abilities and the use of knowledge in basic science to explain the clinical problem. On the other hand, the students thought that PBL had

  7. PBL triggers in relation to students' generated learning issues and predetermined faculty objectives: Study in a Malaysian public university.

    Science.gov (United States)

    Ruslai, Nurul Hidayati; Salam, Abdus

    2016-01-01

    Foundational elements of problem based learning (PBL) are triggers, tutors and students. Ineffective triggers are important issues for students' inability to generate appropriate learning issues. The objective of this study was to evaluate PBL triggers and to determine similarities of students' generated learning issues with predetermined faculty objectives. It was a retrospective study conducted in 2014 analyzing all 24 PBL-triggers used at Centre for Foundation Studies, International Islamic University Malaysia, in four semesters during two consecutive years 2011 and 2012. Triggers were used as textual and illustration format equally in each semester. Total 16 PBL-triggers with highest and lowest achieving similarities of learning issues with predetermined faculty objectives were selected equally from each semester and format. The trigger quality and learning issues related to predetermine faculty objectives were analyzed and presented as mean and percent distribution. Mean similarities score of students' generated learning issues were 3.4 over 5 predetermined faculty objectives which was 68%, varied from 58% to 79%. More than 70% similarities were generated from five textual and four illustrated triggers, while PBL, it is the designing considering influential variables that influence higher outcomes. Triggers should have planned clues that lead students to generate issues correlate with faculty objectives. Educational institution should emphasize on training needs of faculty at regular interval to develop and re-in force teachers' skills in trigger design, thereby to promote a sustainable educational and organizational development.

  8. [Application of PBL combined with SP method in during-course practice of endodontics for undergraduate dental students].

    Science.gov (United States)

    Shao, Li-Na; Qiu, Li-Hong; Zhan, Fu-Liang; Xue, Ming

    2016-10-01

    To apply problem-based learning (PBL) combined with standardized patients(SP) in during-course practice of endodontics for undergraduate dental students, in order to improve the teaching quality. One hundred and four undergraduate dental students of China Medical University School of Stomatology were randomly divided into 2 groups, 52 students in each group. One group were taught with PBL combined with SP while the other group with lecture-based learning (LBL) alone. The teaching effect was measured with examination and questionnaire survey. The data were analyzed by Student's t test using SPSS 11.5 software package. Students in PBL combined with SP group was better than LBL group in case analysis, didactic tests, practical tests and total scores, and there was significant difference between the two groups (PPBL combined with SP group in basic theoretical knowledge scores, and there was significant difference between the two groups (PPBL combined with SP method were welcomed by undergraduate dental students. The abilities of undergraduate dental students can be improved by PBL combined with SP in different aspects. PBL combined with SP achieves satisfactory teaching effect, and can be applied in during-course practice of endodontics to undergraduate dental students.

  9. Planetary boundary layer (PBL) monitoring by means of two laser radar systems: experimental results and comparison

    Science.gov (United States)

    Bellecci, C.; Gaudio, P.; Gelfusa, M.; Malizia, A.; Richetta, M.; Serafini, C.; Ventura, P.

    2010-10-01

    The PBL is the lower layer of the atmosphere that is sensitive to the effect of the Earths surface, it controls the flow of heat and momentum between the surface and the free atmosphere, thus playing a key role in atmospheric circulation. At University of Rome "Tor Vergata", Quantum Electronic and Plasma Laboratories (EQP), two mobile Light Detection and Ranging (LIDAR) systems have been developed. With these systems the monitoring of the Planetary Boundary Layer (PBL) has been performed. The first mobile Lidar system is based on a pulsed Nd:YAG Q-Switched laser source operating at three wavelengths: 1064 nm, 532 nm and 355 nm. Acquiring the elastic backscattered signals, it has been possible to estimate the aerosolitic backscattering coefficient at the aim to reconstruct the vertical aerosol profiles. The second one is a Differential Absorption Lidar system (DIAL), composed by a CO2 laser, working in the window spectral range between 9 and 11μm. With this system it has been estimated the water vapour concentration in the PBL region using the two wavelengths 10R20 (10.591 μm) and 10R18 (10.571 μm), which represent, respectively, the absorbing wavelength and non-absorbing one of the water molecule. The comparison of the backscattered radiation at these wavelengths yields the trace gas number density as a function of distance along the field-of-view of the receiving telescope. Diurnal and nocturnal measurements have been performed simultaneity using the two Lidar/Dial systems. Vertical profiles of the aerosolitic backscattering coefficient and water vapour concentration profiles have been estimated. The results and their comparison will be present in this work.

  10. Perioperative hepatocyte growth factor (HGF) infusions improve hepatic regeneration following portal branch ligation (PBL) in rodents.

    Science.gov (United States)

    Mangieri, Christopher W; McCartt, Jason C; Strode, Matthew A; Lowry, John E; Balakrishna, Prasad M

    2017-07-01

    As hepatic surgery has become safer and more commonly performed, the extent of hepatic resections has increased. When there is not enough expected hepatic reserve to facilitate primary resection of hepatic tumors, a clinical adjunct to facilitating primary resection is portal vein embolization (PVE). PVE allows the hepatic remnant to increase to an appropriate size prior to resection via hepatocyte regeneration; however, PVE is not always successful in facilitating adequate regeneration. One of the strongest trophic factors for hepatocyte regeneration is hepatocyte growth factor (HGF). The purpose of this study was to improve hepatic regeneration with perioperative HGF infusions in an animal model that mimics PVE. Portal branch ligation (PBL) in rodents is equivalent to PVE in humans. We performed left-sided PBL in Sprague-Dawley rodents with the experimental group receiving perioperative HGF infusions. Baseline and postoperative liver volumetrics were obtained with CT scanning methods as performed in clinical practice. Baseline and postoperative liver functions were assessed via indocyanine green (ICG) elimination testing. HGF infused rodents had statistically significant increase in all postoperative liver volumetrics. Most clinically relevant were increased right liver volumes (RLV), 14.10 versus 7.85 cm(3) (p value 0.0001), and increased degree of hypertrophy (DH %), 159.23 versus 47.11 % (p value 0.0079). HGF infused rodents also had a quick return to baseline liver function, 2.38 days compared to 6.13 days (p value 0.0001). Perioperative HGF infusions significantly increase hepatic regeneration following PBL in rodents. Perioperative HGF infusions following PVE are a possible adjunct to increase the amount of patients able to successfully undergo primary resection for hepatic tumors. Further basic science is warranted in examining the use of HGF infusions to increase hepatic regeneration and translating that basic science work to clinical practice.

  11. Komparasi Kemampuan Pemecahan Masalah pada Pembelajaran PBL dan RME dalam Setting INNOMATTS

    Directory of Open Access Journals (Sweden)

    Shofiayuningtyas Yusuf

    2013-12-01

    Full Text Available AbstrakTujuan penelitian ini adalah untuk mengetahui kesesuaian proses pembelajaran dengan RPP yang dibuat guru, apakah terdapat perbedaan serta manakah yang lebih baik antara pembela-jaran dengan pendekatan Realistic Mathematics Education (RME dan Problem Based Learn-ing (PBL pada siswa kelas VII materi Pertidaksamaan Linear Satu Variabel. Pelaksanaan pembelajaran dilakukan dalam setting model pelatihan INNOMATTS dengan quasi experi-mental design. Data kemampuan pemecahan masalah dianalisis menggunakan uji proporsi dan uji beda rata-rata. Hasil yang diperoleh yakni terdapat kesesuaian langkah-langkah setiap pendekatan yang digunakan dengan RPP yang dibuat guru. Berdasarkan uji proporsi, diper-oleh lebih dari 85 % siswa kedua kelas eksperimen mencapai nilai ketuntasan belajar indivi-du, yaitu 70. Selain itu, diperoleh adanya perbedaan hasil kemampuan pemecahan masalah antar kedua kelas eksperimen dan kemampuan pemecahan masalah siswa kelas eksperimen II le-bih baik daripada siswa kelas eksperimen I. Kata Kunci:      RME; Kemampuan Pemecahan Masalah; Komparasi; INNOMATTS; PBL.  AbstractThe purpose of this study was determining the conformance between the steps of each ap-proach used towards contained suitability of teacher’s lesson plans, whether there is a difference and which is better between learning approaches of Realistic Mathematics Education (RME and Problem Based Learning (PBL in grade VII with One Variable Linear Inequalities material can achieve mastery learning. The implementation of the learning is done in the setting of the INNOMATTS training model with quasi experimental design. The problem solving data is analyzed by proportion test and independent t test. The test results was obtained that there is conformance between the steps of each approach used towards contained suitability of teacher’s lesson plans. Basec on proportion test, the result was more than 85% of students in each experiment class achieved mastery

  12. Identifikasi Tahap Berpikir Kritis Siswa Menggunakan PBL dalam Tugas Pengajuan Masalah Matematika

    Directory of Open Access Journals (Sweden)

    T.D. Setyaningsih

    2014-11-01

    Full Text Available Penelitian bertujuan mendeskripsikan tahap berpikir kritis siswa yang dikenai pembelajaran PBL dalam tugas pengajuan masalah. Prosedur pengumpulan datanya yaitu (1 validasi, (2 pembelajaran PBL, (3 tes TPM, (4 analisis tes TPM, (5 wawancara berbasis tugas, dan (6 catatan lapangan. Penelitian ini akhirnya menghasilkan identifikasi tahap berpikir kritis sebagai berikut. Pada tahap klarifikasi, untuk kelompok kritis, cukup kritis, dan kurang kritis, siswa mampu mengidentifikasi masalah secara utuh dan menggunakan pengetahuan yang dimiliki untuk menambahkan informasi. Pada tahap asesmen, untuk kelompok kritis mampu memunculkan pertanyaan dan ide penyelesaian yang berasal dari diri sendiri. Pada tahap penyimpulan, pada kelompok tidak kritis, siswa belum mampu bernalar untuk penambahan informasi yang relevan. Pada tahap strate-gi/taktik, untuk kelompok tidak kritis, siswa belum dapat memunculkan strategi, sedangkan pada kelompok yang lain, siswa menjadikan pertanyaan awal sebagai acuan untuk mengga-li pertanyaan selanjutnya. Hasil penelitian ini dapat dijadikan sebagai pedoman guru dalam mengidentifikasi kelemahan dan kekuatan siswa dalam berpikir kritis.The purpose of this research is description of student’s critical thinking stage whith PBL in problem posing activities. The procedure of data collection are (1 validation, (2 PBL learning, (3 TPM test, (4 analysis of TPM test, (5 interview based on the test, and (6 field notes. This research finally leads to the identification of critical thinking stage as follows. In clarification stage, for the critical group, critical enough, and less critical, students were able to identify the problem as a whole and use their knowledge to add information. In assessment stage, for the critical group, student were able to make questions and solution ideas by theirself. In the inference stage, the not critical group, student have not be able to make a reasoning for the the addition of relevant information. In the

  13. A Problem and Project-Based Learning (PBL) Approach to Motivate Group Creativity in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Kolmos, Anette; Nielsen, Jens Frederik Dalsgaard

    2012-01-01

    In this paper, we explore how engineering students are motivated to develop group creativity in a Problem and Project- Based Learning (PBL) environment. Theoretically, we take a social cultural approach to group creativity and emphasize the influences of a learning environment on student motivation...... creativity. Thus, the supervisors are encouraged to be more aware of the complex relationships between student, teacher and task and the student response....... in group creativity development. Empirically, a case study was carried out on a student satellite project in the Department of Electronic System at Aalborg University in Denmark, by using qualitative methods including interviews and observation. The findings show that student motivation is stimulated...

  14. A Problem and Project-Based Learning (PBL) Approach to Motivate Group Creativity in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Kolmos, Anette; Nielsen, Jens Frederik Dalsgaard

    2012-01-01

    In this paper, we explore how engineering students are motivated to develop group creativity in a Problem and Project- Based Learning (PBL) environment. Theoretically, we take a social cultural approach to group creativity and emphasize the influences of a learning environment on student motivation...... in group creativity development. Empirically, a case study was carried out on a student satellite project in the Department of Electronic System at Aalborg University in Denmark, by using qualitative methods including interviews and observation. The findings show that student motivation is stimulated...

  15. Sensitivity of PBL and Cumulus schemes for Thunderstorm prediction over an Indian Region

    Science.gov (United States)

    Kumar, Dinesh; Charan Mohanty, Uma; Kumar, Krishan

    2015-04-01

    The cloud processes play an important role in all forms of precipitation. Its proper representation is one of the challenging tasks in mesoscale numerical simulation. Studies have revealed that mesoscale feature require proper initialization which may likely to improve the convective system rainfall forecasts. Understanding the precipitation process, model initial condition accuracy and resolved/sub grid-scale precipitation processes representation, are the important areas which needed to improve in order to represent the mesoscale features properly. Various attempts have been done in order to improve the model performance through grid resolution, physical parameterizations, etc. But it is the physical parameterizations which provide a convective atmosphere for the development and intensification of convective events. Further, physical parameterizations consist of cumulus convection, surface fluxes of heat, moisture, momentum, and vertical mixing in the planetary boundary layer (PBL). How PBL and Cumulus schemes capture the evolution of thunderstorm have been analysed by taking thunderstorm cases occurred over Kolkata, India in the year 2011. PBL and cumulus schemes were customized for WSM-6 microphysics because WSM series has been widely used in operational forecast. Results have shown that KF (PBL scheme) and WSM-6 (Cumulus Scheme) have reproduced the evolution of surface variable such as CAPE, temperature and rainfall very much like observation. Further, KF and WSM-6 scheme also provided the increased moisture availability in the lower atmosphere which was taken to higher level by strong vertical velocities providing a platform to initiate a thunderstorm much better. Overestimation of rain in WSM-6 occurs primarily because of occurrence of melting and freezing process within a deeper layer in WSM-6 scheme. These Schemes have reproduced the spatial pattern and peak rainfall coverage closer to TRMM observation. It is the the combination of WSM-6, and KF schemes

  16. Case study findings of PHOTON problem-based learning (PBL) with high school photonics outreach programs

    Science.gov (United States)

    Hilliard-Clark, Joyce; Gilchrist, Pamela; Allgood, Sherri

    2009-08-01

    Using the Photonics Leaders program model, recruitment and retention, photonics content, parental engagement, internship, and PHOTON PBL challenges, the session's goal is to inform educators of strategies that can be used to motivate and develop cognitive skills in the discipline of Physics. The program caters to ethnically diverse students who traditionally lack experiences in the discipline. This paper discusses the initial findings of the National Science Foundation (NSF) Innovative Technology Experiences for Students and Teachers (ITEST) program through which high school students and teachers were given the opportunity to participate in shared lessons, and coordinate projects through cooperative learning at The Science House at North Carolina State University.

  17. Application of PBL Teaching Method to the Teaching of Internal Medicine Nursing%PBL 教学法在《内科护理学》教学中的应用

    Institute of Scientific and Technical Information of China (English)

    王彦霞

    2014-01-01

    Objective:To Observe the application effect of PBL teaching method on teaching internal medicine nursing. Methods:80 nursing majors from Grade 2011 were randomly divided into the observation group(40 students)and the control group(40 students). The observation group was taught in PBL teaching method while the control group was taught in traditional teaching method. Results:The teaching effect evaluation of the observation group is better than that of the control group,with such abilities as problem - analyzing and solving ability,communication abili-ty,cooperation ability,self - learning ability,innovation ability and research ability remarkably better than those in the control group. Conclu-sion:PBL teaching method can improve the teaching quality of internal medicine nursing.%目的:观察 PBL 教学法在《内科护理学》教学中的应用效果。方法:随机将2011级护理专业专科学生80名分为实验班和对照班各40名,实验班采用 PBL 教学法进行教学,对照班采用传统式教学法。结果:实验班教学效果评价明显优于对照班,并且实验班分析解决问题能力、锻炼表达沟通能力、团结协作能力、自学能力、创新实践能力、研究能力均优于对照班。结论:PBL 教学法可提高《内科护理学》教学的质量。

  18. Interplay between Individual Creativity and Group Creativity in Problem and Project-Based Learning (PBL) Environment in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Kolmos, Anette

    2013-01-01

    Recent studies regard Problem and Project Based Learning (PBL) as providing a learning environment which fosters both individual and group creativity. This paper focuses on the question: In a PBL environment, how do students perceive the interplay between individual and group creativity...... individual and group creativity: (1) the project as ‘‘an extra member’’ in student groups; (2) tacit modes of collaboration in student groups; and (3) students have both domain-general and domain-specific understandings of creativity. These findings suggest the need for improved approaches to develop......? Empirically, qualitative interviews were carried out with 53 students (12 groups) in Computer Science, Electronic Systems, Architecture and Design, and Medialogy at Aalborg University, Denmark. The data analysis shows that there are three aspects to the influences of a PBL environment on the interplay between...

  19. Interplay between Individual Creativity and Group Creativity in Problem and Project-Based Learning (PBL) Environment in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Kolmos, Anette

    2013-01-01

    Recent studies regard Problem and Project Based Learning (PBL) as providing a learning environment which fosters both individual and group creativity. This paper focuses on the question: In a PBL environment, how do students perceive the interplay between individual and group creativity......? Empirically, qualitative interviews were carried out with 53 students (12 groups) in Computer Science, Electronic Systems, Architecture and Design, and Medialogy at Aalborg University, Denmark. The data analysis shows that there are three aspects to the influences of a PBL environment on the interplay between...... individual and group creativity: (1) the project as ‘‘an extra member’’ in student groups; (2) tacit modes of collaboration in student groups; and (3) students have both domain-general and domain-specific understandings of creativity. These findings suggest the need for improved approaches to develop...

  20. Lidar Observation of Aerosol and Temperature Stratification over Urban Area During the Formation of a Stable Atmospheric PBL

    Science.gov (United States)

    Kolev, I.; Parvanov, O.; Kaprielov, B.; Mitev, V.; Simeonov, V.; Grigorov, I.

    1992-01-01

    In recent years, the processes in the atmospheric planetary boundary layer (PBL) over urban areas were intensely investigated, due to ecological problems related to the air, soil, and water pollution. New pollution sources in new residential districts, when in contradiction to the microclimate and topography requirements of that region, create a number of considerable hazards and problems. The present study is a continuation of our preceding investigations and aims at revealing the aerosol structure and stratification during the transition after sunset as measured by two lidars. Such observation of the nocturnal, stable PBL formation over an urban area in Bulgaria has not been reported before. The lidars' high time and spatial resolutions allow the changes of the internal structure of the PBL's part located above the surface layer to be observed.

  1. Problem-based learning (PBL): getting the most out of your students - their roles and responsibilities: AMEE Guide No. 84.

    Science.gov (United States)

    Bate, Emily; Hommes, Juliette; Duvivier, Robbert; Taylor, David C M

    2014-01-01

    This Guide discusses the considerable literature on the merits or shortcomings of Problem-based learning (PBL), and the factors that promote or inhibit it, when seen through the eyes of the student. It seems to be the case that PBL works best when students and faculty understand the various factors that influence learning and are aware of their roles; this Guide deals with each of the main issues in turn. One of the most important concepts to recognise is that students and Faculty share the responsibility for learning and there are several factors that can influence its success. They include student motivation for PBL and the various ways in which they respond to being immersed in the process. As faculty, we also need to consider the way in which the learning environment supports the students develop the habit of life-long learning, and the skills and attitudes that will help them become competent reflective practitioners. Each of these elements place responsibilities upon the student, but also upon the Faculty and learning community they are joining. Although all of the authors work in a European setting, where PBL is used extensively as a learning strategy in many medical schools, the lessons learned we suggest, apply more widely, and several of the important factors apply to any form of curriculum. This Guide follows on from a previous review in the AMEE Guides in Medical education series, which provided an overview of PBL and attempts to emphasise the key role that students have in mastering their subject through PBL. This should render the business of being a student a little less mystifying, and help faculty to see how they can help their students acquire the independence and mastery that they will need.

  2. Improving the teaching skills of residents as tutors/facilitators and addressing the shortage of faculty facilitators for PBL modules.

    Science.gov (United States)

    Jafri, Wasim; Mumtaz, Khalid; Burdick, William P; Morahan, Page S; Freeman, Rosslynne; Zehra, Tabassum

    2007-10-08

    Residents play an important role in teaching of medical undergraduate students. Despite their importance in teaching undergraduates they are not involved in any formal training in teaching and leadership skills. We aimed to compare the teaching skills of residents with faculty in facilitating small group Problem Based Learning (PBL) sessions. This quasi experimental descriptive comparative research involved 5 postgraduate year 4 residents and five senior faculty members. The study was conducted with all phase III (Final year) students rotating in Gastroenterology. The residents and faculty members received brief training of one month in facilitation and core principles of adult education. Different aspects of teaching skills of residents and faculty were evaluated by students on a questionnaire (graded on Likert Scale from 1 to 10) assessing i) Knowledge Base-content Learning (KBL), ii) PBL, iii) Student Centered Learning (SCL) and iv) Group Skills (GS). There were 33 PBL teaching sessions in which 120 evaluation forms were filled; out of these 53% forms were filled for residents and 47% for faculty group. The faculty showed a statistically greater rating in "KBL" (faculty 8.37 Vs resident 7.94; p-value 0.02), "GS" (faculty 8.06 vs. residents 7.68; p-value 0.04). Differences in faculty and resident scores in "the PBL" and "SCL" were not significant. The overall score of faculty facilitators, however, was statistically significant for resident facilitators. (p = .05). 1) Residents are an effective supplement to faculty members for PBL; 2) Additional facilitators for PBL sessions can be identified in an institution by involvement of residents in teacher training workshops.

  3. Opposite long-term trends in aerosols between low and high altitudes: a testimony to the aerosol-PBL feedback

    Science.gov (United States)

    Dong, Zipeng; Li, Zhanqing; Yu, Xing; Cribb, Maureen; Li, Xingmin; Dai, Jin

    2017-06-01

    Interactions between absorbing aerosols and the planetary boundary layer (PBL) play an important role in affecting air pollution near the surface. In this study, a unique feature of the aerosol-PBL interaction is identified that has important implications in monitoring and combating air pollution. Opposite trends in aerosol loading between the lower and upper PBL are shown on a wide range of timescales and data acquired by various platforms: from a short-term field experiment to decadal satellite observations and multidecadal ground observations in China. A novel method is proposed to obtain the vertical profiles of aerosol loading from passive sensors by virtue of varying elevations. The analyses of visibility, aerosol optical depth, and extinction with different temporal scales exhibit the similar trend, i.e., increasing in the lower atmosphere but decreasing in the upper atmosphere. Integration of the reversal aerosol trend below and above the PBL resulted in a much less change in the column-integrated quantities. The surface cooling effect, together with the change in the heating rate induced by the absorbing aerosol, unevenly modifies the atmospheric temperature profile, causing a more stable atmosphere inside the PBL but a destabilized atmosphere above the PBL. Such a change in the atmospheric stability favors the accumulation of pollutants near the surface and the vertical diffusion of aerosol particles in the upper atmosphere, both of which are consistent with the observed reversal aerosol trends. These findings have multiple implications in understanding and combating air pollution, especially in many developing countries with high emissions of light-absorbing aerosols.

  4. Improving the teaching skills of residents as tutors/facilitators and addressing the shortage of faculty facilitators for PBL modules

    Directory of Open Access Journals (Sweden)

    Morahan Page S

    2007-10-01

    Full Text Available Abstract Background Residents play an important role in teaching of medical undergraduate students. Despite their importance in teaching undergraduates they are not involved in any formal training in teaching and leadership skills. We aimed to compare the teaching skills of residents with faculty in facilitating small group Problem Based Learning (PBL sessions. Methods This quasi experimental descriptive comparative research involved 5 postgraduate year 4 residents and five senior faculty members. The study was conducted with all phase III (Final year students rotating in Gastroenterology. The residents and faculty members received brief training of one month in facilitation and core principles of adult education. Different aspects of teaching skills of residents and faculty were evaluated by students on a questionnaire (graded on Likert Scale from 1 to 10 assessing i Knowledge Base-content Learning (KBL, ii PBL, iii Student Centered Learning (SCL and iv Group Skills (GS. Results There were 33 PBL teaching sessions in which 120 evaluation forms were filled; out of these 53% forms were filled for residents and 47% for faculty group. The faculty showed a statistically greater rating in "KBL" (faculty 8.37 Vs resident 7.94; p-value 0.02, "GS" (faculty 8.06 vs. residents 7.68; p-value 0.04. Differences in faculty and resident scores in "the PBL" and "SCL" were not significant. The overall score of faculty facilitators, however, was statistically significant for resident facilitators. (p = .05. Conclusion 1 Residents are an effective supplement to faculty members for PBL; 2 Additional facilitators for PBL sessions can be identified in an institution by involvement of residents in teacher training workshops.

  5. The Impact of Problem Based Learning (PBL) on Student Attitudes toward Science, Problem-Solving Skills, and Sense of Community in the Classroom

    Science.gov (United States)

    Ferreira, Maria M.; Trudel, Anthony R.

    2012-01-01

    Problem-based learning (PBL) is a constructivist pedagogical approach to learning in which students work together to find solutions to a complex problem. This study used a mixed-method approach to examine the impact of PBL on student attitudes toward science, problem-solving skills and their perceptions of the learning environment. Forty-eight…

  6. Building on and Honoring Forty Years of PBL Scholarship from Howard Barrows: A Scientometric, Large-Scale Data, and Visualization-Based Analysis

    Science.gov (United States)

    Xian, Hanjun; Madhavan, Krishna

    2013-01-01

    Over the past forty years, Howard Barrows' contributions to PBL research have influenced and guided educational research and practice in a diversity of domains. It is necessary to make visible to all PBL scholars what has been accomplished, what is perceived as significant, and what is the scope of applicability for Barrows' groundbreaking…

  7. An Exploration of the Differing Perceptions of Problem-Based Learning (PBL) from Students and Facilitators of Diverse Cultural Backgrounds, in the Fields of Theological and Nursing Education

    Science.gov (United States)

    Fung, Nancy L. Y.

    2013-01-01

    Theological education has not widely utilized the PBL approach and there is very little research examining the utility of PBL in theological education. Lectures are currently the preferred teaching method in theological education, however, it is recognized that there is a need for a more holistic approach. As theological education is used in both…

  8. Coaching Tutors to Observe and Regulate Leadership in PBL Student Teams or You Can Lead a Horse to Water but You Can't Make It Drink…

    Science.gov (United States)

    O'Shea, Noreen; Verzat, Caroline; Raucent, Benoit; Ducarme, Delphine; Bouvy, Thérèse; Herman, Benoit

    2013-01-01

    The purpose of this paper is to investigate how PBL student teams develop specific leadership configurations when implementing interdisciplinary projects and whether or not tutors help in dealing with the group interactions that are subsequently generated. The data set was drawn from 2 cohorts of first-year students engaged in PBL activities in an…

  9. The Impact of Problem Based Learning (PBL) on Student Attitudes toward Science, Problem-Solving Skills, and Sense of Community in the Classroom

    Science.gov (United States)

    Ferreira, Maria M.; Trudel, Anthony R.

    2012-01-01

    Problem-based learning (PBL) is a constructivist pedagogical approach to learning in which students work together to find solutions to a complex problem. This study used a mixed-method approach to examine the impact of PBL on student attitudes toward science, problem-solving skills and their perceptions of the learning environment. Forty-eight…

  10. Measuring change in critical thinking skills of dental students educated in a PBL curriculum.

    Science.gov (United States)

    Pardamean, Bens

    2012-04-01

    This study measured the change in critical thinking skills of dental students educated in a problem-based learning (PBL) pedagogical method. The quantitative analysis was focused on measuring students' critical thinking skills achievement from their first through third years of dental education at the University of Southern California. This non-experimental evaluation was based on a volunteer sample of ninety-eight dental students who completed a demographics/academic questionnaire and a psychometric assessment known as the Health Sciences Reasoning Test (HSRT). The HSRT produced the overall critical thinking skills score. Additionally, the HSRT generated five subscale scores: analysis, inference, evaluation, deductive reasoning, and inductive reasoning. The results of this study concluded that the students showed no continuous and significant incremental improvement in their overall critical thinking skills score achievement during their PBL-based dental education. Except for the inductive reasoning score, this result was very consistent with the four subscale scores. Moreover, after performing the statistical adjustment on total score and subscale scores, no significant statistical differences were found among the three student groups. However, the results of this study found some aspects of critical thinking achievements that differed by categories of gender, race, English as first language, and education level.

  11. PENYUSUNAN MEDIA PEMBELAJARAN BERBANTUAN KOMPUTER UNTUK PBL DAN KEEFEKTIFANNYA TERHADAP CTS PESERTA DIDIK SMA

    Directory of Open Access Journals (Sweden)

    Atik Kurniawati

    2015-04-01

    Full Text Available This study aims to investigate: (1 the feasibility of computer-assisted learning media based problem based learning (PBL on Environmental Pollution materials for high school students of class X, and (2 the effectiveness of instructional media for improving of critical thinking skill (CTS learners class X SMA Negeri 5 Magelang. This research was adapted from the ADDIE model of development that includes analyze, design, develop, implement, and evaluate. Products validated by subject matter experts, media experts, educators of Biology, and peer reviewer. Subject of this study is tenth grade students of SMA Negeri 5 Magelang. Collecting data was using questionnaires, observation sheets, and test critical thinking skills. The media according to the validator and the students is classified to the category of good. Instructional media was improved to learners' critical thinking skills effectively, which demonstrated by the significant value of 0:00. This results showed that media computer-assisted learning based PBL is effective for improving of the critical thinking skills of learners.

  12. Aerosol monitoring in the PBL over big cities using a mobile eye safe LIDAR

    Science.gov (United States)

    Sauvage, Laurent; Chazette, Patrick

    2005-10-01

    The Laboratory of Science of Climate and Environment (CEA/ CNRS) and LEOSPHERE Company have jointly developed an eye safe, rugged and unattended high resolution scanning lidar ("easy lidar", www.lidar.fr). This system has been used in the frame of the POVA program and has been used in a compact version during the LISAIR (LIdar to Survey the AIR) program in May 2005 in the Paris city, France. The mobile lidar has been used to follow aerosol particles in highways subject to heavy traffic. High spatial and temporal resolution data on the entire planetary boundary layer (1.5 m and 1s respectively) allowed to monitor for aerosol load variability on board a moving car and also to detect for local sources. We observed the doubling of the optical thickness in the morning when traffic is high in the city ring. We also have shown local effect of waste burning plants and train stations. This new type of eye safe lidar will allow to monitor continuously the entire area of a town and suburbs, in order to detect main sources of pollution (transport, traffic jams, industrial plants, natural dust), follow in real time the evolution of the PBL height and provide an estimation of the mass concentration of the aerosol in the PBL.

  13. Medical students' attitudes in a PBL curriculum: trust, altruism, and cynicism.

    Science.gov (United States)

    Roche, W Patrick; Scheetz, Allison P; Dane, Francis C; Parish, David C; O'Shea, James T

    2003-04-01

    Studies have shown that medical students become more cynical and less altruistic as they advance in training. However, these studies were conducted in traditional medical schools, and many used unvalidated tools. This study examined students' attitudes in a problem-based learning (PBL) curriculum using reliable and valid measures. Medical students and PGY-1 residents at Mercer University School of Medicine in Macon, Georgia, completed Wrightsman's Philosophies of Human Natures Scale (PHNS) in 1999 and 2000. Chronbach's alpha assessed internal reliability among subscales, and test-retest reliability coefficients confirmed acceptable reliability. For 114 students who completed both surveys, changes in PHNS scores were analyzed, with particular attention to the subscales of trustworthiness, altruism, and cynicism. Students assessed at the beginning of their second year increased the extent to which they believed people are trustworthy and increased their beliefs in how altruistic people are. They also showed a significant decrease in cynicism. There was not a significant change in trustworthiness, altruism, or cynicism among the participants beyond first year. In general, female students held less cynical views about others and believed people to be more trustworthy. Contrary to prior reports, this study found that more advanced trainees were not more cynical or less altruistic than their more junior counterparts. Indeed, a significant and positive change of attitudes among the participants during their first year of medical school refuted earlier reports. Thus, results of earlier studies and the effect of a PBL curriculum on attitudes of medical students need to be re-examined.

  14. PENERAPAN PEMBELAJARAN PROBLEM BASED LEARNING (PBL UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV

    Directory of Open Access Journals (Sweden)

    Fida Rahmantika Hadi

    2017-03-01

    Full Text Available The purpose of this study was to describe the steps to the application of PBL learning to improve student learning outcomes in the material fractions. This research was a class act. In this study the data source was the teacher and the student. Data collection techniques used in this study consisted of (a observation, (b interviews, and (c test. Methods of data analysis used in this research is descriptive qualitative and descriptive comparative. The steps of learning by PBL method are (1 the stage of cooperation where students formed into groups of 4-5 students, (2 the orientation of students to the problem, namely the provision of problems related to everyday life, (3 organization students to learn independently in a group, (4 guided inquiry groups using worksheets to gather the appropriate information, and (5 develop and present the results of discussions through presentations to the class. The resulting increases in students' mathematics learning of the results of the pre-action test 71.31 and increased in the first cycle to 75.78, on the second cycle increased by 82.63.

  15. [Application of PBL method and LBL method in the teaching of Acupuncutre and Moxibustion].

    Science.gov (United States)

    Li, Jing; Lu, Jin; Ruan, Zhizhong

    2015-08-01

    In order to improve teaching lever and explore teaching approach, the feasibility study on the combination of the problembased learning method CPBL) and the lecture-based learning method (LBL) was conducted in the teaching of Acupuncture and Moxibustion. The 2010 undergraduates in the major of clinical integrated Chinese and western medicine of five years were randomized into a PBL and LBL group and a LEL group. In the first semester, according to the basic teaching requirement, LBL was used to accomplish the teaching of basic theory. In the internship teaching section, the different teaching method was applied. In the PBL and LEL group, PEL was used, and in the LBL group, LBL was given. At the end of semester, the examination results of the theory learning and medical cases learning were evaluated. The questionnaire was summarized in the teachers and students. The final examination result of theory learning was not different significantly between the two groups (P >0. 05), but the result of medical cases learning in the PEL and LEL group was better than that in LEL group (84. 47±10. 72 vs 76. 00±9. 97, PPBL and LEL is feasible in teaching of Acupuncture and Moxibustion and the teaching outcome is superior to the simple LBL, which provides the new approach to the teaching reform.

  16. To what extent do tutor-related behaviours influence student learning in PBL?

    Science.gov (United States)

    Chng, Esther; Yew, Elaine H J; Schmidt, Henk G

    2015-03-01

    The purpose of this study was to investigate how tutor behaviours influence learning in problem-based learning (PBL). A previous study had indicated a significant influence of the tutor's social congruent behaviour on the PBL process and this study further investigates this finding by examining two groups of tutors displaying differences in social congruence. The participants were 77 students under the tutelage of four tutors and a self-report questionnaire ranked two tutors to be more socially congruent as compared to the other two. Student learning was measured by a concept recall test and the results from the analysis of covariance indicated a significant impact of the tutor's social congruent behaviour on learning after the problem analysis phase but not on the self-directed learning and reporting phases. It was concluded that the academic abilities of students and the small number of tutors involved may have affected the results, which led to the second part of this study. A group of 11 tutors were selected and the impact of their behaviours on student achievement measured by the module grade was examined. Results indicated that the tutor behaviours had a greater influence on average students as compared to the academically stronger and weaker students. This finding suggests that students who are academically stronger are not as reliant on the tutor while average students may depend more on the tutor to guide and motivate them in order to achieve the learning goals.

  17. A short questionnaire to evaluate the effectiveness of tutors in PBL: validity and reliability.

    Science.gov (United States)

    Dolmans, Diana H J M; Ginns, Paul

    2005-09-01

    The tutor plays a central role in problem-based learning (PBL). In many PBL-curricula the effectiveness of the tutor is evaluated in order to provide tutors with feedback. In the literature, several tutor evaluation instruments have been described. The problem with many of these instruments is that they are quite long, due to which students become 'tired' of filling them out. Using a short questionnaire is more convenient for students, but the question is whether such a short instrument can be valid and reliable. The purpose of this article is to demonstrate the validity and reliability of a short questionnaire (11 items), representing five underlying factors. A confirmatory factor analysis was carried out to assess the adequacy of the five factors. The results demonstrated that the five factor model had a good fit to the data. The alpha coefficients also demonstrated acceptable levels. In conclusion, the short tutor evaluation instrument (11 items) is reliable and valid and can be used for formative and summative purposes.

  18. Where's the bling of the thing?: Ethics, gaming and PBL-I

    Directory of Open Access Journals (Sweden)

    Diane P. McCarthy

    Full Text Available This paper describes an evaluation of PBL-Interactive (PBL-I as authoring tool for an ethical decision-making game, in the Dip ICT course, ET600 Ethics and professionalism, at Christchurch Polytechnic Institute of Technology (CPIT. While the prototype was developed and the usability testing conducted with student volunteers returned positive results, the limitations of the authoring tool to create a multi-linear ethics game outweighed its affordances. In particular, the authoring mode interface lacked ease of use and functionality for advanced features such as video and audio, desirable options to motivate computing students with advanced gaming experience, in online and face-to-face learning environments. Scenario-based problem solving can be used in serious games to explore ethical decision making. However, authoring tools for tertiary educators should be easy to use, including for multi-linear scenarios. Groups should be able to work through the ethical game scenario in multiple ways, with the potential for students to create new content for future participants. Otherwise, deep thinking is displaced by astute guessing of a \\'right answer\\' from a list. Ethical decision-making may be constrained, more simplistic, and deterministic. Cross cultural issues may be used stereotypically, without developing insight or empathy. Opportunities for international students to make a contribution as subject matter experts may not eventuate.

  19. Practice of the PBL Teaching Mode in the Medical Information Retrieval Course for Graduate Students%研究生医学信息检索课 PBL 教学模式实践

    Institute of Scientific and Technical Information of China (English)

    赵红

    2015-01-01

    以辽宁医学院为例,将PBL教学法引入到研究生医学信息检索课的教学中,介绍PBL教学总体设计和安排及教学实施过程,通过问卷调查、分析个人检索报告和评价PBL的教学效果,指出存在的问题,提出优化PBL教学的几点措施。%Taking Liaoning Medical University as an example , the paper introduces the Problem -based learning ( PBL) teaching mode into the teaching of the medical information retrieval course for graduate students .It introduces the overall design and arrangement of PBL teaching and the implementation process of teaching .By questionnaire surveys , analysis of individual retrieval reports and assess-ment of PBL teaching effects , it points out existing problems and proposes several measures for optimizing PBL teaching .

  20. Teaching percussion in a music therapy training context: reflections on different cultures, PBL and ways of teaching

    DEFF Research Database (Denmark)

    Anderson-Ingstrup, Jens; Gattino, Gustavo

    2017-01-01

    This publication deals with reflections on teaching percussion in the music therapy training at Aalborg University (Denmark). Discussions are focused in challenges and characteristics of this teaching as follows: cultural differences, teaching based on Problem Based Methodology (PBL) and the ways...

  1. Writing the Book…Literally: The Convergence of Authentic Intellectual Work (AIW) and Project-Based Learning (PBL)

    Science.gov (United States)

    Buckmiller, Tom M.; Kruse, Jerrid W.

    2015-01-01

    Using the Project-Based Learning (PBL) and Authentic Intellectual Work (AIW) models, we sought to create coursework that had value beyond the classroom. Refinements in the self-publishing book industry provide the opportunity to present student work to a larger audience and in a different, more engaging format. With the help of free software, our…

  2. A University's Strategic Adoption Process of an PBL-Aligned eLearning Environment: An Exploratory Case Study

    Science.gov (United States)

    Blackburn, Greg

    2017-01-01

    Much has been written about the promise and peril of technology in education. This paper presents an empirical study that explores how technology can play a pivotal role in student learning and how teaching staff can adopt innovative technology-based approaches in the creation of interactive online problem-based learning (PBL) resources, allowing…

  3. Introducing Problem-Based Learning (PBL) into a Foundation Programme to Develop Self-Directed Learning Skills

    Science.gov (United States)

    Malan, Sharon B.; Ndlovu, Mdutshekelwa; Engelbrecht, Petra

    2014-01-01

    This article reports on the qualitative aspects of a study that examined whether introducing a "Problem-based Learning" ("PBL") approach in a one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills. This interpretive constructivist case study was located in…

  4. A University's Strategic Adoption Process of an PBL-Aligned eLearning Environment: An Exploratory Case Study

    Science.gov (United States)

    Blackburn, Greg

    2017-01-01

    Much has been written about the promise and peril of technology in education. This paper presents an empirical study that explores how technology can play a pivotal role in student learning and how teaching staff can adopt innovative technology-based approaches in the creation of interactive online problem-based learning (PBL) resources, allowing…

  5. Ozone Diurnal Variation in the PBL at the Boulder Atmospheric Observatory During Summer 2014

    Science.gov (United States)

    Newchurch, M.; Alvarez, R. J. _II, II; Brewer, A.; Brown, S. S.; Carrion, W.; Delgado, R.; De Young, R.; Huang, G.; Johnson, B.; Kuang, S.; Langford, A. O.; Lundquist, J. K.; McGee, T. J.; Pliutau, D.; Senff, C. J.; Sullivan, J. T.; Sumnicht, G. K.; Twigg, L.; Wang, L.

    2014-12-01

    We investigate the diurnal variation of PBL ozone at the Boulder Atmospheric Observatory (BAO) in July 2014 using multiple observations, including three ozone DIALs, several wind Doppler lidars, free-launched and tethered ozonesondes, and in-situ measurements on the BAO tower. Three mobile lidars from the Tropospheric Ozone Lidar NETwork (TOLNET) provide high spatial and temporal ozone profiles from near surface to the top of the troposphere. The combination of multiple observations will provide detailed structure of the diurnal variation of ozone. This ozone information will help the satellite and modeling communities to study the character of lower tropospheric ozone for the improvements of satellite retrieval and air-quality models. In addition, a Large-Eddy Simulation model will calculate ozone in the mixed layer to explain the processes responsible for the observations.

  6. Theoretical and behavioral features to be considered when planning and implementing a pbl curriculum.

    Science.gov (United States)

    D' Ottavio, Alberto Enrique

    2016-01-01

    This work complements former articles about an Argentinean PBL curriculum after twelve years of development. In this context, it points out determined inflexible features linked to its theoretical-pedagogical basis and certain counter-productive behaviors detected in some planners, teachers and students during its design and/or enduring implementation. Hence, reflections are made on learning and adult learning (andragogy) theories. Furthermore, related questions and some aspects to be overcome are presented and analyzed. In this way, it also intends to honestly and responsibly warn well-trained curriculum planners and executors to be cautious when choosing and managing learning theories. Likewise, it complementarily highlights the need of refocusing teachers that, pretending to be forward-looking ones, end up harming what at first proclaimed to benefit: the students.

  7. Analysis of the Difficulties and Improvement Method on Introduction of PBL Approach in Developing Country

    Science.gov (United States)

    Okano, Takasei; Sessa, Salvatore

    In the field of international cooperation, it is increasing to introduce Japanese engineering educational model in the developing country to improve the quality of education and research activity. A naive implementation of such model in different cultures and educational systems may lead to several problems. In this paper, we evaluated the Project Based Learning (PBL) class, developed at Waseda University in Japan, and employed to the Egyptian education context at the Egypt-Japan University of Science and Technology (E-JUST) . We found difficulties such as : non-homogeneous student’ s background, disconnection with the student’ s research, weak learning style adaptation, and irregular course conduction. To solve these difficulties at E-JUST, we proposed : the groupware introduction, project theme choice based on student’ s motivation, and curriculum modification.

  8. Dental students' perception of their approaches to learning in a PBL programme.

    Science.gov (United States)

    Haghparast, H; Ghorbani, A; Rohlin, M

    2017-08-01

    To compare dental students' perceptions of their learning approaches between different years of a problem-based learning (PBL) programme. The hypothesis was that in a comparison between senior and junior students, the senior students would perceive themselves as having a higher level of deep learning approach and a lower level of surface learning approach than junior students would. This hypothesis was based on the fact that senior students have longer experience of a student-centred educational context, which is supposed to underpin student learning. Students of three cohorts (first year, third year and fifth year) of a PBL-based dental programme were asked to respond to a questionnaire (R-SPQ-2F) developed to analyse students' learning approaches, that is deep approach and surface approach, using four subscales including deep strategy, surface strategy, deep motive and surface motive. The results of the three cohorts were compared using a one-way analysis of variance (ANOVA). A P-value was set at <0.05 for statistical significance. The fifth-year students demonstrated a lower surface approach than the first-year students (P = 0.020). There was a significant decrease in surface strategy from the first to the fifth year (P = 0.003). No differences were found concerning deep approach or its subscales (deep strategy and deep motive) between the mean scores of the three cohorts. The results did not show the expected increased depth in learning approaches over the programme years. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  9. Diagnostic reasoning and underlying knowledge of students with preclinical patient contacts in PBL.

    Science.gov (United States)

    Diemers, Agnes D; van de Wiel, Margje W J; Scherpbier, Albert J J A; Baarveld, Frank; Dolmans, Diana H J M

    2015-12-01

    Medical experts have access to elaborate and integrated knowledge networks consisting of biomedical and clinical knowledge. These coherent knowledge networks enable them to generate more accurate diagnoses in a shorter time. However, students' knowledge networks are less organised and students have difficulties linking theory and practice and transferring acquired knowledge. Therefore we wanted to explore the development and transfer of knowledge of third-year preclinical students on a problem-based learning (PBL) course with real patient contacts. Before and after a 10-week PBL course with real patients, third-year medical students were asked to think out loud while diagnosing four types of paper patient problems (two course cases and two transfer cases), and explain the underlying pathophysiological mechanisms of the patient features. Diagnostic accuracy and time needed to think through the cases were measured. The think-aloud protocols were transcribed verbatim and different types of knowledge were coded and quantitatively analysed. The written pathophysiological explanations were translated into networks of concepts. Both the concepts and the links between concepts in students' networks were compared to model networks. Over the course diagnostic accuracy increased, case-processing time decreased, and students used less biomedical and clinical knowledge during diagnostic reasoning. The quality of the pathophysiological explanations increased: the students used more concepts, especially more model concepts, and they used fewer wrong concepts and links. The findings differed across course and transfer cases. The effects were generally less strong for transfer cases. Students' improved diagnostic accuracy and the improved quality of their knowledge networks suggest that integration of biomedical and clinical knowledge took place during a 10-week course. The differences between course and transfer cases demonstrate that transfer is complex and time-consuming. We

  10. The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum

    Science.gov (United States)

    Addae, Jonas I.; Sahu, Pradeep; Sa, Bidyadhar

    2017-01-01

    ABSTRACT Introduction: There have been a number of published studies examining the link between the effectiveness of the problem-based learning (PBL) process and students’ performance in examinations. In a hybrid PBL/lectures curriculum, the results of such studies are of limited use because of the difficulty in dissociating the knowledge gained at lectures from that gained through PBL-related activities. Hence, the objectives of this study were: (1) to develop an instrument to measure the performance of tutors and students at PBL tutorials, and (2) to explore the contribution of such performances to the marks attained by students from the hypotheses generated at PBL tutorials. Methods: A monitoring instrument for assessing the performances of non-expert tutors and students at tutorials was developed and validated using principal component analysis and reliability analysis. Also, a rubric was formulated to enable a content expert to assign marks to the quality of hypotheses generated. Results: The monitoring instrument was found to be valid and reliable. There was a significant correlation between the performance of tutors at tutorials and hypotheses marks. In contrast, there was no significant correlation between the performance of students and hypotheses marks. Discussion: The monitoring instrument is a useful tool for improving the PBL process, especially where the medical programme depends on non-expert PBL tutors. In addition to ensuring good PBL processes, it is important that students achieve the desired output at PBL tutorials by producing hypotheses that help them understand the basic sciences underlying the clinical cases. The latter is achieved by the use of an open-ended rubric by a subject expert to assign marks to the hypotheses, a method that also provides additional motivation to students to develop relevant and detailed hypotheses. PMID:28178915

  11. The relationship between the monitored performance of tutors and students at PBL tutorials and the marked hypotheses generated by students in a hybrid curriculum.

    Science.gov (United States)

    Addae, Jonas I; Sahu, Pradeep; Sa, Bidyadhar

    2017-01-01

    There have been a number of published studies examining the link between the effectiveness of the problem-based learning (PBL) process and students' performance in examinations. In a hybrid PBL/lectures curriculum, the results of such studies are of limited use because of the difficulty in dissociating the knowledge gained at lectures from that gained through PBL-related activities. Hence, the objectives of this study were: (1) to develop an instrument to measure the performance of tutors and students at PBL tutorials, and (2) to explore the contribution of such performances to the marks attained by students from the hypotheses generated at PBL tutorials. A monitoring instrument for assessing the performances of non-expert tutors and students at tutorials was developed and validated using principal component analysis and reliability analysis. Also, a rubric was formulated to enable a content expert to assign marks to the quality of hypotheses generated. The monitoring instrument was found to be valid and reliable. There was a significant correlation between the performance of tutors at tutorials and hypotheses marks. In contrast, there was no significant correlation between the performance of students and hypotheses marks. The monitoring instrument is a useful tool for improving the PBL process, especially where the medical programme depends on non-expert PBL tutors. In addition to ensuring good PBL processes, it is important that students achieve the desired output at PBL tutorials by producing hypotheses that help them understand the basic sciences underlying the clinical cases. The latter is achieved by the use of an open-ended rubric by a subject expert to assign marks to the hypotheses, a method that also provides additional motivation to students to develop relevant and detailed hypotheses.

  12. 对以问题为基础的学习认识的几个误区%Several misunderstandings on PBL teaching

    Institute of Scientific and Technical Information of China (English)

    罗自强; 岳少杰

    2015-01-01

    Problem-based learning (PBL) has been widely used all around the country.But there are still many misconceptions on the understanding of the PBL teaching in the process of teaching practice,which reduces the PBL teaching effect.For example,it is a misunderstanding to put problems to asking for answers to the questions other than solving the problems and to put case-based learning (CBL) and team-based learning (TBL) to PBL.In this paper,we combined the references with the practice experience to compare PBL with CBL,TBL and flipped instruction in both features and connotations based on the brief discussion of the "problem" in PBL teaching,to further strengthen the understanding of the PBL teaching.It is only the use of clinical cases to guide students to find the defects of the knowledge required for solving the problem and the process of acquiring the scientific knowledge which is implicit in the problem through the students' autonomous learning that can be called as PBL teaching.%以问题为基础的学习(problem-based learning,PBL)已经在国内得到广泛应用,但教学实践过程中对PBL的认识仍存在许多误区.如,把问题误解为要求回答题目而非需要加以解决的疑难,把案例教学(case-based learning,CBL)等同为PBL,把以团队为基础的学习(team-based learning,TBL)误认为PBL,降低了PBL教学效果.为此,结合文献及教学实践经验,在简要探讨PBL教学中“问题”内涵的基础上,比较PBL与CBL、PBL与TBL、PBL与翻转课堂的特征和内涵,从而对PBL教学认识的误区进行深入剖析.由此提出,只有利用临床案例情景引导学生发现自身解决问题所需知识的缺陷,并通过学生自主学习获取隐含于问题背后的科学知识的过程,才是真正意义上的PBL.

  13. Implementation of team-based learning in year 1 of a PBL based medical program: a pilot study.

    Science.gov (United States)

    Burgess, Annette; Ayton, Tom; Mellis, Craig

    2016-02-04

    A traditional and effective form of teaching within medical education has been Problem Based Learning (PBL). However, this method of teaching is resource intensive, normally requiring one tutor for every ten students. Team-based learning (TBL) has gained recent popularity in medical education, and can be applied to large groups of up to 100 students. TBL makes use of the advantages of small group teaching and learning, but in contrast to PBL, does not need large numbers of teachers. This study sought to explore the efficacy of using TBL in place of PBL in Year 1 of a medical program. In Year 1 of the medical program, two iterations of TBL, with 20 students, were run following four iterations of PBL within the Cardiology teaching block. Student feedback following PBL and TBL was collected by questionnaire, using closed and open ended questions. Additionally, individual and team tests were held at the beginning of each TBL class, and results of each week were compared. All students (n = 20) participated in the test in week 1, and 18/20 students participated in week 2. In total, 19/20 (95%) of students completed the questionnaires regarding their PBL and TBL experiences. The use of small groups, the readiness assurance tests, immediate feedback from an expert clinician, as well as time efficiency were all aspects of the TBL experience that students found positive. The clinical problem-solving activity, however, was considered to be less effective with TBL. There was a significant improvement (p = 0.004) in students' score from the week 1 assessment (median = 2) to the week 2 (median = 3.5) assessment. Interestingly, all teams but one (Team 1) achieved a lower score on their second week assessment than on their first. However, the lowest performing team in week 1 outperformed all other teams in week 2. Students favoured many aspects of the TBL process, particularly motivation to do the pre-reading, and better engagement in the process. Additionally, the

  14. ANALISIS DESKRIPTIF DALAM PENERAPAN MODEL PEMBELAJARAN PBL (PROBLEM BASED LEARNING OLEH GURU MATA PELAJARAN EKONOMI SMA NEGERI 1 SLIYEG KABUPATEN INDRAMAYU

    Directory of Open Access Journals (Sweden)

    Sheilla Az Zahra

    2015-06-01

    Full Text Available Permasalahan dalam penelitian ini antara lain : (1 Perencanaan pembelajaran PBL oleh guru Ekonomi (2 Pelaksanaan pembelajaran PBL oleh guru Ekonomi di SMAN 1 Sliyeg (3 Evaluasi pembelajaran PBL oleh guru Ekonomi. Metode yang digunakan dalam penelitian ini adalah metode kualitatif. Penelitian ini dilaksanakan di SMA Negeri 1 Sliyeg Kabupaten Indramayu. Alat analisis data adalah analisis interaksi. Teknik pengumpulan data menggunakan wawancara dan dokumentasi. Informan utama adalah guru mata pelajaran Ekonomi. Teknik analisis data dalam penelitian ini meliputi : pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan atau verifikasi data. Hasil penelitian menunjukkan bahwa guru-guru mata pelajaran Ekonomi di SMAN 1 Sliyeg selalu membuat perangkat pembelajaran di awal semester dan selalu menyusun dan mempersiapkan RPP sebelum mengajar. Pelaksanaan pembelajaran PBL oleh guru Ekonomi sudah cukup baik dan guru pun cukup memahami mengenai PBL dan mendapat respon positif dari siswa. Evaluasi dan penilaian dari guru Ekonomi masing-masing mempunyai cara yang berbeda, seperti quiz dan tanya jawab, lalu guru memberi nilai tambahan kepada siswa yang aktif dalam menjawab. Saran yang diberikan dalam penelitian ini adalah guru sebaiknya meningkatkan pemahaman mengenai pembelajaran PBL. Guru harus lebih berwawasan luas, meningkatkan kretivitas dan inovatif dalam pelaksanaan PBL. Guru harus memperluas wawasan dan lebih kreatif lagi dalam mengembangkan cara evaluasi pada akhir pembelajaran. One of these models is the learning of model PBL (Problem Based Learning. It is expected that a better model of PBL to increase student activity when compared with the model konvesional.So far this learning process is still dominated by a paradigm that states that a knowledge of the facts is to be memorized. Problems in this study include: (1 Planning of PBL learning by teachers of Economics (2 The implementation of PBL learning by Economics teacher at SMAN 1

  15. Sensitivity of boundary-layer variables to PBL schemes in the WRF model based on surface meteorological observations, lidar, and radiosondes during the HygrA-CD campaign

    Science.gov (United States)

    Banks, Robert F.; Tiana-Alsina, Jordi; Baldasano, José María; Rocadenbosch, Francesc; Papayannis, Alexandros; Solomos, Stavros; Tzanis, Chris G.

    2016-07-01

    Air quality forecast systems need reliable and accurate representations of the planetary boundary layer (PBL) to perform well. An important question is how accurately numerical weather prediction models can reproduce conditions in diverse synoptic flow types. Here, observations from the summer 2014 HygrA-CD (Hygroscopic Aerosols to Cloud Droplets) experimental campaign are used to validate simulations from the Weather Research and Forecasting (WRF) model over the complex, urban terrain of the Greater Athens Area. Three typical atmospheric flow types were identified during the 39-day campaign based on 2-day backward trajectories: Continental, Etesians, and Saharan. It is shown that the numerical model simulations differ dramatically depending on the PBL scheme, atmospheric dynamics, and meteorological parameter (e.g., 2-m air temperature). Eight PBL schemes from WRF version 3.4 are tested with daily simulations on an inner domain at 1-km grid spacing. Near-surface observations of 2-m air temperature and relative humidity and 10-m wind speed are collected from multiple meteorological stations. Estimates of the PBL height come from measurements using a multiwavelength Raman lidar, with an adaptive extended Kalman filter technique. Vertical profiles of atmospheric variables are obtained from radiosonde launches, along with PBL heights calculated using bulk Richardson number. Daytime maximum PBL heights ranged from 2.57 km during Etesian flows, to as low as 0.37 km during Saharan flows. The largest differences between model and observations are found with simulated PBL height during Saharan synoptic flows. During the daytime, campaign-averaged near-surface variables show WRF tended to have a cool, moist bias with higher simulated wind speeds than the observations, especially near the coast. It is determined that non-local PBL schemes give the most agreeable solutions when compared with observations.

  16. Assessing impacts of PBL and surface layer schemes in simulating the surface-atmosphere interactions and precipitation over the tropical ocean using observations from AMIE/DYNAMO

    Energy Technology Data Exchange (ETDEWEB)

    Qian, Yun; Yan, Huiping; Berg, Larry K.; Hagos, Samson M.; Feng, Zhe; Yang, Ben; Huang, Maoyi

    2016-11-01

    Accuracy of turbulence parameterization in representing Planetary Boundary Layer (PBL) processes in climate models is critical for predicting the initiation and development of clouds, air quality issues, and underlying surface-atmosphere-cloud interactions. In this study, we 1) evaluate WRF model-simulated spatial patterns of precipitation and surface fluxes, as well as vertical profiles of potential temperature, humidity, moist static energy and moisture tendency terms as simulated by WRF at various spatial resolutions and with PBL, surface layer and shallow convection schemes against measurements, 2) identify model biases by examining the moisture tendency terms contributed by PBL and convection processes through nudging experiments, and 3) evaluate the dependence of modeled surface latent heat (LH) fluxes onPBL and surface layer schemes over the tropical ocean. The results show that PBL and surface parameterizations have surprisingly large impacts on precipitation, convection initiation and surface moisture fluxes over tropical oceans. All of the parameterizations tested tend to overpredict moisture in PBL and free atmosphere, and consequently result in larger moist static energy and precipitation. Moisture nudging tends to suppress the initiation of convection and reduces the excess precipitation. The reduction in precipitation bias in turn reduces the surface wind and LH flux biases, which suggests that the model drifts at least partly because of a positive feedback between precipitation and surface fluxes. The updated shallow convection scheme KF-CuP tends to suppress the initiation and development of deep convection, consequently decreasing precipitation. The Eta surface layer scheme predicts more reasonable LH fluxes and the LH-Wind Speed relationship than the MM5 scheme, especially when coupled with the MYJ scheme. By examining various parameterization schemes in WRF, we identify sources of biases and weaknesses of current PBL, surface layer and shallow

  17. A comparison between the effectiveness of PBL and LBL on improving problem-solving abilities of medical students using questioning

    DEFF Research Database (Denmark)

    He, Yunfeng; Du, Xiangyun; Toft, Egon

    2017-01-01

    In daily patient-history taking and diagnosis practice, doctors ask questions to gather information from patients and narrow down diagnostic hypotheses. Training medical students to be efficient problem solvers through the use of questioning is therefore important. In this study, the effectiveness...... of problem-based learning (PBL) and lecture-based learning in improving the questioning abilities of medical students (N = 104) was assessed by a modified 20-question task. In this task, the participants were asked to identify target pictures by asking questions, the problem-solving process of which...... resembles that of the diagnosis scenario. Moreover, this task requires no medical knowledge, and therefore allows knowledge- irrelevant questioning abilities to be assessed independently. The results show that PBL students generally ask more efficient questions and use fewer questions to complete the task...

  18. Influence of an urban canopy model and PBL schemes on vertical mixing for air quality modeling over Greater Paris

    Science.gov (United States)

    Kim, Youngseob; Sartelet, Karine; Raut, Jean-Christophe; Chazette, Patrick

    2015-04-01

    Impacts of meteorological modeling in the planetary boundary layer (PBL) and urban canopy model (UCM) on the vertical mixing of pollutants are studied. Concentrations of gaseous chemical species, including ozone (O3) and nitrogen dioxide (NO2), and particulate matter over Paris and the near suburbs are simulated using the 3-dimensional chemistry-transport model Polair3D of the Polyphemus platform. Simulated concentrations of O3, NO2 and PM10/PM2.5 (particulate matter of aerodynamic diameter lower than 10 μm/2.5 μm, respectively) are first evaluated using ground measurements. Higher surface concentrations are obtained for PM10, PM2.5 and NO2 with the MYNN PBL scheme than the YSU PBL scheme because of lower PBL heights in the MYNN scheme. Differences between simulations using different PBL schemes are lower than differences between simulations with and without the UCM and the Corine land-use over urban areas. Regarding the root mean square error, the simulations using the UCM and the Corine land-use tend to perform better than the simulations without it. At urban stations, the PM10 and PM2.5 concentrations are over-estimated and the over-estimation is reduced using the UCM and the Corine land-use. The ability of the model to reproduce vertical mixing is evaluated using NO2 measurement data at the upper air observation station of the Eiffel Tower, and measurement data at a ground station near the Eiffel Tower. Although NO2 is under-estimated in all simulations, vertical mixing is greatly improved when using the UCM and the Corine land-use. Comparisons of the modeled PM10 vertical distributions to distributions deduced from surface and mobile lidar measurements are performed. The use of the UCM and the Corine land-use is crucial to accurately model PM10 concentrations during nighttime in the center of Paris. In the nocturnal stable boundary layer, PM10 is relatively well modeled, although it is over-estimated on 24 May and under-estimated on 25 May. However, PM10 is

  19. The Impact of the Implementation of the PBL for EFL Interdisciplinary Study in a Local Thai Context

    DEFF Research Database (Denmark)

    Coffin, Prarthana

    2013-01-01

    of restructuring English as a foreign language (EFL) writing course, called Writing3, at a Thai university. The study also examines students’ and teachers’ perceptions as related to their learning experiences. The case study involves 182 English major students and 3 English teachers who participated in learning......Can Problem-Based Learning (PBL) principles and practices be applied to language education, especially within an academic writing course? The answer to this question remains ambivalent to many language teachers and educators. This study describes how PBL principles are used as the fundamental basis...... and teaching of an EFL academic writing course (Writing 3) in the first semester of academic year of 2012. Pre and post survey questionnaires (N=166) are used and the results are analyzed through a paired samples t-test to compare whether there is a significant difference in students’ perception towards...

  20. Community of learners: charting learning in first year graduate entry medical students during problem-based learning (PBL) study.

    Science.gov (United States)

    Orsmond, Paul; Zvauya, R

    2015-05-01

    This study considers social learning practices within and outside the overt curriculum. A thematic approach was used to analyse data from six focus group interviews with 11 graduate entry medical students from a UK university over a year of study. The results indicate that: (1) during their first year of study students form a community of learning practice, (2) this community of practice influences learning inside and outside the overt curriculum, (3) there is a changing community profile over the year of practice, (4) the students' engagement in problem-based learning (PBL) as part of their overt curriculum strongly influences the development of a community of practice and hence learning both inside and outside the overt curriculum. Findings are discussed in terms of Wenger's community of practice framework, the role of distributed cognition and social learning. It is concluded that PBL is an effective approach for academics to enrich students' social learning practices.

  1. Role and tasks of teachers in PBL%PBL教学中教师的角色和作用

    Institute of Scientific and Technical Information of China (English)

    姜春明; 王竹颖

    2011-01-01

    PBL与传统教学方式有很大不同.PBL强调以学生为中心,而非教师的讲授.教师不给学生提供问题答案,而是引导学生如何探究问题的答案,促进学生自主学习.PBL教学中,教师所起的作用趋向于多元化.%PBL tutoring is quite different from the traditional tutoring and emphasizes the importance of student-centred instead of teacher-centred education.In PBL,teachers guide students to find answers to their own questions and facilitate students' learning process.Therefore,the tutor role is complex and has a fundamental change.

  2. A Web-based interactive training for the selfacquisition of information retrieval skills targeting the PBL students

    OpenAIRE

    Chalon, Patrice X.; Pasleau, Françoise

    2003-01-01

    OBJECTIVE: To provide the medical students involved in Problem-Based Learning (PBL) with a remotely accessible training tool for the self acquisition of information retrieval skills. CONTENT: Access to the training tool is made trough a portal Web site. The tool is initiated with a clinical case. A selection of relevant electronic resources such as dictionaries, encyclopaedias, textbooks, and bibliographical databases is proposed. Each resource comes with search examples achieved by librar...

  3. Perception of social networking benefits in the support of a PBL module according to students' performance levels.

    Science.gov (United States)

    Ekarattanawong, Sophapun; Thuppia, Amornnat; Chamod, Pholasit; Pattharanitima, Pattharawin; Suealek, Nuchanart; Rojpibulstit, Panadda

    2015-03-01

    The use ofsocial networking to all levels of medical teaching as a communication tool between instructors and students has drawn much interest and increased usage. As Facebook is one of the most popular social networking sites among students, a Facebook page has been used in the Genitourinary System problem-based learning (PBL) course at the Faculty of Medicine, Thammasat University in the year 2014. The objective of this work is to study the perception ofusing a Facebook page to support PBL in an integrated pre- clinical year course. The Genitourinary System course committee introduced Facebook page to the 2"d year medical students who enrolled and instructors involved in the course. At the beginning ofthe course, the objectives ofFacebook page setting were informed as follows: 1) public relations, 2) channelfor questions and responses to address curiosities between students and instructors, 3) learning stimulation and 4) supporting good relationship between course coordinators and students. The participants consisted of 177 students who voluntarily allowed their opinion to be used in analysis and dissemination after completing a questionnaire about using the Facebook page in PBL at the end. A Likert scale was used to determine satisfaction scores for nine questions. Finally, the mean satisfaction was compared for each question and for students with different academic performances (great, good, fine, weak). The students liked the page (averaged satisfaction score 4.64) and wanted it to continue to be used in coursework (4.63), especiallyfor students at mid-level when compared to students with great performances (pPBL-styled courses.

  4. Assessment of the WRF-ARW model during fog conditions in a coastal arid region using different PBL schemes

    Science.gov (United States)

    Temimi, Marouane; Chaouch, Naira; Weston, Michael; Ghedira, Hosni

    2017-04-01

    This study covers five fog events reported in 2014 at Abu Dhabi International Airport in the United Arab Emirates (UAE). We assess the performance of WRF-ARW model during fog conditions and we intercompare seven different PBL schemes and assess their impact on the performance of the simulations. Seven PBL schemes, namely, Yonsei University (YSU), Mellor-Yamada-Janjic (MYJ), Moller-Yamada Nakanishi and Niino (MYNN) level 2.5, Quasi-Normal Scale Elimination (QNSE-EDMF), Asymmetric Convective Model (ACM2), Grenier-Bretherton-McCaa (GBM) and MYNN level 3 were tested. Radiosonde data from the Abu Dhabi International Airport and surface measurements of relative humidity (RH), dew point temperature, wind speed, and temperature profiles were used to assess the performance of the model. All PBL schemes showed comparable skills with relatively higher performance with the QNSE scheme. The average RH Root Mean Square Error (RMSE) and BIAS for all PBLs were 15.75 % and -9.07 %, respectively, whereas the obtained RMSE and BIAS when QNSE was used were 14.65 % and -6.3 % respectively. Comparable skills were obtained for the rest of the variables. Local PBL schemes showed better performance than non-local schemes. Discrepancies between simulated and observed values were higher at the surface level compared to high altitude values. The sensitivity to lead time showed that best simulation performances were obtained when the lead time varies between 12 and 18 hours. In addition, the results of the simulations show that better performance is obtained when the starting condition is dry.

  5. Influence of Different PBL Schemes on Secondary Eyewall Formation and Eyewall Replacement Cycle in Simulated Typhoon Sinlaku (2008)

    Science.gov (United States)

    Zhang, Yutao

    2017-04-01

    The effects of the different planetary boundary layer (PBL) processes on the secondary eyewall formation (SEF) and eyewall replacement cycle (ERC) in Typhoon Sinlaku (2008) are investigated by using the Weather Research and Forecasting Model (WRF) with six different PBL schemes. The SEF and ERC have been successfully simulated with all the six PBL schemes and the mechanism of the SEF and ERC proposed in our previous study has been reconfirmed: It is demonstrated that both the intensification of the storm and the inward-moving outer spiral rainband contribute to the SEF. After the SEF, the associated diabatic heating enhances the secondary eyewall further and transfer of the moist air from outer region to the primary eyewall is cut off by the secondary eyewall. In such a way the primary eyewall dies and an ERC completes. It is found that some simulated features of the SEF and ERC, such as the time and location of the SEF and duration of the ERC, do vary from one simulation to another. In order to describe the feature of the SEF and ERC quantitatively, a concentric eyewall index (CEI) is defined and a threshold of the CEI is suggested to determine the onset of the secondary eyewall. The differences of the simulated SEF and ERC are discussed and some possible causes are suggested. In addition, based on the threshold of the CEI and the conservation law of the angular momentum a formula to predict the location of the SEF is also suggested and applied to all the six simulations. The success and failure of the formula are also discussed. Key words: eye-wall replacement cycle, secondary eye-wall formation, PBL scheme, CEI

  6. Evaluation of student and faculty perceptions of the PBL curriculum at two dental schools from a student perspective: a cross-sectional survey.

    Science.gov (United States)

    Haghparast, N; Sedghizadeh, P P; Shuler, C F; Ferati, D; Christersson, C

    2007-02-01

    Problem-based learning (PBL) research has primarily highlighted issues related to medical education and less evaluation has been reported from the field of dental education. Furthermore, literature reports tend to focus mainly on PBL from a pedagogic and curriculum constructional view and up to this date, studies from a student perspective are lacking. The aim of this study was to approach the evaluation of student and staff perceptions of PBL curricula from a student perspective at two separate schools: the Faculty of Odontology at the University of Malmö, Sweden and the dental school of the University of Southern California, School of Dentistry (USCSD), Los Angeles, CA, USA. The study was initiated and conducted by two of the authors, at the time senior students at the Faculty of Odontology in Malmö, Sweden. The study was comprised of a literature search, a 2 week field trip to USCSD, USA, survey distribution to students and faculty in both schools, analysis of the data and a written report for oral defence. The results from the survey were intended to provide feedback on student and faculty perceptions regarding the PBL curriculum. The results indicate a general student and faculty satisfaction with the PBL curriculum. Perhaps, surprisingly their perceptions did not differ significantly despite differences in geography, culture and implementation of PBL pedagogy.

  7. "For most of us Africans, we don't just speak": a qualitative investigation into collaborative heterogeneous PBL group learning.

    Science.gov (United States)

    Singaram, Veena S; van der Vleuten, Cees P M; Stevens, Fred; Dolmans, Diana H J M

    2011-08-01

    Collaborative approaches such as Problem Based Learning (PBL) may provide the opportunity to bring together diverse students but their efficacy in practice and the complications that arise due to the mixed ethnicity needs further investigation. This study explores the key advantages and problems of heterogeneous PBL groups from the students' and teachers' opinions. Focus groups were conducted with a stratified sample of second year medical students and their PBL teachers. We found that students working in heterogeneous groupings interact with students with whom they don't normally interact with, learn a lot more from each other because of their differences in language and academic preparedness and become better prepared for their future professions in multicultural societies. On the other hand we found students segregating in the tutorials along racial lines and that status factors disempowered students and subsequently their productivity. Among the challenges was also that academic and language diversity hindered student learning. In light of these the recommendations were that teachers need special diversity training to deal with heterogeneous groups and the tensions that arise. Attention should be given to create 'the right mix' for group learning in diverse student populations. The findings demonstrate that collaborative heterogeneous learning has two sides that need to be balanced. On the positive end we have the 'ideology' behind mixing diverse students and on the negative the 'practice' behind mixing students. More research is needed to explore these variations and their efficacy in more detail.

  8. Effect of route of infection on outcome of Toxoplasma gondii infection in hu-PBL SCID mice.

    Science.gov (United States)

    Meyer, Desiree J; Allan, Jane E; Beaman, Miles H

    2013-03-01

    Toxoplasma gondii (T. gondii) causes serious infection, especially in immunocompromised hosts. The relevance of animal models of toxoplasmosis to human disease is unclear, but have indicated that the route of Toxoplasma infection may affect the outcome. A humanized model of toxoplasmosis of immunocompromised mice (i.e. hu-PBL SCID), using the intraperitoneal (IP) route demonstrated long-term engraftment of human cells and worsening of inflammation compared to controls. In this study, we examined the effect of route of infection on this hu-PBL SCID model using a Toxoplasma strain (i.e. DAG) isolated from an immunocompromised human. Oral infection led to an asymptomatic infection, whereas animals infected by the IP route succumbed more quickly to infection. Human cells, detected through species-specific β-actin mRNA, were not as prominent in IP-infected animals as compared to orally infected and uninfected animals. There was evidence of control of toxoplasmosis in some orally infected animals, and this was associated with the presence of human cells in multiple tissues. Thus, the route of infection dramatically affects the outcome of infection, either by affecting parasite replication or expansion of human immune cells. Further studies of oral Toxoplasma infection using hu-PBL SCID mice may help in developing chemotherapies and immunotherapeutic strategies for toxoplasmosis.

  9. Applying an e-PBL Platform to Develop a Storytelling-Based Arithmetic Card Game

    Directory of Open Access Journals (Sweden)

    Hu Li Ling

    2016-01-01

    Full Text Available Mathematics is a very important learning subject. Mathematical knowledge can be learned by traditional or distance learning, but the mathematical problem solving ability is hard to improve without experiences through practice. Therefore, developing an interesting learning game to enhance students’ problem solving ability is the major concern in this paper. Since the storytelling strategy has been proved to be useful to enhance the students thinking ability, we develop a storytelling-based arithmetic card game to encourage and guide students to speak out their thinking process of problem solving, where the e-Project-Based Learning (e-PBL platform has been applied to brainstorm the characteristics of the game and construct the storytelling script. Thus, the misconceptions can be easily diagnosed. To evaluate the performance of our approach, 40 5-grade primary school students have participated in the storytelling-based arithmetic card game experiment. The experimental result shows that the storytelling-based learning can enhance the mathematical problem solving ability via playing the game.

  10. Students' and teachers' perceptions of clinical assessment program: A qualitative study in a PBL curriculum

    Directory of Open Access Journals (Sweden)

    van der Vleuten Cees

    2009-12-01

    Full Text Available Abstract Background "Examinations drive students' learning." This statement refers to what is assumed to be one of the strongest relationships in education. We explored in this research how and why students differ in their approaches to learning, how assessment affects deep learning, and which barriers stand in the way of good assessment and learning in the clinical years of a Problem Based Learning (PBL graduate entry medical curriculum. Findings Method: We conducted a qualitative, phenomenological study using semi-structured group interviews with students and semi-structured individual interviews with teachers and students. The transcripts were analyzed, and themes were identified. Setting: The research was conducted at the King Saud bin Abdulaziz University for Health Sciences, College of Medicine, Riyadh, Saudi Arabia from November 2007 to March 2008. Results: A total of 28 students participated in 7 focus group interviews. Semi-structured individual interviews were conducted with 12 teachers and 12 students. The analysis yielded four themes: summative assessment, formative assessment, continuous assessment of clinical attachments, and learning objectives. Conclusions The results of this study confirm that assessment affects students' perceptions of learning and how they learn. These effects are not uniformly positive. According to the students, the predominantly summative assessment program offers little inducement to engage in deep learning. They express a clear preference for formative assessment, which may foster a deeper approach to learning. Efforts to achieve more clinically relevant assessment with adequate balance between the various types of assessment are required. Research is needed to decide this balance.

  11. Investigating the constraint imposed by column averaged PBL CO2 data within an atmospheric inversion framework

    Science.gov (United States)

    Schuh, A. E.; Kawa, S. R.; Denning, A. S.; Baker, D. F.; Ramanathan, A. K.

    2014-12-01

    It was initially hoped that the proposed Active Sensing of CO2 Emissions over Nights, Days, and Seasons (ASCENDS) NASA mission could rectify diurnal fluxes through it's ability to measure during both days and nights. However, initial simulation results (Kawa et al 2010) showed limited skill at identifying diurnal differences in fluxes. We investigate the possibility of (1) supplementing ASCENDS with well chosen in-situ surface sites and/or (2) adding distinct column measurements for the PBL and free troposphere into the inversion framework to determine the impact on recovering net ecosystem exchange (NEE), as well as distinct gross primary production (GPP) and respiration fluxes. In particular, we run forward simulations and inversions with distinct respiration and GPP fluxes calculated from the SiB model (Baker et al 2008) and test the ability of an EnKF based inversion framework to recover a hypothetical tropical CO2 fertilization effect resulting in enhanced GPP. Baker, I. T.; Prihodko, L.; Denning, A. S.; Goulden, M.; Miller, S. & da Rocha, H. R. (2008), 'Seasonal drought stress in the Amazon: Reconciling 3 models and observations', Journal of Geophysical Research 113. Kawa, S. R.; MAO, J.; ABSHIRE, J. B.; J., C. G.; SUN, X. & WEAVER, C. J. (2010), 'Simulation studies for a space-based CO2 lidar mission.', Tellus B 62, 759-769.

  12. [Educational effects of PBL for students in the Faculty of Dentistry--with special reference to the educational effects on dysphagia--].

    Science.gov (United States)

    Uchimiya, Yoichiro

    2007-03-01

    Although the importance of student education has long been emphasized and various educational strategies have been attempted, the PBL method is deemed to be effective among them. Recently, the PBL method was therefore employed in our lecture on dysphagia in order to examine its efficacy. Thirty-one female and 35 male students (66 in total, 6th-grade students in the Department of Dentistry) were enrolled in this study which was performed from February 9 to June 29, 2006. The students were allocated into 2 groups, 3-4 per group. Two kinds of educational training program on dysphagia were given by a director/tutor experienced in clinical practice for dysphagia. The first group received a lecture of the conventional type (conventional group), while the latter group received a lecture of PBL (PBL group). In both groups, an identical X-ray film taken during swallowing was evaluated. In addition, the students' impression on the lecture they received was obtained by means of questionnaires. The coincident rate of evaluation on the swallowing image was better in the PBL group than the conventional group on average. Among 23 evaluation items, a coincident rate more than moderate was obtained on 4 and 8 items in the conventional and PBL groups respectively. From the results of the questionnaire survey, it was revealed that the item "motivation" was rated to be significantly better in the PBL than in the conventional group. A lecture on dysphagia was given by 2 kinds of educational strategy. From the results of this study, it was revealed that the PBL method was more effective for enhancing the students' motivation on the lecture. In the PBL group, the lecture was given by individual cases with subsequently increased questions and answers and promoted positive participation in the lecture as compared to the conventional group. Furthermore, students' motivation was raised probably due to a good understanding of the case details upon evaluation of the swallowing image with the

  13. Metode Jaringan Syaraf Tiruan Untuk Prediksi Performa Mahasiswa Pada Pembelajaran Berbasis Problem Based Learning (PBL

    Directory of Open Access Journals (Sweden)

    Badieah Badieah

    2016-11-01

    Full Text Available In order to improve academic quality in higher education, students’ performance evaluation is becoming important. To prevent increasing failure rate in the course, we need a system that is capable of predicting student’s performance in the end of the course. The research used several factors that are considered to affect students' performance on Problem Based Learning (PBL, such as students’ demography, students’ prior knowledge and group heterogeneity.  The method used in the study was Artificial Neural Network (ANN with backpropagation training algorithm. Total 8 neurons were used as inputs for ANN which were obtained from gender variable (2 neurons, age variable (1 neuron, students’ average knowledge variable (1 neuron, students’ average skill variable (1 neuron and group heterogeneity variable (3 neurons. Several different ANN architecture were tested in the study using 2, 7 and 12 hidden neurons respectively. Each architecture was trained using various different training parameters in order to find the best ANN architecture. Dataset used  in the research were obtained from Academic Information System in Faculty of Dentistry Unissula which contained Adult and Elderly Diseases Course’s participants from year 2009 to 2013. The ANN output were numeric values which represented students’ performance in Adult and Elderly Diseases Course. The output of this study is a system that is able to predict the student performance in block course. The result shows that using 7 hidden neurons in the network combining with 0.5 ,0.1 and  9000 for learning rate, momentum and epoch respectively, were the best ANN architechture and parameters in the study. The MSE obtained from validation test was 0,011926 with correlation coefficient (R 0,796879. The prediction system are expected to help faculty and academic evaluation team to conduct actions to improve student’s academic performance and prevent them from failure in the course.

  14. Teaching science problem based learning (PBL) implementation of rocks and minerals

    Science.gov (United States)

    Almeida, Carla; Ruas, Fátima; Godinho, Margarida; Martins, Anabela

    2016-04-01

    Problem Based Learning (PBL) is a teaching methodology based on the Inquiry Teaching approach, which consists of finding a solution to a problem that requires the use of higher-level cognitive skills. It's best carried out in small groups. (I) First the teacher asks some questions related to the implementation of rocks and minerals in the schooĺs area and in our life. (II) Then the teacher leads students to an area of the city (Avenida dos Aliados - Porto) and asks them to look at the buildings and the objects there are. They should take pictures and notes. (III) Finally, in the classroom, the teacher gives an object (phone, CD, lamp, lipstick, dish/cup, etc.) to each group and asks them to do a research to find out what materials they contain or are made of. The teacher helps students to think about where and how they can find information about the subject. Students should proceed with their research by presenting the results to their colleagues, discussing in groups, doing brainstorming and collaborating in the learning process. After the discussion the students must present their conclusions. The main aims are: to report some applications of rocks in society; to recognize the rocks used in some buildings of the region where the school is located; to respect and preserve the traditional architecture of the rocks in each region; and to raise awareness among young people about environmental issues of preservation and sustainability of our planet. The teacher finishes the lesson, asking some other questions: Will it be possible to use the natural resources of other planets? Can human beings use them to their advantage? This educational approach motivates students towards science, helping them to solve problems from their daily life and in collaborative work. The cognitive strand continues to be the most valued for pupils.

  15. Introducing integrated laboratory classes in a PBL curriculum: impact on student’s learning and satisfaction

    Science.gov (United States)

    2013-01-01

    Background With the introduction of integrated problem-based learning (PBL) program in the medical curriculum, there is a need to create laboratory classes that suit students’ learning needs and the changes introduced to the curriculum. This paper outlines the development and implementation of four integrated laboratory classes (ILCs) at King Saud University College of Medicine. It also examines whether core concepts addressed in these classes were learned and retained and how the students perceived the ILCs. Methods ILCs are based on enhancing enquiry-based learning, and encouraging students to work on tasks in small groups (apply and integrate knowledge from biochemistry, pathology and microbiology) and conduct a laboratory procedure (practical part). In two of these ILCs, a pretest comprising 15 multiple-choice questions were administrated at the start of the class and an identical posttest was administrated at the end of these classes. Performance of the students in the Objective Structured Practical Examination (OSPE) at the end of the blocks was also evaluated. Students’ perceptions were evaluated using a questionnaire completed at the end of each class. Results A total of 247, 252, 238, and 244 students participated in practical classes covering cerebrospinal fluid infection, small intestine, liver function tests and adrenal gland function, respectively. Students got higher scores in posttests compared to pre-test scores in two classes (12.68 ± 2.03 vs 6.58 ± 3.39 and 13.02 ± 2.03 vs 7.43 ± 2.68, respectively). Paired t-test showed that the difference was significant (P learning. Conclusions Given the increase in the posttest scores (short-term retention) and the satisfactory performance of students at the end of block examinations (long-term retention) together with the students’ satisfaction, the study suggests that the core concepts addressed in these classes were learned and retained. PMID:23706014

  16. Introducing integrated laboratory classes in a PBL curriculum: impact on student's learning and satisfaction.

    Science.gov (United States)

    Azer, Samy A; Hasanato, Rana; Al-Nassar, Sami; Somily, Ali; AlSaadi, Muslim M

    2013-05-24

    With the introduction of integrated problem-based learning (PBL) program in the medical curriculum, there is a need to create laboratory classes that suit students' learning needs and the changes introduced to the curriculum. This paper outlines the development and implementation of four integrated laboratory classes (ILCs) at King Saud University College of Medicine. It also examines whether core concepts addressed in these classes were learned and retained and how the students perceived the ILCs. ILCs are based on enhancing enquiry-based learning, and encouraging students to work on tasks in small groups (apply and integrate knowledge from biochemistry, pathology and microbiology) and conduct a laboratory procedure (practical part). In two of these ILCs, a pretest comprising 15 multiple-choice questions were administrated at the start of the class and an identical posttest was administrated at the end of these classes. Performance of the students in the Objective Structured Practical Examination (OSPE) at the end of the blocks was also evaluated. Students' perceptions were evaluated using a questionnaire completed at the end of each class. A total of 247, 252, 238, and 244 students participated in practical classes covering cerebrospinal fluid infection, small intestine, liver function tests and adrenal gland function, respectively. Students got higher scores in posttests compared to pre-test scores in two classes (12.68 ± 2.03 vs 6.58 ± 3.39 and 13.02 ± 2.03 vs 7.43 ± 2.68, respectively). Paired t-test showed that the difference was significant (P learning. Given the increase in the posttest scores (short-term retention) and the satisfactory performance of students at the end of block examinations (long-term retention) together with the students' satisfaction, the study suggests that the core concepts addressed in these classes were learned and retained.

  17. Application of TBL combined with PBL to imaging diagnostics in the network environment%网络环境下 TBL 和 PBL 联合模式在影像诊断学教学中的应用

    Institute of Scientific and Technical Information of China (English)

    利; 毕肖红; 李沁梅; 余林; 温宇; 谭理连; 陈德基

    2016-01-01

    The paper discusses the outcome of applying TBL combined with case-based PBL mode in undergraduate internship teaching of Imaging Diagnostics in the multimedia-and network-based teaching environment.We analyzed students'feedback on the teaching effects.Results show that this teaching mode can improve students'abilities in learning on their initiative,teamwork and communi-cation.It can also prompt students to effectively master theory,make use of knowledge and innovate and bring satisfactory overall teaching effects.However,there are still some problems that require immediate solution and further exploration.%为了探讨基于多媒体网络教学环境下,TBL 联合案例式 PBL 方式在《影像诊断学》中的应用效果,在医学影像学本科见习课中采用 TBL +案例式 PBL 联合方式进行授课,并对教学成效进行反馈、统计分析。结果显示,此方式可提高学生主动学习、团队协作、良好沟通等多方面的能力,亦能促进学生有效掌握理论、运用知识、创新的能力,总体教学效果良好;但仍存在一些急需解决的问题,有待于进一步探讨。

  18. Influence of PBL Teaching on Students' Autonomous Learning Ability%PBL教学对学生自主学习能力的影响

    Institute of Scientific and Technical Information of China (English)

    付连国; 孙丽丽; 姚荣英; 韩慧; 张勤; 吴学森; 庄颖

    2015-01-01

    Objective To analyze the inlfuence of PBL teaching on student self-learning ability, provide the basis for improving PBL teaching effect. Methods50 students who have learned preventive medicine were selected to take part in the 3 times PBL teaching on Child and Adolescent Health. Teacher evaluation questionnaire made by self were used to evaluate student self-learning ability after each time PBL teaching. The difference of student self-learning ability was analyzed among 3 times PBL teaching.Results Based on the teacher evaluation questionnaire, the evaluation score of self-learning ability in the ifrst PBL and the second PBL was higher than that in third PBL (P<0.01), respectively, the result showed mainly in students having better or best self-learning ability.Conclusion Student self-learning ability being from teacher evaluation questionnaire was the descend trend with increase of PBL teaching times.%目的:分析PBL教学对学生自主学习能力的影响,为提升PBL教学效果提供依据。方法选取50名预防医学专业本科生作为研究对象,对其开展3次《儿童少年卫生学》PBL教学,采用自编制《教师对学生评价问卷》评价学生自主学习能力,比较3次PBL教学后《教师对学生评价问卷》评分的差异。结果研究结果显示,第1次PBL、第2次PBL教师评价学生自主学习能力评分高于第3次PBL(P<0.01),主要体现在本身自主学习能力为良好、优秀的学生。结论伴随PBL教学次数的增加,教师评价学生自主学习能力呈现下降趋势。

  19. The Application of PBL in Pediatric Dentistry%PBL教学法在儿童口腔医学教学中的应用

    Institute of Scientific and Technical Information of China (English)

    林育华; 池政兵

    2015-01-01

    为了提高儿童口腔教学的质量,引入了以问题为基础的教学法(Problem-based learning, PBL),对上海交通大学口腔医学院08级和09级口腔专业本科阶段学生开展儿童口腔科学PBL教学,采用问卷的方法进行结果评价.PBL教学在一定程度上提高了学生的自主性和综合思考能力,可以在儿童口腔教学中推广应用.%In order to improve the effects of pedodontics dentistry teaching, problem-based learning (PBL) was introduced. Dental students in grade 08 and 09 of College of Stomatology Shanghai Jiao Tong University were taught with PBL method in Pediatric Dentistry teaching. The teaching effect was measured with questionnaire survey. The self- learning ability and comprehensive thinking ability were developed by application of PBL teaching. Problem-based learning (PBL) could be applied and spread in Pediatric Dentistry teaching.

  20. Acquisition of transversal skills through PBL: a study of the perceptions of the students and teachers in materials science courses in engineering

    Directory of Open Access Journals (Sweden)

    M. Lidón Moliner

    2015-09-01

    Full Text Available The main goal of this work is describing the experience in using Project Based Learning (PBL methodology in Materials Science courses in several Engineering degrees. The courses were taught simultaneously in four different Spanish universities. In addition, the impact of this proposal on the acquisition of transversal skills through the perceptions of students and teachers is assessed. In order to do so, voices of over 54 students and 5 lecturers involved in the work have been gathered and studied descriptively. Discussion groups and self-reports have been collected and subsequently analysed. The analysis of the data collected by these two instruments has been coded and categorized into general dimensions. The results show how, through the PBL, self-learning is encouraged and the development of transversal skills such as teamwork are enhanced. Meanwhile, the lecturers consider PBL an appropriate methodology for Materials Science courses; however its implementation requires a higher work load. The faculty acknowledged PBL as a very interesting tool to work and evaluate transversal competences. Hence, the PBL methodology stands as one of the most effective methods that meet the demands of the 21st century and enables students to acquire not only content based knowledge, but also other abilities.

  1. Self-perceived preparedness for dental practice amongst graduates of The University of Hong Kong's integrated PBL dental curriculum.

    Science.gov (United States)

    Yiu, C K Y; McGrath, C; Bridges, S; Corbet, E F; Botelho, M G; Dyson, J E; Chan, L K

    2012-02-01

    To determine how prepared for dental practice graduates from the integrated problem-based learning (PBL) dental undergraduate curriculum at The University of Hong Kong (HKU) perceive themselves to be and to identify factors associated with self-perceived preparedness. A postal questionnaire was sent to five cohorts of dentists who had graduated from HKU's integrated PBL curriculum between 2004 and 2008. Using a 4-point Likert scale, the questionnaire assessed the self-perceived level of preparedness in 59 competencies grouped in nine domains. Responses were dichotomised into 'poorly prepared' and 'well prepared'. The response rate was 66% (159/241). The mean proportion (±standard deviation) of respondents indicating well-preparedness was 72.0±15.1% overall, and for each domain was as follows: general patient management, 93.1±12.1%; practice management, 81.0±22.2%; periodontology and dental public health, 73.5±19.3%; conservative dentistry, 92.5±13.1%; oral rehabilitation, 62.8±24.0%; orthodontics, 23.0±32.9%; managing children and special-needs patients, 64.8±28.9%; oral and maxillofacial surgery, 52.2±25.2%; and drug and emergency management, 84.7±22.6%. The odds of self-perceived well-preparedness were increased for cohorts graduating in 2004 and 2005 and graduates working in a non-solo dental practice. Dental graduates of HKU's integrated PBL curriculum felt well prepared for the most fundamental aspects of dental practice. However, apparent deficiencies of training in orthodontics and oral and maxillofacial surgery will need to be addressed by continuing education, postgraduate training and planning for the new 6-year undergraduate curriculum in 2012. © 2011 John Wiley & Sons A/S.

  2. Exploratory practice of bilingual education integrated with the PBL model in the teaching of histology and embryology

    Institute of Scientific and Technical Information of China (English)

    Ting-ting WU; Jian-guo LI; Song YU; Zhi-de DING; Chen XU

    2015-01-01

    The bilingual education integrated with PBL method is a new teaching model which gives consideration to knowledge,ability and professional foreign language.It reflects the international integration for the reform idea of medical education.The teaching practice indicated this model might be feasible in histology and embryology.It brings not only the classic medical knowledge but also the latest medical developments to the classroom.This new teaching model plays a role in the cultivation of the ability to solve problems independently and team spirit for students.It helps students to improve their knowledge,skills,level of foreign language and quality.

  3. Phage-Derived Protein Induces Increased Platelet Activation and Is Associated with Mortality in Patients with Invasive Pneumococcal Disease

    Directory of Open Access Journals (Sweden)

    Rahajeng N. Tunjungputri

    2017-01-01

    Full Text Available To improve our understanding about the severity of invasive pneumococcal disease (IPD, we investigated the association between the genotype of Streptococcus pneumoniae and disease outcomes for 349 bacteremic patients. A pneumococcal genome-wide association study (GWAS demonstrated a strong correlation between 30-day mortality and the presence of the phage-derived gene pblB, encoding a platelet-binding protein whose effects on platelet activation were previously unknown. Platelets are increasingly recognized as key players of the innate immune system, and in sepsis, excessive platelet activation contributes to microvascular obstruction, tissue hypoperfusion, and finally multiorgan failure, leading to mortality. Our in vitro studies revealed that pblB expression was induced by fluoroquinolones but not by the beta-lactam antibiotic penicillin G. Subsequently, we determined pblB induction and platelet activation by incubating whole blood with the wild type or a pblB knockout mutant in the presence or absence of antibiotics commonly administered to our patient cohort. pblB-dependent enhancement of platelet activation, as measured by increased expression of the α-granule protein P-selectin, the binding of fibrinogen to the activated αIIbβ3 receptor, and the formation of platelet-monocyte complex occurred irrespective of antibiotic exposure. In conclusion, the presence of pblB on the pneumococcal chromosome potentially leads to increased mortality in patients with an invasive S. pneumoniae infection, which may be explained by enhanced platelet activation. This study highlights the clinical utility of a bacterial GWAS, followed by functional characterization, to identify bacterial factors involved in disease severity.

  4. Phage-Derived Protein Induces Increased Platelet Activation and Is Associated with Mortality in Patients with Invasive Pneumococcal Disease

    Science.gov (United States)

    Cremers, Amelieke J.; van der Gaast-de Jongh, Christa E.; Ferwerda, Gerben; Meis, Jacques F.; Roeleveld, Nel; Bentley, Stephen D.; Pastura, Alexander S.; van Hijum, Sacha A. F. T.; van der Ven, Andre J.; de Mast, Quirijn; Zomer, Aldert

    2017-01-01

    ABSTRACT To improve our understanding about the severity of invasive pneumococcal disease (IPD), we investigated the association between the genotype of Streptococcus pneumoniae and disease outcomes for 349 bacteremic patients. A pneumococcal genome-wide association study (GWAS) demonstrated a strong correlation between 30-day mortality and the presence of the phage-derived gene pblB, encoding a platelet-binding protein whose effects on platelet activation were previously unknown. Platelets are increasingly recognized as key players of the innate immune system, and in sepsis, excessive platelet activation contributes to microvascular obstruction, tissue hypoperfusion, and finally multiorgan failure, leading to mortality. Our in vitro studies revealed that pblB expression was induced by fluoroquinolones but not by the beta-lactam antibiotic penicillin G. Subsequently, we determined pblB induction and platelet activation by incubating whole blood with the wild type or a pblB knockout mutant in the presence or absence of antibiotics commonly administered to our patient cohort. pblB-dependent enhancement of platelet activation, as measured by increased expression of the α-granule protein P-selectin, the binding of fibrinogen to the activated αIIbβ3 receptor, and the formation of platelet-monocyte complex occurred irrespective of antibiotic exposure. In conclusion, the presence of pblB on the pneumococcal chromosome potentially leads to increased mortality in patients with an invasive S. pneumoniae infection, which may be explained by enhanced platelet activation. This study highlights the clinical utility of a bacterial GWAS, followed by functional characterization, to identify bacterial factors involved in disease severity. PMID:28096486

  5. 临床生物化学检验课程PBL教学探讨%The effectiveness of PBL teaching in clinical biochemistry

    Institute of Scientific and Technical Information of China (English)

    马洁; 郑铁生; 姜旭淦; 许文荣; 胡嘉波

    2011-01-01

    在临床生物化学检验课程中实施PBL教学,可提高学生自主学习、获取信息、解决问题、团队合作、创新思维等方面的能力.同时也存在师资力量不足、课程教学体系不匹配、学生能力不足等方而的问题,并提出相应改进策略.%The article is attempted to introduce PBL teaching in clinical biochemistry. The PBL teaching has improved some aspects of students' abilities in the self-study, accessing to information, solving the problem, teamwork and developing thinking. But in the course of PBL teaching, there are three problems: shortage of qualified teachers, teaching system and students' inability. This article puts forward the countermeasures to resolve these problems.

  6. Detecting and Reducing Science Teacher Candidate’s (STC) Misconception About Motion and Force By Using Force Concept Inventory (FCI) and problem Based Learning (PBL)

    Science.gov (United States)

    Oktarisa, Y.; Utami, I. S.; Denny, Y. R.

    2017-02-01

    This study has been done to 34 science teacher candidates of Teachers’ Training and Education Faculty of Sultan Ageng Tirtayasa University at their first year of study during 2015-2016 school years. This research focused on student’s misconception about motion and force and how Problem Based Learning (PBL) reducing it. Diagnostic test of misconception about motion and force has been detected by using Force Concept Inventory (FCI). FCI had been used in pretest and posttest, and to find the reducing of students’ misconception N-Gain pretest and posttest of each student had been calculated. Quasi experiment one group pretest and posttest had been used as the research method, and Problem Based Learning (PBL) used as the treatment of manipulation. After two weeks learning motion and force with PBL approach, N-gain which obtained prove that misconception about motion and force had been reducing.

  7. Exploration and application of PBL and TBL integrated teaching method in anesthesia anatomy practice%PBL 与 TBL整合教学法在麻醉解剖学实验教学中的实践与探索

    Institute of Scientific and Technical Information of China (English)

    张应花; 贾云杰; 崔卫刚; 王省

    2014-01-01

    麻醉解剖学是麻醉专业学生进入临床麻醉实践的基础和桥梁课程。充分利用实验课,实施PBL与TBL整合教学法。可以活跃课堂气氛,提高学生的学习积极主动性;拓展知识面,提高对相关内容理解和掌握的深度和广度,提高学生分析和解决问题的能力;同时提高学生的动手能力和促进团队协作精神,加深学生对知识的理解和记忆。%Anesthesia anatomy is the basis and bridge course in clinical anesthesia practice for students majoring in anesthesia .It is an advantage of implementation of PBL and TBL integrated teaching method in experiment class , which can activate classroom atmosphere , stimulate students'learning initiative; also broaden their knowledge scope , improve the depth and breadth of understanding and grasping related content , as well as students'capabilities to analyze and solve problems .At the same time, PBL and TBL integrated teaching method can improve the students'practical ability and sense of teamwork , also deepen students'comprehension and memory of knowledge .

  8. Diagnosis and Modeling of the Explosive Development of Winter Storms: Sensitivity to PBL Schemes

    Science.gov (United States)

    Liberato, Margarida L. R.; Pradhan, Prabodha K.

    2014-05-01

    The correct representation of extreme windstorms in regional models is of great importance for impact studies of climate change. The Iberian Peninsula has recently witnessed major damage from winter extratropical intense cyclones like Klaus (January 2009), Xynthia (February 2010) and Gong (January 2013) which formed over the mid-Atlantic, experienced explosive intensification while travelling eastwards at lower latitudes than usual [Liberato et al. 2011; 2013]. In this paper the explosive development of these storms is simulated by the advanced mesoscale Weather Research and Forecasting Model (WRF v 3.4.1), initialized with NCEP Final Analysis (FNL) data as initial and lateral boundary conditions (boundary conditions updated in every 3 hours intervals). The simulation experiments are conducted with two domains, a coarser (25km) and nested (8.333km), covering the entire North Atlantic and Iberian Peninsula region. The characteristics of these storms (e.g. wind speed, precipitation) are studied from WRF model and compared with multiple observations. In this context simulations with different Planetary Boundary Layer (PBL) schemes are performed. This approach aims at understanding which mechanisms favor the explosive intensification of these storms at a lower than usual latitudes, thus improving the knowledge of atmospheric dynamics (including small-scale processes) on controlling the life cycle of midlatitude extreme storms and contributing to the improvement in predictability and in our ability to forecast storms' impacts over Iberian Peninsula. Acknowledgments: This work was partially supported by FEDER (Fundo Europeu de Desenvolvimento Regional) funds through the COMPETE (Programa Operacional Factores de Competitividade) and by national funds through FCT (Fundação para a Ciência e a Tecnologia, Portugal) under project STORMEx FCOMP-01-0124-FEDER- 019524 (PTDC/AAC-CLI/121339/2010). References: Liberato M.L.R., J.G. Pinto, I.F. Trigo, R.M. Trigo (2011) Klaus - an

  9. Comparison of Sandwich and PBL Mode in the Practice of Diagnostics Teaching%Sandwich 与 PBL 教学法在诊断学教学实践中应用对比

    Institute of Scientific and Technical Information of China (English)

    杨光; 周勇安; 张志培; 田丰; 程少毅; 王艳; 李小飞

    2015-01-01

    Objective To investigate the teaching effects of application and practice of Sandwich and PBL mode in diagnostics teaching.Methods Totally 90 clinical medicine undergraduates who underwent diagnostics teaching in 2013 were divided randomly into three groups: Experimental group (Sandwich mode, 30), control group (PBL mode, 30) and blank group (traditional mode, 30).Questionnaires and test paper were analyzed and evaluated three teaching modes.Results According to the questionnaires, more than 90 percent of students thought that Sandwich mode was more effective and good than PBL and traditional mode .The initiative and enthusi-asm were mobilized fully by the Sandwich teaching mode , and the efficiency of study and skills of analysis and problem -solving were enhanced and trained by Sandwich teaching mode , moreover, skills of expression, commu-nication and cooperation also were improved significantly .The important point, the sharing was cultivated by Sand-wich teaching mode.Test score of students in Sandwich teaching group was higher than those in PBL and traditional teaching group(P <0.05).Conclusion The teaching effect was obtained well and effectively by Sandwich teach -ing mode in diagnostics teaching, and Sandwich teaching mode would be applied and popularized .%目的:探讨 Sandwich 和 Problem -based learning (PBL)教学法在诊断学教学中应用与实践效果。方法选择90名2013年进入诊断学学习的学生,随机分为实验组(Sandwich 组,30人),对照组(PBL 组,30人)和空白对照组(传统教学组,30人)。利用问卷调查及考试成绩评价分析教学效果。结果问卷调查显示,超过90%的学生认为 Sandwich 教学法效果优于其他教学法,Sandwich 教学法可以激发学习兴趣,提高效率,培养学生分析和解决问题的能力,同时提高学生表达、沟通和团队协作能力,并且使学生学会分享。实验组考试成绩优于其他组(P <0.05

  10. Studying the Positive Influence of the Use of Video in Teaching & Learning Environments, Focusing on Registration of the Directions Where It Improves the PBL Effectiveness: A Systematic Literature Review

    Science.gov (United States)

    Aronis, Alexis

    2016-01-01

    Previous studies report the involvement of the use of video in the frameworks of problem-based learning (PBL), case-based learning, and project-based learning. This systematic literature review, through two research questions, explores the positive influence of the use of video in those instructional methods, and, while focusing on PBL, identifies…

  11. Educational Effect of Project-based Learning (PBL) in Co-operated Education by Senior High School and Institute of Technology

    Science.gov (United States)

    Nakui, Yasuhiro; Kumagai, Koji; Hasegawa, Akira; Kaneko, Kenji; Takeuchi, Takahiro

    This paper reports PBL has been implemented in Senior High School, which is conducted with cooperation by university and civil engineering corporations as well. In the recent statement from Ministry of Education, Culture, Sports, Science and Technology, it has been notified that the purpose of students for studying at university has not been specified enough. To respond to this, this class is basically designed upon students’ interests; to foster communication skill, to provoke interest toward Science and Technology and to increase motivation for academic studies and future jobs. Fostering these elements, we conclude that PBL is suitable for senior high school from the survey.

  12. How much is particulate matter near the ground influenced by upper level processes within and above the PBL? A summertime case study in Milan (Italy

    Directory of Open Access Journals (Sweden)

    G. Curci

    2014-10-01

    Full Text Available Chemical and dynamical processes yield to the formation of aerosol layers in the upper planetary boundary layer (PBL and above it. Through vertical mixing and entrainment into the PBL these layers may contribute to the ground-level particulate matter (PM, but a quantitative assessment of such contribution is still missing. This study investigates this aspect combining chemical and physical aerosol measurements with WRF/Chem model simulations. The observations were collected in the Milan urban area (Northern Italy during summer of 2007. The period coincided with the passage of a meteorological perturbation that cleansed the lower atmosphere, followed by a high pressure period that favoured pollutant accumulation. Lidar observations reveal the formation of elevated aerosol layers and show evidences of their entrainment into the PBL. We analyze the budget of ground-level PM2.5 (particulate matter with aerodynamic diameter less than 2.5 μm with the help of the online meteorology-chemistry WRF/Chem model, with particular focus on the contribution of upper level processes. We find that an important player in determining the upper PBL aerosol layer is particulate nitrate, which may reach higher values in the upper PBL (up to 30% of the aerosol mass than the lower. The nitrate formation process is predicted to be largely driven by the relative humidity vertical profile, that may trigger efficient aqueous nitrate formation when exceeding the ammonium nitrate deliquescence point. Secondary PM2.5 produced in the upper half of the PBL may contribute up to 7–8 μg m−3 (or 25% to ground level concentrations on hourly basis. A large potential role is also found to be played by the residual aerosol layer above the PBL, which may occasionally contribute up to 10–12 μg m−3 (or 40% to hourly ground level PM2.5 concentrations during the morning. This study highlights the importance of considering the interplay between chemical and dynamical processes

  13. Clinical-scale lentiviral vector transduction of PBL for TCR gene therapy and potential for expression in less differentiated cells

    Science.gov (United States)

    Yang, Shicheng; Rosenberg, Steven A.; Morgan, Richard A.

    2012-01-01

    Summary In human gene therapy applications, lentiviral vectors may have advantages over gamma-retroviral vectors because of their ability to transduce non-dividing cells, their resistance to gene silencing, and a lack of integration site preference. In this study, we utilized VSV-G pseudotype third generation lentiviral vectors harboring specific anti-tumor T-cell receptor (TCR) to establish clinical-scale lentiviral transduction of PBL. Spinoculation (1000 × g, 32°C for 2 h) in the presence of protamine sulfate represents the most efficient and economical approach to transduce a large number of PBLs compared to RetroNectin-based methods. Up to 20 million cells per well of a 6-well plate were efficiently transduced and underwent an average 50-fold expansion in two weeks. TCR transduced PBL mediated specific anti-tumor activities including IFN-γ release and cell lysis. Compared to gamma-retroviral vectors, the TCR transgene could be preferentially expressed on a less-differentiated cell population. PMID:18833004

  14. PBL 模式在康复《作业治疗学》教学中的应用研究%Application of PBL teaching model in teaching

    Institute of Scientific and Technical Information of China (English)

    刘燕

    2014-01-01

    Occupational therapy technique is one of the core curriculums of rehabilitation treatment profession.Teaching effectiveness of occupational therapy technique will have a direct impact on students 'quality. This article introduced the application of PBL teaching reform in the teaching process of from aspects including the methods , practice and effect .%《作业治疗学》是康复治疗技术专业的专业核心课程之一,作业治疗技术的教学效果直接关系到康复治疗技术学生的培养质量,本文从PBL教学模式研究的方法、实施、效果介绍了PBL在《作业治疗学》中的应用。

  15. Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings

    Science.gov (United States)

    Hoge, Brad

    2013-01-01

    Game-Based Learning (GBL) is a promising and engaging tool for STEM (Science, Technology, Engineering, and Mathematics) learning. How GBL promotes content learning and mastery is unknown, however. For GBL to be more than an engaging tool for delivery of basic knowledge, it must be designed to achieve the goals of Project-Based Learning (PBL). PBL…

  16. 在西藏大学病理学教学中初步运用 PBL 体会

    Institute of Scientific and Technical Information of China (English)

    达娃卓玛

    2013-01-01

    Objective:The primary discussion on the effect of using PBL (Problem-based on learning) in the course of pathology at the medical of Tibet of university .Methods:choose one of the 2010th clinical class students.Introducing typical cases of the digestive system, in order to make the two kinds of teaching complement each other, adopt the hybrid teaching mode. Results: on the basis of LBL(Lectue based on learning), the application of the PBL teaching mode, its strengthen students motive and interest in learning, enhance students' understanding of knowledge and master, and help to cultivate students' autonomous learning ability and the clinical dialectical mode of thinking, and help to improve students' consciousness of cooperation, to cultivate the col ective team spirit. its laid a solid foundation for clinical work in the future.%目的:初步探讨PBL(problem-based on learning)教学模式在西藏大学医学院《病理学》教学中的应用效果。方法:选自我校10级临床全科班的40名学生。引入消化系统的典型的病例,为了使两种教学模式取长补短,采用混合式教学模式。结果:在传统教授的基础上,引用PBL教学模式,更能诱发学生对学习的动机和兴趣,加强学生对知识的理解和掌握,且有助于培养学生的自主学习能力和临床辨证思维模式,并有助于提高同学们的合作意识,有利于培养集体团队精神,为将来的临床工作打下了坚实的基础。

  17. 基于PBL+竞争机制的“程序设计基础”课程教学模式探究%Exploration on teaching mode of program design fundamental course based on PBL+ competitive mechanism

    Institute of Scientific and Technical Information of China (English)

    彭海云; 马占欣

    2012-01-01

    Fundamental courses for the current program design focus on the existence of grammatical knowledge but at the expense of programming, debugging abilities, passive learning, not mastery, lack of competition in learning process, the main problem is proposed based on PBL + competition program design curriculum mode. In teaching methods, exercises mode, assessment methods, etc. , several aspects of the teaching process are changed to foster self-learning, innovation, competition, collaboration awareness. Through student self-assessment, peer assessment, teacher evaluation, it is found that this mode has a role to promote the student's comprehensive ability.%针对目前“程序设计基础”课程存在的侧重于语法知识的传授而忽视了编写程序、调试程序能力的培养,学生被动学习、不会融会贯通,学习过程中缺乏竞争意识等主要问题,提出基于PBL+竞争机制的程序设计课程的教学模式.在教学方法、习题模式、考核方式几个方面进行变革,改善教学过程,培养学生自学、创新、竞争、协作意识,通过学生自评、互评、教师评价,发现这种模式对学生综合能力的提高有一定促进作用.

  18. Study on PBL in the experimental course of oral preventive medicine%口腔预防医学实验课PBL教学方法探讨

    Institute of Scientific and Technical Information of China (English)

    李炯; 阳宏林

    2013-01-01

    Objective To discuss the application of PBL in the experimental course of oral preventive medicine.Methods PBL teaching method was applied to the teaching in the experimental course of oral preventive medicine.Results PBL teaching could help the students to improve their self-learning ability,practice ability and innovation ability,and it was beneficial to cultivate new generation of Dental professionals.At the same time,it could improve the teaching quality of the teachers constantly.Conclusion PBL teaching has its own unique advantages,which is suitable to the experimental course of oral preventive medicine.However,there are still so many problems present in the process of implementing.%目的 探讨以问题为基础教学(PBL)在口腔预防医学实验课的运用.方法 根据PBL教学要求,在口腔预防医学实验课过程中予以实施.结果 PBL教学有利于学生提高自学能力、实践能力和创新能力,有利于新一代口腔专业人员的培养;同时不断提高老师的教学素质.结论 PBL教学有自身独特的优势,适合于口腔预防实验课的教学,但在实施过程中还存在诸多问题.

  19. The Application of PBL Teaching Mode in Clinical Teaching of Internal Medicine%PBL教学模式在内科临床教学中的应用

    Institute of Scientific and Technical Information of China (English)

    杨立新

    2012-01-01

    以问题为导向的教学方法是基于现实世界的以学生为中心的教育方式,运用在临床医学中是以病例为先导,以问题为基础,以学生为主体,以教师为导向的启发式教育,以培养学生的能力为教学目标.将PBL 应用于内科临床教学能够发挥问题对学习过程的指导作用,调动学生的主动性和积极性.而以PBL 为主体综合运用多种教学方法更能提高内科学临床教学的效果.%Clinical teaching is to help students to combine learned basic knowledge and clinical technique that is a vital parts during medicla education . Problem-based Learning(PBL) is a teaching way focusing in student based on the real world . Using in clinical medicine , it is a methods of edu- caiton as the leading of cases , the basis of problems , the subject of studens and teacher-oriented heuristic education and a teaching goal of training stu- dents' ability . Using PBL in internal medicine teaching can develop the guidance role of problems during learning and bring the initiative and enthusiasm of students. While PBL as subject with comprehensivley applying multi-teaching methods can improve the effect of internal medicine teaching .

  20. Application of PBL Didactics in Teaching Microbiology Experiment%PBL教学法在“微生物实验”教学中的应用研究

    Institute of Scientific and Technical Information of China (English)

    董锡文; 杜春梅; 薛春梅; 申健

    2012-01-01

    In order to explore the application effect of PBL didactics in teaching microbiology experiment, forty-four students of special domain in bio-tech in the college were taken as the research object. They were divided into two groups of twenty-two students each. Three experiments were chosen as the contents of given lectures respectively u-sing LBL and PBL didactics to carry out the experiment lectures. The results showed that the average score of students taught with PBL didactics was higher than the ones with LBL. SPSS software analysis indicated that the effect of PBL didactics significantly excelled LBL one, demonstrated that PBL didactics could apply in teaching microbiology experiment.%为了探索PBL教学法在微生物实验课程教学中的应用效果,以生命科学学院生物技术专业44名学生为研究对象,分为2组,每组22人,选定本课程中3个实验为授课内容,采用LBL教学法和PBL教学法分别进行实验授课.结果表明:运用PBL教学法授课的学生平均成绩高于LBL教学法学生的平均成绩,SPSS软件分析表明,PBL教学法教学效果显著优于LBL教学法,说明PBL教学法可应用于微生物实验教学中.

  1. Sensitivity analysis of WRF model PBL schemes in simulating boundary-layer variables in southern Italy: An experimental campaign

    DEFF Research Database (Denmark)

    Avolio, E.; Federico, S.; Miglietta, M.

    2017-01-01

    The sensitivity of boundary layer variables to five (two non-local and three local) planetary boundary-layer (PBL) parameterization schemes, available in the Weather Research and Forecasting (WRF) mesoscale meteorological model, is evaluated in an experimental site in Calabria region (southern...... Italy), in an area characterized by a complex orography near the sea. Results of 1km×1km grid spacing simulations are compared with the data collected during a measurement campaign in summer 2009, considering hourly model outputs. Measurements from several instruments are taken into account...... the surface, where the model uncertainties are, usually, smaller than at the surface. A general anticlockwise rotation of the simulated flow with height is found at all levels. The mixing height is overestimated by all schemes and a possible role of the simulated sensible heat fluxes for this mismatching...

  2. Introducing an Innovative Project Management Framework for First Year Students – Project Work in a PBL Environment

    DEFF Research Database (Denmark)

    Kofoed, Lise B.; Møller, Michael Labovic

    2010-01-01

    Students at Aalborg University (AAU) in Denmark are educated according to the Aalborg Problem Based Learning (PBL) approach which entails working in groups and completing a project each semester. In accordance with this approach students are offered a course – Co-operation, Learning and Project...... management (CLP) – which among other aspects teaches students how to organize and manage their studies in connection with project work. A major challenge at the University is to teach project management and especially project time management comprising proper planning and scheduling. Although the students...... in general acknowledge the benefits of thorough project plans and schedules, they often experience difficulties developing them and abiding by them. These experienced difficulties are caused by lack of motivation and competence within this particular area of project management. This paper describes how a new...

  3. Developing Critical Thinking of Middle School Students using Problem Based Learning 4 Core Areas (PBL4C) Model

    Science.gov (United States)

    Haridza, R.; E Irving, K.

    2017-02-01

    Traditional methods such as rote learning and memorization in teaching science create passive students in science classrooms. The impact of this continuous action for many decades is inactive learners who cannot develop higher order thinking skills. Based on the performance test, students’ critical thinking skill in Public Middle School 3 Pontianak was in low level although their achievement score were higher than school standards. The purpose of this study is to develop critical thinking skills of middle school students using Problem Based Learning 4 Core Areas (PBL4C). The design of this research is classroom action research with two cycles. Data has been collected using observation checklist, rating scale, self and peer assessment. Research findings reveal that students experience development from 11.11% to 88.45% in identifying the problem correctly, 37.03% to 76.92% for sub skills distinguish knowledge and opinion, 18.51% to 65.38% for sub skills providing possible solution, 22.22% to 69.23% for sub skills making decision, and 11.11% to 69.23% for sub skills identifying the impact of the implementation of their solution. In conclusion, the findings indicate that development of students’ critical thinking skills occurs when PBL4C model applied in science classroom. These findings suggest that teachers should act as facilitator in a classroom as well as should provide meaningful learning resources that can benefit students’ critical thinking skills. On the other hand, students should practice constantly to offer a sharp, accurate and appropriate solution.

  4. Influence on Learning of a Collaborative Learning Method Comprising the Jigsaw Method and Problem-based Learning (PBL).

    Science.gov (United States)

    Takeda, Kayoko; Takahashi, Kiyoshi; Masukawa, Hiroyuki; Shimamori, Yoshimitsu

    2017-01-01

     Recently, the practice of active learning has spread, increasingly recognized as an essential component of academic studies. Classes incorporating small group discussion (SGD) are conducted at many universities. At present, assessments of the effectiveness of SGD have mostly involved evaluation by questionnaires conducted by teachers, by peer assessment, and by self-evaluation of students. However, qualitative data, such as open-ended descriptions by students, have not been widely evaluated. As a result, we have been unable to analyze the processes and methods involved in how students acquire knowledge in SGD. In recent years, due to advances in information and communication technology (ICT), text mining has enabled the analysis of qualitative data. We therefore investigated whether the introduction of a learning system comprising the jigsaw method and problem-based learning (PBL) would improve student attitudes toward learning; we did this by text mining analysis of the content of student reports. We found that by applying the jigsaw method before PBL, we were able to improve student attitudes toward learning and increase the depth of their understanding of the area of study as a result of working with others. The use of text mining to analyze qualitative data also allowed us to understand the processes and methods by which students acquired knowledge in SGD and also changes in students' understanding and performance based on improvements to the class. This finding suggests that the use of text mining to analyze qualitative data could enable teachers to evaluate the effectiveness of various methods employed to improve learning.

  5. Evaluation of WRF PBL parameterization schemes against direct observations during a dry event over the Ganges valley

    Science.gov (United States)

    Sathyanadh, Anusha; Prabha, Thara V.; Balaji, B.; Resmi, E. A.; Karipot, Anandakumar

    2017-09-01

    Accurate representations of the planetary boundary layer (PBL) are important in all weather forecast systems, especially in simulations of turbulence, wind and air quality in the lower atmosphere. In the present study, detailed observations from the Cloud Aerosol Interaction and Precipitation Enhancement Experiment - Integrated Ground based Observational Campaign (CAIPEEX-IGOC) 2014 comprising of the complete surface energy budget and detailed boundary layer observations are used to validate Advanced Research Weather Research and Forecasting (WRF) model simulations over a diverse terrain over the Ganges valley region, Uttar Pradesh, India. A drying event in June 2014 associated with a heat wave is selected for validation.Six local and nonlocal PBL schemes from WRF at 1 km resolution are compared with hourly observations during the diurnal cycle. Near-surface observations of weather parameters, radiation components and eddy covariance fluxes from micrometeorological tower, and profiles of variables from microwave radiometer, and radiosonde observations are used for model evaluations. Models produce a warmer, drier surface layer with higher wind speed, sensible heat flux and temperature than observations. Layered boundary layer dynamics, including the residual layer structure as illustrated in the observations over the Ganges valley are missed in the model, which lead to deeper mixed layers and excessive drying.Although it is difficult to identify any single scheme as the best, the qualitative and quantitative analyses for the entire study period and overall reproducibility of the observations indicate that the MYNN2 simulations describe lower errors and more realistic simulation of spatio-temporal variations in the boundary layer height.

  6. Sensitivity analysis of WRF model PBL schemes in simulating boundary-layer variables in southern Italy: An experimental campaign

    Science.gov (United States)

    Avolio, E.; Federico, S.; Miglietta, M. M.; Lo Feudo, T.; Calidonna, C. R.; Sempreviva, A. M.

    2017-08-01

    The sensitivity of boundary layer variables to five (two non-local and three local) planetary boundary-layer (PBL) parameterization schemes, available in the Weather Research and Forecasting (WRF) mesoscale meteorological model, is evaluated in an experimental site in Calabria region (southern Italy), in an area characterized by a complex orography near the sea. Results of 1 km × 1 km grid spacing simulations are compared with the data collected during a measurement campaign in summer 2009, considering hourly model outputs. Measurements from several instruments are taken into account for the performance evaluation: near surface variables (2 m temperature and relative humidity, downward shortwave radiation, 10 m wind speed and direction) from a surface station and a meteorological mast; vertical wind profiles from Lidar and Sodar; also, the aerosol backscattering from a ceilometer to estimate the PBL height. Results covering the whole measurement campaign show a cold and moist bias near the surface, mostly during daytime, for all schemes, as well as an overestimation of the downward shortwave radiation and wind speed. Wind speed and direction are also verified at vertical levels above the surface, where the model uncertainties are, usually, smaller than at the surface. A general anticlockwise rotation of the simulated flow with height is found at all levels. The mixing height is overestimated by all schemes and a possible role of the simulated sensible heat fluxes for this mismatching is investigated. On a single-case basis, significantly better results are obtained when the atmospheric conditions near the measurement site are dominated by synoptic forcing rather than by local circulations. From this study, it follows that the two first order non-local schemes, ACM2 and YSU, are the schemes with the best performance in representing parameters near the surface and in the boundary layer during the analyzed campaign.

  7. Mean frequency and relative fluorescence intensity measurement of γ‐H2AX foci dose response in PBL exposed to γ‐irradiation: An inter‐ and intra‐laboratory comparison and its relevance for radiation triage

    National Research Council Canada - National Science Library

    Venkateswarlu, Raavi; Tamizh, Selvan G; Bhavani, Manivannan; Kumar, Arun; Alok, Amit; Karthik, Kanagaraj; Kalra, Namita; Vijayalakshmi, J; Paul, Solomon F. D; Chaudhury, N. K; Venkatachalam, Perumal

    2015-01-01

    Measurement of γ‐H2AX protein changes in the peripheral blood lymphocytes (PBL) of individuals exposed to ionizing radiation is a simple, sensitive, and rapid assay for radiation triage and early marker of dose estimation...

  8. Mesoscale modeling study of the interactions between aerosols and PBL meteorology during a haze episode in China Jing–Jin–Ji and its near surrounding region – Part 1: Aerosol distributions and meteorological features

    Directory of Open Access Journals (Sweden)

    H. Wang

    2014-12-01

    Full Text Available The urbanized region of Beijing–Tianjin–Hebei – often shortened to Jing–Jin–Ji and referred to as the 3JNS region in this paper – and its near surrounding region is becoming China's most polluted area by haze, exceeding even the Yangtze and Pearl river deltas. Aside from pollutant emission, the meteorology of the planetary boundary layer (PBL is the most important factor affecting haze pollution. Focusing on July 2008, the aerosol optical properties and PBL meteorology features closely related with haze formation were simulated in 3JNS region using an online atmospheric chemical transport model. The relationship between regional PBL meteorology, PM2.5, and haze is discussed. Model results accurately simulated the aerosol optical depth (AOD, single scattering albedo (SSA and asymmetry parameter (ASY, validate by comparison with observations from the MODerate Resolution Imaging Spectroradiometer (MODIS, the China Aerosol Remote Sensing NETwork (CARSNET and the Aerosol Robotic NETwork (AERONET. Modeled PBL wind speeds showed reasonable agreement with those from the National Centers for Environmental Prediction (NCEP Reanalysis 2. A monthly mean AOD value as high as 1.2 was found from both model and observations, with a daily mean larger than 2.0 during haze episodes in the 3JNS Region. Modeled and observed SSA values of 0.9–0.96 and ASY values of 0.72–0.74 demonstrated the high scattering characteristic of summer aerosols in this region. PBL wind speeds from modeled and NCEP data both showed a reversing trend of PM2.5 variation, illustrating the importance of the "PBL window shadow" on haze formation. Turbulence diffusion and PBL height showed had opposite phases to surface PM2.5, indicating that lower PBL height and weaker PBL turbulence diffusion are essential to haze formation. It is noted that homogeneous air pressure does not occur at the surface but at an 85–950 hPa height during the haze episode. The momentum transmitting

  9. Coaching tutors to observe and regulate leadership in PBL student teams or you can lead a horse to water but you can’t make it drink…

    Directory of Open Access Journals (Sweden)

    Noreen O'Shea

    2013-08-01

    Full Text Available The purpose of this paper is to investigate how PBL student teams develop specific leadership configurations when implementing interdisciplinary projects and whether or not tutors help in dealing with the group interactions that are subsequently generated. The data set was drawn from 2 cohorts of first-year students engaged in PBL activities in an engineering school in Belgium in 2011 and 2012. Following qualitative content analysis of tutor and student feedback and the use of sociometric testing, findings for 2011 showed that students developed 4 specific leadership configurations, each of them being positively correlated to specific perceived work outcomes. Findings for 2012 were based on using the sociogram as a pedagogical tool to enable tutors to describe and regulate group dynamics. We found that tutors positively perceive their role in facilitating production outcomes but are more uncomfortable when it comes to regulating the interpersonal problems that arise in student self-managed teams.

  10. [Analysis on application of PBL in teaching of Zhenjiuxue (science of acupuncture and moxibustion) and establishment of a new education model].

    Science.gov (United States)

    Zhang, Kun; Zheng, Jun

    2013-05-01

    Advantages of problem-based leaning (PBL) in teaching of Zhenjiuxue (Science of acupuncture and moxibustion) is analyzed through the feature that the curriculum has more comprehensiveness and practicalness and characteristics of the teaching team. Defects of incomplete communication among thinking pattern, cognitive contents and organization structure are presented in this article as well. It is held that things can be taken as a common point or cognitive origin of the west and the east. Therefore, bridge model of origin is designed, which could fulfill more profound expression and cognition of knowledge in ordered and dynamic organization form based on advantages of PBL, surrounded with cognitive origin and depended on impetus produced by differences between domestic and international sciences, technologies and cultures of ancient and modern societies. Thus, the level of teaching can be constantly enhanced.

  11. An exceptionally elevated PBL as well as free troposphere aerosol observations during August 2015 summer heat-wave over Racibórz, Poland

    Science.gov (United States)

    Szkop, Artur; Pietruczuk, Aleksander

    2016-10-01

    A Lufft's CHM 15k "Nimbus" ceilometer and a collocated Cimel Sunphotometer were used to observe planetary boundary layer (PBL) evolution and free tropospheric aerosol layers during a heat-wave that occurred over Central Europe in August 2015. Both instruments were operated in Racibórz, Poland by the Institute of Geophysics PAS since May 2015. The analysis of the data suggests that the PBL top has been elevated to approximately 3000m, a height rarely observed over Poland. Moreover, in the period between 4th and 16th August an unusually high number of aerosol layers were visible in the signals. An analysis based on a backward air mass trajectory (HySplit) and thermal hot-spot (MODVOLC) models combined with a specialized "MISR INteractive eXplorer" (MINX) software provide evidence that at least some of the aerosol was of biomass burning type originating from a strong episode of wildfires in Ukraine.

  12. PBL对学习能力提升作用的调查与研究%Investigation and Research on the Role of PBL to Enhance Learning Ability

    Institute of Scientific and Technical Information of China (English)

    徐微

    2015-01-01

    本文通过对PBL对学习能力提升调查的问卷调查结果分析后得出结论:PBL教学模式下学生的学习自主性、交往能力、英语实际运用能力和个人能力均得到了较大的提升,体现了大学英语教学的最终目标——培养学生较强的英语综合应用能力。%This paper through the survey results to improve the learning ability of PBL investigation after analysis conclud-ed:PBL teaching mode under the autonomy of student learning, communication skills, English proficiency and personal abil-ities actually have been greatly improved, reflecting the university the ultimate goal of teaching English-train students' strong English language proficiency.

  13. PBL教学对高职学生软技能的影响研究%On the Impact of PBL Teaching on Vocational Students'Soft Skills

    Institute of Scientific and Technical Information of China (English)

    高国柱

    2014-01-01

    运用自行设计的PBL教学质量问卷,考察PBL教学对高职学生软技能的影响。结果表明,PBL教学能显著提升学生的软技能,特别是学生的自我管理技能;PBL教学中教学准备、问题质量、教师态度、教师行为和学生搜集资料的水平对高职学生人际关系、组织管理技能、自我管理技能、职业情操和认知技能存在不同程度的正相关,并且对它们的变异有不同程度的解释,尤其表现在教学准备和问题质量两方面,证实问题质量是PBL教学的核心。%The self-designed questionnaire about the impact of PBL teaching on vocational students 'soft skills shows that PBL can significantly promote the students'soft skills,especially their self-management skills; teaching preparation,the quality of prob-lems,teachers'attitude,teachers'behavior and students'data collecting abilities in PBL teaching have different levels of positive correlation to the students'interpersonal relationship ,organization and management skills ,self-management skills ,professional sen-timent and cognitive skills;and the former can provide explanation to the variations of the latter in some way .It is proved that the quality of problems is the core of PBL teaching .

  14. Global model simulation of summertime U.S. ozone diurnal cycle and its sensitivity to PBL mixing, spatial resolution, and emissions

    Science.gov (United States)

    Lin, Jin-Tai; Youn, Daeok; Liang, Xin-Zhong; Wuebbles, Donald J.

    Simulation of summertime U.S. surface ozone diurnal cycle is influenced by the model representation of planetary boundary layer (PBL) mixing, spatial resolution, and precursor emissions. These factors are investigated here for five major regions (Northeast, Midwest, Southeast, California, and Southwest) by using the Model for Ozone And Related chemical Tracers version 2.4 (MOZART-2.4), with important modifications, to conduct sensitivity experiments for summer 1999 with three PBL mixing schemes, two horizontal resolutions and two emissions datasets. Among these factors, the PBL mixing is dominant. The default non-local scheme well reproduces the observed ozone diurnal variation, where the timing for the afternoon maximum and the morning minimum is within 1 h of the observed; biases for the minimum are less than 5 ppb except over the Southeast; and the ozone maximum-minimum contrast (OMMC) is within 10 ppb of observations except for the overprediction by 18.9 ppb over the Northeast. In contrast, the local scheme significantly overestimates the OMMC by 10-34 ppb over all regions as ozone and precursors are trapped too close to the ground. On the other hand, the full-mixing assumption underestimates the OMMC by 0-25 ppb, except over the Northeast, as the nighttime ozone decline is greatly underpredicted. As compared to PBL mixing, the effects of horizontal resolutions and precursor emissions being used are smaller but non-negligible. Overall, with the non-local mixing scheme, relatively high horizontal resolution (˜1.1°) and updated emissions data, the modified MOZART is capable of simulating the main features of the observed ozone diurnal cycle.

  15. 项目法在医学英语写作教学中的应用研究%Applied research of PBL in teaching medical English writing

    Institute of Scientific and Technical Information of China (English)

    高芸; 张忆萍; 叶丽珍

    2015-01-01

    Objective To explore the practical implementation of Project-based Learning (PBL) in medical English writing teaching and PBL’s role in promoting students’writing learning. Method 7-week-long PBL teaching practice was carried out among 56 second grade undergraduates. An investigation was made in the form of questionnaires, the results of which were analyzed using Likert Scale. Results PBL could remarkably stimulate students’writing motivation and promote their cooperation learning, improve their writing proficiency and develop their academic competence. Conclusion PBL should be adopted in medical English writing teaching to create real medical writing situation for students.%目的:探究项目法在医学英语写作教学中的实际应用,及其对学生写作学习的促进作用和影响。方法选取二年级本科生56名,实施历时7周的项目法教学实践。在项目完成后,采用调查问卷的形式进行调研;调研结果采用Likert五级量表评分。结果显著激发了学生写作动机,促进了学生合作学习;较明显地提高了学生写作能力和其他语言应用能力;较全面培养了学生综合学术能力。结论医学英语写作教学采用项目法,可以提供给学生真实医学写作环境,弥补课堂教学的不足。

  16. 教师在应用PBL教学法课堂教学中所扮演的角色%On the Roles of the Teacher in the Application of PBL ;Pedagogy in Classroom Teaching

    Institute of Scientific and Technical Information of China (English)

    沈晨虹

    2013-01-01

    PBL教学法是一种以问题为基础,以学生为中心的教学法,教师在应用PBL教学法的课堂教学中主要起着辅助性的作用。本文介绍了PBL教学法的基本概念及其特色,重点讨论了其在课堂教学中的应用过程,包括学生的课堂表现和教师的角色,为在实践中使用这一教学方法拓展思路,并着重分析了教师在应用PBL教学法的过程中所起到的作用。%PBL is a problem-based and student-centered peda-gogy. The teacher plays a supporting role when PBL is applied in classroom teaching. This paper introduces the basic concepts and features of PBL pedagogy. It focuses on the process of applying PBL in practical teaching. This article also discusses the stu-dents' performance and the teacher's function in this process. It analyzes the roles the teacher plays in the application of PBL pedagogy in classroom teaching and develops ideas for putting PBL pedagogy into practice.

  17. The application of PBL in evidence-based medicine teaching among international students%PBL在留学生循证医学教学中的应用

    Institute of Scientific and Technical Information of China (English)

    刘琴; 王宏; 钟朝晖

    2011-01-01

    PBL(Problem-based learning)是以问题为基础、以学生为中心的教学模式.在本科留学生循证医学教学中,应用PBL教学,激发了学生学习的主动性和积极性,提高了其分析和解决问题的能力,取得了较好的教学效果,为进一步有效地开展循证医学教学和循证临床实践提供了参考.%PBL ( Problem-based learning) is a problem-based and student-centered learning pattern.PBL teaching method has been applied to evidence-based medicine ( EBM ) courses for international students.By this method,the students' learning enthusiasm was stimulated,the ability of ananlyzing and resolving problem was improved,and good teaching effect was achieved,which provided knowledge to improve further EBM teaching and evidence-based clinical practice.

  18. Application Of PBL Teaching Method in Plant physiology Experiment%PBL教学法在植物生理学实验教学中的应用

    Institute of Scientific and Technical Information of China (English)

    赵英; 周兴文; 吴敏

    2015-01-01

    Take the biological 2013 grade student for the reach object in the experiment, Research onto teaching effect comparison between PBL method and instructing method , exploration the effect of PBL method. The result showed that: thinking an accuracy of anwer, speaking enthusiasm are all significantly better than those in control group. More than 75% students hold affirmative attitudes toward the PBL method, The metod not only improve teaching effect but also improve initiative and creativity of students.%本实验以生物科学2013级学生为研究对象,利用传统教学法与PBL教学法对植物生理学实验课程教学效果进行比较,试探究PBL教学法在实验教学过程中的作用。结果表明,学生发言积极性、答题思路、答题准确度评分实验组显著优于对照组,超过75%的学生对PBL教学法评价持肯定态度,进而证明PBL法更能提高该门课程的实验教学效果,提高学生的主观能动性和创新精神。

  19. Practice of PBL teaching method in political theory course%PBL在政治理论课教学中的应用

    Institute of Scientific and Technical Information of China (English)

    王小丽

    2012-01-01

    在政治理论课中实施PBL教学,确保问题设定的科学性,是坚持政治理论教育正确方向的根本保证.有效实施PBL教学的具体做法是:大班授课引出问题;分组完成分析与研究;小组展开课堂讨论;每位学生提交讨论心得.实践证明,PBL教学实效优于LBL教学.%Implementing PBL teaching in the political theory course,making sure the scientific nature of the problem setting are the fundamental guarantees of the right track of political theory education.There are several specific approaches to implement the PBL teaching effectively:leading up to the problem when teacheing in the large class; completing the analysis and research by dividing groups; carrying out class discussions by teams; submitting discussion experiences by each student.Practice has proved that,PBL teaching is better than LBL one.

  20. Evaluation of a PBL strategy in clinical supervision of nursing students: patient-centred training in student-dedicated treatment rooms.

    Science.gov (United States)

    Staun, Margaretha; Bergström, Berit; Wadensten, Barbro

    2010-10-01

    The present study aimed at investigating staff members' and nursing students' perception of and satisfaction with an intervention involving patient-centred training in student-dedicated treatment rooms during clinical supervision. It is well known that clinical education is important and that the clinical learning environment influences the development of nursing students' ability to solve clinical problems. In the present study, an intervention using a problem-based learning (PBL) strategy was introduced and evaluated in clinical education. The PBL strategy is called 'Patient-centred training in student-dedicated treatment rooms'. Descriptive; both quantitative and qualitative methods were used. A questionnaire and focus group interviews were used. Most participants found the PBL strategy to be highly satisfactory, both for staff and for students. The students seemed to feel that their time in clinical education had been used efficiently. Integration of theory and practice during clinical training has been emphasized as a necessary component, and the new strategy, which involves a method of promoting students' reflection, represents one way of facilitating such integration, in that it may bridge the gap between theory and practice. More extensive and more specific research is need in the future. Copyright © 2009 Elsevier Ltd. All rights reserved.

  1. 在生理学教学中穿插PBL教学法的探索%Application of PBL Teaching Method in Physiology Education

    Institute of Scientific and Technical Information of China (English)

    李文娟; 王晋

    2014-01-01

    以问题为基础的学习(problem-based learning, PBL)是一种以学生为中…心的教学方法。培养医学生的临床思维能力,是医学教育的目标之一。在生理学理论教学中…穿插 PBL 教学方法,能培养学生临床思维能力和运用知识的能力,激发学生学习的兴趣,培养学生主动学习的能力、创新能力和解决问题的能力。%Problem-based learning(PBL) is a teaching method which takes the students as the center during study. To train the clinical ideation of students majoring in medicine is one of the goals of medical education. Applying PBL teaching method in physiology education will be helpful to cultivate students′abilities to think and practice the clinical ideation and application, inspire their interests in study, evocate their ideation and enhance their abilities to learn initiatively and solve problem independently.

  2. Application of PBL Teaching Mode in Clinical Immunology Teaching%PBL教学模式在临床免疫学教学中的应用分析

    Institute of Scientific and Technical Information of China (English)

    王亮; 李学义

    2013-01-01

    Objective To investigate the clinical teaching students in self-analysis problems, problem solving teaching methods. Method Using questionnaires, skills assessment, Comprehensive assessment to compare the effects of PBL (Problem-Based Learning) teaching method and LBL (lecture-Based Learning) teaching in clinical immunology teaching. Results Application of PBL students cultivate good clinical thinking. Conclusion PBL can significantly improve student interest in learning and discovering, analyzing and solving problems of practical ability, so as to achieve better teaching results, worthy of promotion.%  目的探讨在临床教学中培养学生自我分析问题、解决问题能力的教学方法。方法采用问卷调查、技能考核、综合测评等方式对比研究PBL(Problem-Based Learning)教学法和LBL(lecture-Based Learning)教学法在临床免疫学教学中的教学效果。结果应用PBL教学法培养了学员良好临床思维。结论应用PBL教学法可显著提高学员学习兴趣和发现问题、分析问题、解决问题的实际能力,从而达到更佳的教学效果,值得推广。

  3. a Diagnostic Approach to Obtaining Planetary Boundary Layer Winds Using Satellite-Derived Thermal Data

    Science.gov (United States)

    Belt, Carol Lynn

    The feasibility of using satellite-derived thermal data to generate realistic synoptic-scale winds within the planetary boundary layer (PBL) is examined. Diagnostic "modified Ekman" wind equations from the Air Force Global Weather Central (AFGWC) Boundary Layer Model are used to compute winds at seven levels within the PBL transition layer (50 m to 1600 m AGL). Satellite-derived winds based on 62 predawn (0921 GMT 19 April 1979) TIROS-N soundings are compared to similarly-derived wind fields based on 39 AVE-SESAME II rawinsonde (RAOB) soundings taken 2 h later. Actual wind fields are also used as a basis for comparison. Qualitative and statistical comparisons show that the Ekman winds from both sources are in very close agreement, with an average vector correlation coefficient of 0.815. Best results are obtained at 300 m AGL. Satellite winds tend to be slightly weaker than their RAOB counterparts and exhibit a greater degree of cross-isobaric flow. The modified Ekman winds show a significant improvement over geostrophic values at levels nearest the surface. Horizontal moisture divergence, moisture advection, velocity divergence and relative vorticity are computed at 300 m AGL using satellite-derived winds and moisture data. Results show excellent agreement with corresponding RAOB-derived values. Areas of horizontal moisture convergence, velocity convergence, and positive vorticity are nearly coincident and align in regions which later develop intense convection. Vertical motion at 1600 m AGL is computed using stepwise integration of the satellite winds through the PBL. Values and patterns are similar to those obtained using the RAOB-derived winds. Regions of maximum upward motion correspond with areas of greatest moisture convergence and the convection that later develops.

  4. Simulation of Marine Boundary Layer characteristics using a 1-D PBL model over the Bay of Bengal during BOBMEX-99

    Indian Academy of Sciences (India)

    N V Sam; U C Mohanty; A N V Satyanarayana

    2003-06-01

    The characteristic features of the marine boundary layer (MBL) over the Bay of Bengal during the southwest monsoon and the factors influencing it are investigated. The Bay of Bengal and Monsoon Experiment (BOBMEX) carried out during July-August 1999 is the first observational experiment under the Indian Climate Research Programme (ICRP). A very high-resolution data in the vertical was obtained during this experiment, which was used to study the MBL characteristics off the east coast of India in the north and south Bay of Bengal. Spells of active and suppressed convection over the Bay were observed, of which, three representative convective episodes were considered for the study. For this purpose a one-dimensional multi-level PBL model with a TKE- closure scheme was used. The soundings, viz., the vertical profiles of temperature, humidity, zonal and meridional component of wind, obtained onboard ORV Sagar Kanya and from coastal stations along the east coast are used for the study. The temporal evolution of turbulent kinetic energy, marine boundary layer height (MBLH), sensible and latent heat fluxes and drag coefficient of momentum are simulated for different epochs of monsoon and monsoon depressions during BOBMEX-99.The model also generates the vertical profiles of potential temperature, specific humidity, zonal and meridional wind. These simulated values compared reasonably well with the observations available from BOBMEX.

  5. Comparisons of aerosol backscatter using satellite and ground lidars: implications for calibrating and validating spaceborne lidar

    Science.gov (United States)

    Gimmestad, Gary; Forrister, Haviland; Grigas, Tomas; O’Dowd, Colin

    2017-01-01

    The Cloud-Aerosol Lidar with Orthogonal Polarization (CALIOP) instrument on the polar orbiter Cloud-Aerosol Lidar and Infrared Pathfinder Satellite Observation (CALIPSO) is an elastic backscatter lidar that produces a global uniformly-calibrated aerosol data set. Several Calibration/Validation (Cal/Val) studies for CALIOP conducted with ground-based lidars and CALIOP data showed large aerosol profile disagreements, both random and systematic. In an attempt to better understand these problems, we undertook a series of ground-based lidar measurements in Atlanta, Georgia, which did not provide better agreement with CALIOP data than the earlier efforts, but rather prompted us to investigate the statistical limitations of such comparisons. Meaningful Cal/Val requires intercomparison data sets with small enough uncertainties to provide a check on the maximum expected calibration error. For CALIOP total attenuated backscatter, reducing the noise to the required level requires averaging profiles along the ground track for distances of at least 1,500 km. Representative comparison profiles often cannot be acquired with ground-based lidars because spatial aerosol inhomogeneities introduce systematic error into the averages. These conclusions have implications for future satellite lidar Cal/Val efforts, because planned satellite lidars measuring aerosol backscatter, wind vector, and CO2 concentration profiles may all produce data requiring considerable along-track averaging for meaningful Cal/Val. PMID:28198389

  6. Comparisons of aerosol backscatter using satellite and ground lidars: implications for calibrating and validating spaceborne lidar

    Science.gov (United States)

    Gimmestad, Gary; Forrister, Haviland; Grigas, Tomas; O’Dowd, Colin

    2017-02-01

    The Cloud-Aerosol Lidar with Orthogonal Polarization (CALIOP) instrument on the polar orbiter Cloud-Aerosol Lidar and Infrared Pathfinder Satellite Observation (CALIPSO) is an elastic backscatter lidar that produces a global uniformly-calibrated aerosol data set. Several Calibration/Validation (Cal/Val) studies for CALIOP conducted with ground-based lidars and CALIOP data showed large aerosol profile disagreements, both random and systematic. In an attempt to better understand these problems, we undertook a series of ground-based lidar measurements in Atlanta, Georgia, which did not provide better agreement with CALIOP data than the earlier efforts, but rather prompted us to investigate the statistical limitations of such comparisons. Meaningful Cal/Val requires intercomparison data sets with small enough uncertainties to provide a check on the maximum expected calibration error. For CALIOP total attenuated backscatter, reducing the noise to the required level requires averaging profiles along the ground track for distances of at least 1,500 km. Representative comparison profiles often cannot be acquired with ground-based lidars because spatial aerosol inhomogeneities introduce systematic error into the averages. These conclusions have implications for future satellite lidar Cal/Val efforts, because planned satellite lidars measuring aerosol backscatter, wind vector, and CO2 concentration profiles may all produce data requiring considerable along-track averaging for meaningful Cal/Val.

  7. Comparisons of aerosol backscatter using satellite and ground lidars: implications for calibrating and validating spaceborne lidar.

    Science.gov (United States)

    Gimmestad, Gary; Forrister, Haviland; Grigas, Tomas; O'Dowd, Colin

    2017-02-15

    The Cloud-Aerosol Lidar with Orthogonal Polarization (CALIOP) instrument on the polar orbiter Cloud-Aerosol Lidar and Infrared Pathfinder Satellite Observation (CALIPSO) is an elastic backscatter lidar that produces a global uniformly-calibrated aerosol data set. Several Calibration/Validation (Cal/Val) studies for CALIOP conducted with ground-based lidars and CALIOP data showed large aerosol profile disagreements, both random and systematic. In an attempt to better understand these problems, we undertook a series of ground-based lidar measurements in Atlanta, Georgia, which did not provide better agreement with CALIOP data than the earlier efforts, but rather prompted us to investigate the statistical limitations of such comparisons. Meaningful Cal/Val requires intercomparison data sets with small enough uncertainties to provide a check on the maximum expected calibration error. For CALIOP total attenuated backscatter, reducing the noise to the required level requires averaging profiles along the ground track for distances of at least 1,500 km. Representative comparison profiles often cannot be acquired with ground-based lidars because spatial aerosol inhomogeneities introduce systematic error into the averages. These conclusions have implications for future satellite lidar Cal/Val efforts, because planned satellite lidars measuring aerosol backscatter, wind vector, and CO2 concentration profiles may all produce data requiring considerable along-track averaging for meaningful Cal/Val.

  8. Second-order closure PBL model with new third-order moments: Comparison with LES data

    Science.gov (United States)

    Canuto, V. M.; Minotti, F.; Ronchi, C.; Ypma, R. M.; Zeman, O.

    1994-01-01

    This paper contains two parts. In the first part, a new set of diagnostic equations is derived for the third-order moments for a buoyancy-driven flow, by exact inversion of the prognostic equations for the third-order moment equations in the stationary case. The third-order moments exhibit a universal structure: they all are a linear combination of the derivatives of all the second-order moments, bar-w(exp 2), bar-w theta, bar-theta(exp 2), and bar-q(exp 2). Each term of the sum contains a turbulent diffusivity D(sub t), which also exhibits a universal structure of the form D(sub t) = a nu(sub t) + b bar-w theta. Since the sign of the convective flux changes depending on stable or unstable stratification, D(sub t) varies according to the type of stratification. Here nu(sub t) approximately equal to wl (l is a mixing length and w is an rms velocity) represents the 'mechanical' part, while the 'buoyancy' part is represented by the convective flux bar-w theta. The quantities a and b are functions of the variable N(sub tau)(exp 2), where N(exp 2) = g alpha derivative of Theta with respect to z and tau is the turbulence time scale. The new expressions for the third-order moments generalize those of Zeman and Lumley, which were subsequently adopted by Sun and Ogura, Chen and Cotton, and Finger and Schmidt in their treatments of the convective boundary layer. In the second part, the new expressions for the third-order moments are used to solve the ensemble average equations describing a purely convective boundary laye r heated from below at a constant rate. The computed second- and third-order moments are then compared with the corresponding Large Eddy Simulation (LES) results, most of which are obtained by running a new LES code, and part of which are taken from published results. The ensemble average results compare favorably with the LES data.

  9. 内科护理学PBL教学案例编写质量评价的研究%Evaluation on the quality of PBL teaching case in medical nursing

    Institute of Scientific and Technical Information of China (English)

    赵振娟; 林平; 高学琴

    2010-01-01

    目的 评价内科护理学PBL教学案例的编写质量,为PBL教学模式的推广提供理论基础.方法 自制内科护理学PBL教学案例编写质量评价问卷,选取10名护理专家,对10个PBL教学案例的质量作出评价.结果 内科护理学PBL教学案例的总体编写质量较高;专家对"医院中卖肾广告揪人心"案例评价最高,其趣味性最强,但真实性欠佳.结论 目前成熟的内科护理学PBL教学案例较少,护理教育者需要进一步总结国内外PBL教学经验,提高案例的编写质量.%Objective To evaluate the writing quality of PBL teaching case in medical nursing and to provide fundamental basis for the promotion of PBL teaching. Methods The evaluation questionnaire of preparation of quality of medical nursing PBL teaching case were used by ten nurse specialists to evaluate ten PBL teaching cases. Results The quality of medical nursing PBL teaching case was very high. The score of the case of the chilling advertisement on selling kidney in hospital was the highest, with highest interests but lower validity. Conclusions The mature medical nursing PBL teaching case are less now, so, the nurse educators should surn up domestic and foreign experiences on PBL teaching to improve the quality of cases.

  10. PBL+CBS宣教模式在提升2型糖尿病患者治疗依从性的效果研究%The effect study of PBL + CBS health education missionary mode for enhancing the treatment compliance for patients with type 2 diabetes

    Institute of Scientific and Technical Information of China (English)

    余梅

    2014-01-01

    目的:探讨PBL+CBS宣教模式指导下的健康宣教对2型糖尿病患者治疗依从性的效果。方法选择2型糖尿病患者60例,随机分为观察组和对照组各30例,观察组采用PBL+CBS宣教模式的健康宣教,对照组采用常规宣教。比较两组患者干预后糖尿病知识掌握情况及住院期间患者的满意度。结果观察组患者的糖尿病知识掌握、合理饮食、运动锻炼、规律服药、定时检测血糖、戒烟戒酒的依从性评分及住院满意度得分均明显高于对照组(P<0.05)。结论 PBL+CBS宣教模式有利于提升2型糖尿病患者治疗依从性,值得推广和应用。%Objective To investigate the effect of PBL+CBS health education missionary mode for enhancing the treatment compliance for patients with type 2 diabetes. Methods 60 cases type 2 diabetic patients were randomly divided into observation group and control group of 30 cases, the observation group took health education PBL+CBS missionary mode, the control group took conventional missions mode. The diabetes knowledge level and patient satisfaction during hospitalization were compared between two groups.ResultsThe diabetes knowledge level, proper diet, exercise, regular medication, regular testing of blood glucose, tobacco and alcohol compliance score and hospital satisfaction scores of observation group were significantly higher than the control group(P<0.05). Conclusion PBL+CBS missionary mode can help enhance the treatment compliance for patients with type 2 diabetes, and it is worthy of promotion and application.

  11. PBL教学法在英国曼彻斯特大学的应用及思考%PBL curriculum in the University of Manchester in the UK and some relevant thoughts about its current practice

    Institute of Scientific and Technical Information of China (English)

    周瑞; 严超; 燕敏; 郑民华; 朱正纲

    2011-01-01

    University of Manchester who first introduced Problem based learning(PBL)to the UK medical education,and adopted this new curriculum in 1994.Notably,Cambridge and Oxford have always had a high proportion of student-centred and self-directed learning,and have therefore not introduced PBL.Other medical schools have followed the example of Manchester,now PBL has become the mainstream curriculum in British medical edacation.First,this article is going to introduce how PBL curriculum is structured at Manchester medical school,and then reflect and give some thoughts on its current practice.%在英国,问题导向学习(Problem-based learning,PBL)最早由曼彻斯特大学于1994年引入英国医学教育系统,现已成为除牛津和剑桥两个医学院之外英国各大医学院的主流教育方法.在此将简要介绍PBL教学法在英国曼彻斯特大学医学教育中的应用现状,并探讨在医学教育实践中运用PBL时应关注的几个问题.

  12. EXPLORATION OF PBL EDUCATIONAL REFORM IN NUTRITIONAL SUBJECT%营养学课程PBL教学改革的探索

    Institute of Scientific and Technical Information of China (English)

    俞捷; 李岩; 范瑞明; 胡斌丽; 张镖; 许洁

    2011-01-01

    [Objective] To compare the effectiveness of PBL approach with traditional educational method. [Methods] 87 medical college students were randomly divided into experimental group including 45 medical students (PBL approach) and control group including 42 medical students (traditional educationl method). [Results] The National Public Dietitian Examination scores and passing rates among PBL-educaled students were higher than those of the control group (P < O.OS). The total score of PBL experimental group was 72.60±7.35, and the pass rate was 95.55%. The score of control group was 64.38±5.27, and the pass rate was 73.80%. There was significant different between the two groups. The experimental group had high capacity of teaching, literature review, and cultivate the students' learning interest and ability of analyzing and solving problem, which could be helpful for nutrition courses. There was no significantly difference in the control group. [Conclusion] PBL is better than the traditional educational method.PBL might help students to analyze problems and improve problem-solving skills.%[目的]探讨对医学生施行营养学课程PBL教学改革的必要性.[方法]将87名医学生分为实验组45名与对照组42名,实验组采用PBL教学法,对照组采用传统教学法.[结果]多数实验组医学生对PBL教学评价较高,PBL教学组国家公共营养师资格考试总分为(72.60±7.35)分,及格率是95.55%;传统教学组为(64.38±5.27)分,及格率是73.80,两组比较有统计学差异(P<0.05).PBL教学组学生认为教学效果、查阅文献的能力、激发学习兴趣、分析解决问题能力明显增强,对营养学课程的学习有帮助,而传统教学组学生认为这4种教学效果变化不大(P<0.05).[结论] PBL教学法优于传统教学法,有利于培养医学生分析问题、解决问题的能力,将其应用于营养学课程是可行的.

  13. LBL联合PBL在内分泌教学中的应用%Application of LBL combined with PBL in endocrinology teaching practice

    Institute of Scientific and Technical Information of China (English)

    袁心露; 朱晓晖; 崔世维

    2013-01-01

    目的探求基于课堂的学习(lecture-based learning,LBL)联合以问题为基础的学习(problem-based learning,PBL)在内分泌学教学中的可行性及优越性。方法将150名临床医学专业本科学生随机分为三组:LBL组(n=50),PBL教学组(n=50)以及LBL+PBL教学组(n=50),分别采用LBL、PBL和LBL+PBL双轨教学,采用问卷调查、笔试及口试评估教学效果,运用方差分析比较各项指标得分情况,成绩和及格率比较采用卡方检验。结果 LBL+PBL教学法教学效率、知识掌握度、分析解决问题能力、团队协作能力、以及医学诊疗思维的培养等方面优于其他2组;总成绩3组间的差异有统计学意义(F=4.69,P=0.010);3组及格率差异有统计学意义(χ2=8.94,P=0.030)。结论较LBL及PBL教学法相比,LBL联合PBL教学法既保证了教学质量,也培养了学生综合素质。%Objective To investigate the feasibility and superiority of the lecture based learning (LBL)combined problem-based learning (PBL)for endocrinology teaching practice. Methods Totally 150 clinic medical undergraduates were randomly divided into three groups:LBL group (n=50),PBL group (n=50)and LBL+PBL group (n=50). Questionnaires,written and oral tests were employed to evaluate the teaching effect. ANOVA was used to compare the indicator scores and chi-square test was used to compare grades and passing rate. Results Teaching efficiency,mater of knowledge,capabilities of analysis,teaming and collaboration ability and medical diagnosis thinking cultivation were better in LBL and PBL group than in the other two groups. There were statistical differences in total score(F=4.69, P=0.010)and passing rate(χ2=8.94,P=0.030)among three groups. Conclusions LBL+PBL guarantee the teaching quality and cultivate the comprehensive quality of students; therefore it is superior to LBL and PBL.

  14. Facilitating function of PBL teaching model for students’ critical thinking skills in college English class%PBL 教学模式对学生思辨能力的促进作用--以大学英语课堂教学为例

    Institute of Scientific and Technical Information of China (English)

    魏红华

    2014-01-01

    Considering the college students ’ deficiency in critical thinking skills , PBL teaching model is employed in or-der to improve the present situation to meet the social requirement for college students .Through theoretical analysis and practical teaching process , PBL teaching model is proved effective to facilitate and improve the students ’ critical thinking skills.%社会对大学生深层思维能力的要求进一步提高,而在大学生中却存在“思辨缺席”现象。为了改变这种现状,经过理论探索及教学实践,笔者发现PBL教学模式在大学英语课堂的应用对于学生的思辨能力培养具有一定程度的促进作用。

  15. Integration of Basic-Clinical Sciences, PBL, CBL, and IPE in U.S. Dental Schools' Curricula and a Proposed Integrated Curriculum Model for the Future.

    Science.gov (United States)

    Elangovan, Satheesh; Venugopalan, Shankar Rengasamy; Srinivasan, Sreedevi; Karimbux, Nadeem Y; Weistroffer, Paula; Allareddy, Veerasathpurush

    2016-03-01

    The integration of basic and clinical sciences in dental curricula enhances the application of basic science principles to clinical decision making and improves students' critical thinking. The aim of this study was to define the characteristics of U.S. dental schools' curricula with regard to level of course integration and degree of incorporation of problem-based and case-based learning. A second aim was to propose a dental curriculum that supports effective integration of courses and addresses some of the concerns facing academic dentistry. A survey was sent to 58 academic deans in U.S. dental schools. The survey included questions about integrating courses in the schools' curricula and major changes in curricular structure or teaching pedagogy that respondents anticipated in the immediate future. A total of 31 schools responded to the survey, for a 53.4% response rate. The results showed that three-quarters of the responding schools still teach basic and clinical sciences separately, although 61.3% reported having an integrated curriculum. Among the responding schools, 16 had a PBL component integrated into their curricula (two had integrated PBL in all courses and 14 used a hybrid PBL approach). Two schools had CBL integrated in all courses, and ten had CBL integrated in >75% of courses. Only slightly more than half agreed that their curricula foster students' thinking "outside the box." Faculty shortages and lack of protected time and resources were the most frequent reasons given for a lack of integrated courses. The integrated model proposed in this article has the potential to provide a low stress environment for students and to address important issues like faculty shortages.

  16. PBL教学法在内科教学中的应用%The Application of PBL Teaching Mode in Clinical Teaching of Internal Medicine

    Institute of Scientific and Technical Information of China (English)

    卢高峰; 郑鹏远; 唐芙爱

    2012-01-01

      Clinical teaching is to help students to combine learned basic knowledge and clinical technique that is a vital parts during medicla education.Problem-based Learning(PBL) is a teaching way focusing on student based on the real world.In clinical medicine,it is a method of education leading of cases,based on problems,the subject of studens and teacher-oriented heuristic education and a teaching goal of training students’ability.Using PBL in internal medicine teaching can develop the guidance role of problems during learning and bring the initiative and enthusiasm of students which can improve the effect of internal medicine teaching.%  以问题为导向的教学方法(problem-based learning ,PBL)是基于以学生为中心的教育方式,运用在临床医学中是以病例为先导,以问题为基础,以学生为主体,以教师为导向的启发式教育,以培养学生的临床能力为目标。将PBL应用于内科临床理论教学和实习教学能够发挥问题对学习过程的指导作用,调动学生的主动性和积极性。更能提高内科学临床教学的效果。

  17. Performance Evaluation of PBL Schemes of ARW Model in Simulating Thermo-Dynamical Structure of Pre-Monsoon Convective Episodes over Kharagpur Using STORM Data Sets

    Science.gov (United States)

    Madala, Srikanth; Satyanarayana, A. N. V.; Srinivas, C. V.; Tyagi, Bhishma

    2016-05-01

    In the present study, advanced research WRF (ARW) model is employed to simulate convective thunderstorm episodes over Kharagpur (22°30'N, 87°20'E) region of Gangetic West Bengal, India. High-resolution simulations are conducted using 1 × 1 degree NCEP final analysis meteorological fields for initial and boundary conditions for events. The performance of two non-local [Yonsei University (YSU), Asymmetric Convective Model version 2 (ACM2)] and two local turbulence kinetic energy closures [Mellor-Yamada-Janjic (MYJ), Bougeault-Lacarrere (BouLac)] are evaluated in simulating planetary boundary layer (PBL) parameters and thermodynamic structure of the atmosphere. The model-simulated parameters are validated with available in situ meteorological observations obtained from micro-meteorological tower as well has high-resolution DigiCORA radiosonde ascents during STORM-2007 field experiment at the study location and Doppler Weather Radar (DWR) imageries. It has been found that the PBL structure simulated with the TKE closures MYJ and BouLac are in better agreement with observations than the non-local closures. The model simulations with these schemes also captured the reflectivity, surface pressure patterns such as wake-low, meso-high, pre-squall low and the convective updrafts and downdrafts reasonably well. Qualitative and quantitative comparisons reveal that the MYJ followed by BouLac schemes better simulated various features of the thunderstorm events over Kharagpur region. The better performance of MYJ followed by BouLac is evident in the lesser mean bias, mean absolute error, root mean square error and good correlation coefficient for various surface meteorological variables as well as thermo-dynamical structure of the atmosphere relative to other PBL schemes. The better performance of the TKE closures may be attributed to their higher mixing efficiency, larger convective energy and better simulation of humidity promoting moist convection relative to non

  18. The Application of PBL in Clinical Practice of Pediatric Dentistry%PBL法在儿童口腔医学临床实习中的应用

    Institute of Scientific and Technical Information of China (English)

    田词; 王萍; 梁焕友; 李思萍

    2012-01-01

    为提高儿童口腔医学临床实习效果,引入以问题为基础的教学法(problem-based learning,PBL).本文介绍了PBL法在儿童口腔临床实习中的实施方法及流程.在学习中发现PBL法对学生自学能力,科研能力,临床技能的提高等方面有很大帮助,是传统教学法的重要补充.

  19. Hemoglobin derivatives

    Science.gov (United States)

    ... this page: //medlineplus.gov/ency/article/003371.htm Hemoglobin derivatives To use the sharing features on this page, please enable JavaScript. Hemoglobin derivatives are altered forms of hemoglobin . Hemoglobin is ...

  20. Application of PBL teaching model in clinical education of undergraduates nurses%PBL教学法在护理本科实习护生临床教学中的应用

    Institute of Scientific and Technical Information of China (English)

    干锦华; 顾琼; 苏敏; 刘利; 陈莹

    2012-01-01

    Objective To investigate the effect of PBL on the clinical education of nursing undergraduate students. Methods 120 undergraduate nurses were randomly divided with equal number into PBL (problem-based learning) group and the non-PBL group during their internship. The PBL group received PBL, while the non-PBL group was taught using traditional teaching model. 6 weeks after the clinical practice, the two groups were compared in scores of theoretical knowledge and skills assessment,. The students from the two groups were interviewed about their feedback on the quality of clinical education. Results The test scores of theoretical knowledge and skills assessment in PBL group were higher than those in the control group. 83.33% of the PBL group believed PBL could increase their interest in learning, self-learning ability, clinical thinking ability, communication skills and overall care capacity, each showing significant difference compared with those of the non-PBL group (P<0.01). Conclusion PBL can better the integration of nursing theoretical knowledge and clinical practice and improve the comprehensive ability of nursing students.%目的 探讨以问题为中心(problem based learning,PBL)教学法在护理本科实习护士学生(以下简称护生)临床教学中的应用效果.方法 将120名在眼科实习的护生,按临床实习时间分为实验组和对照组,每组各60名.实验组采用PBL教学法,对照组采用传统教学方法.实习6w后,比较两组护生理论知识和技能等各种考核成绩的差异,并同时调查两组护生对临床教学质量的反馈情况.结果 实验组护生理论知识和技能等各种考核成绩均优于对照组,83.33%的护生认为PBL教学法可提高学习兴趣、自学能力、临床思维能力、沟通能力和整体护理能力,与对照组比较,均P<0.01,差异具有统计学意义.结论 PBL教学法能使护生更好地将护理理论知识与临床实践相结合,提高了护生临床护理理

  1. THE APPLICATION OF PBL TEACHING METHOD TO TEACHING THE COURSE FRANCHISE%PBL教学法应用研究——以《特许经营课》教学为例

    Institute of Scientific and Technical Information of China (English)

    丁华

    2011-01-01

    以《特许经营课》教学为例总结了PBL教学法的优势和在应用中应注意的问题,阐述了应用PBL教学方法的一般教学过程。%PBL teaching is a new teaching model,teaching philosophy and teaching methods.In practice there are some problems and only by recognizing and actively overcoming these problems can its biggest effect be played on teaching.The paper elaborates on the general application of PBL teaching method in the light of the advantages and problems for the application of PBL teaching to the course "Franchise Management".

  2. The Application of PBL Teaching Method in the C Programming Language Course%PBL教学法在C语言程序设计课程中的应用

    Institute of Scientific and Technical Information of China (English)

    刘红

    2013-01-01

      PBL教学法是一种基于问题学习的教学方法.PBL旨在使学习者建构宽厚而灵活的知识基础,发展有效地解决问题的技能.通过在C语言课程中运用PBL教学法,提高学生的职业素养,取得良好的教学效果.%PBL teaching method is a kind of learning based on problem of teaching methods. PBL aims to make learners construct generous and agile knowledge base, the development of effective problem solving skills. Through the C language course using PBL teaching method, improve the students' professional quality, achieve good teaching effect.

  3. PBL教学模式在康复科护生临床实习中的应用%The application of PBL teaching mode in clinical practice of the nurse students in rehabilitation department

    Institute of Scientific and Technical Information of China (English)

    蒋梅; 艾艳

    2012-01-01

    目的 探讨PBL教学模式的可行性,提高康复科的带教质量.方法 选取2010年7月至2011年4月康复科实习的60名护生,随机分为LBL教学组和PBL教学组,每组30人.一组实行传统的LBL( Lecture-Based Learning)教学,一组实行PBL(Problem-Based Learning)教学,以考试及问卷方式进行反馈.结果 PBL组考试成绩明显高于LBL组,多数同学认为PBL教学更利于知识掌握,提高学习兴趣、综合能力及互动性.结论 PBL教学在康复科有实施意义,值得推广.%Objective To study the feasibility of the PBL teaching mode and improve the teaching quality of rehabilitation department.Methods A total of 60 nurse students were randomly divided into two groups with 30 persons each group.LBL ( Lecture-Based Learning) group was received the routine teanhing,while PBL group was received the method of problem-based learning.Examinations as well as questionnaires approach were taken as the feedback.Results The performance of PBL group was better than that of LBL group.Most students hold that PBL teaching method was more favorable to master the knowledge,increase interest in learning,comprehensible ability and interaction.Conclusions PBL teaching method is of beneficial significance,which is worth promoting in rehabilitation department.

  4. Application of the PACS and 3D printing technology combined with PBL in orthopedic clinical teaching%3D 打印结合 PACS 系统在骨科 PBL 临床教学模式中的应用

    Institute of Scientific and Technical Information of China (English)

    李锋涛; 王栋; 程剑; 刘园; 贺西京

    2015-01-01

    目的:探讨3D 打印结合 PACS 系统在骨科 PBL 临床教学模式中的应用,进一步提高骨科临床教学质量。方法选取2010级临床专业学生60名,随机分为新教学法组和传统教学法组,新教学法组采用 PACS 系统、3D 打印及 PBL 教学方法进行临床教学,传统教学法组采用传统教学方式,分析两组学生学习成绩及综合能力自我评估分数有无统计学差异。结果与传统教学法组相比,新教学法组学生学习成绩及综合能力自我评估分数明显高于传统教学法组(P <0.05)。结论3D 打印技术、PACS 系统以及 PBL 教学法应用于骨科临床教学,取得了良好的教学效果。%Objective To investigate the application of the PACS and 3D printing technology combined with problem-based learning (PBL)teaching method so as to further improve the quality of orthopedic clinical teaching.Methods We randomly divided 60 students from Class 2010 of clinical medicine into new teaching method group and traditional teaching method group.New teaching method group received the new teaching method and traditional teaching method group did the old one.Then we compared the academic performance and self-assessment of mixed ability in the groups.Results Students in new teaching method group obviously outperformed those in traditional teaching method group in test scores and self-assessment of mixed ability (P <0.05 ).Conclusion The PACS and 3D printing technology combined with PBL teaching method can obviously improve the quality of orthopedic clinical teaching and achieve satisfactory teaching effects.

  5. Design and Discussion of PBL Teaching Method in the Teaching of Massage Therapy%《推拿治疗学》采用PBL教学法的设计与探讨

    Institute of Scientific and Technical Information of China (English)

    刘键; 王福燕

    2013-01-01

    In the expectation of fully improving the students' medical skills and comprehensive quality, we have illustrated the necessity of PBL teaching method introduced into massage therapy and designed the specific implementation measures, found the solution to the issues in the courses of practical application through teaching reform.%论述引入PBL 教学法的必要性,并设计具体的实施方法,探讨实际运用时的问题.期望通过教学改革,全面提升学生的临床技能和综合素质.

  6. Mesoscale modeling study of the interactions between aerosols and PBL meteorology during a haze episode in China Jing-Jin-Ji and its near surrounding region - Part 2: Aerosols' radiative feedback effects

    Science.gov (United States)

    Wang, H.; Shi, G. Y.; Zhang, X. Y.; Gong, S. L.; Tan, S. C.; Chen, B.; Che, H. Z.; Li, T.

    2014-11-01

    Two model experiments, namely a control (CTL) experiment without aerosol-radiation feedbacks and a RAD experiment with online aerosol-radiation interactions, were designed to study the radiative feedback on regional radiation budgets, PBL meteorology and haze formation due to aerosols during haze episodes over China Jing-Jin-Ji and its near surroundings (3JNS Region, for Beijing, Tianjin, Hebei Province, East Shanxi Province, West Shandong Province and North Henan Province) with a two-way atmospheric chemical transport model. The impact of aerosols on solar radiation reaching Earth's surface, outgoing longwave emission at the top of the atmosphere, air temperature, PBL turbulence diffusion, PBL height, wind speeds, air pressure pattern and PM2.5 has been studied focusing on a haze episode during the period from 7 to 11 July 2008. The results show that the mean solar radiation flux that reaches the ground decreases about 15% in China 3JNS Region and by 20 to 25% in the region with the highest AOD during the haze episode. The fact that aerosol cools the PBL atmosphere but warms the atmosphere above it leads to a more stable atmospheric stratification over the region, which causes a decrease in about 52% of turbulence diffusion and a decrease in about 33% of the PBL height. This consequently forms a positive feedback on the particle concentration within the PBL and the surface as well as the haze formation. On the other hands, aerosol DRF (direct radiative forcing) increases about 9% of PBL wind speed, weakens the subtropical high by about 14 hPa, which aids the collapse of haze pollution, resulting in a negative feedback to the haze episode. The synthetic impacts from the two opposite feedbacks result in about a 14% increase in surface PM2.5. However, the persistence time of both high PM2.5 and haze pollution is not effected by the aerosol DRF. On the contrary over offshore China, aerosols heat the PBL atmosphere and cause unstable atmospheric stratification, but the

  7. Mesoscale modelling study of the interactions between aerosols and PBL meteorology during a haze episode in China Jing-Jin-Ji and its near surrounding region - Part 2: Aerosols' radiative feedback effects

    Science.gov (United States)

    Wang, H.; Shi, G. Y.; Zhang, X. Y.; Gong, S. L.; Tan, S. C.; Chen, B.; Che, H. Z.; Li, T.

    2015-03-01

    Two model experiments, namely a control (CTL) experiment without aerosol-radiation feedbacks and a experiment with online aerosol-radiation (RAD) interactions, were designed to study the radiative feedback on regional radiation budgets, planetary boundary layer (PBL) meteorology and haze formation due to aerosols during haze episodes over Jing-Jin-Ji, China, and its near surroundings (3JNS region of China: Beijing, Tianjin, Hebei, East Shanxi, West Shandong and North Henan) with a two-way atmospheric chemical transport model. The impact of aerosols on solar radiation reaching Earth's surface, outgoing long-wave emission at the top of the atmosphere, air temperature, PBL turbulence diffusion, PBL height, wind speeds, air pressure pattern and PM2.5 has been studied focusing on a haze episode during the period from 7 to 11 July 2008. The results show that the mean solar radiation flux that reaches the ground decreases by about 15% in 3JNS and 20 to 25%in the region with the highest aerosol optical depth during the haze episode. The fact that aerosol cools the PBL atmosphere but warms the atmosphere above it leads to a more stable atmospheric stratification over the region, which causes a decrease in turbulence diffusion of about 52% and a decrease in the PBL height of about 33%. This consequently forms a positive feedback on the particle concentration within the PBL and the surface as well as the haze formation. Additionally, aerosol direct radiative forcing (DRF) increases PBL wind speed by about 9% and weakens the subtropical high by about 14 hPa, which aids the collapse of haze pollution and results in a negative feedback to the haze episode. The synthetic impacts from the two opposite feedbacks result in about a 14% increase in surface PM2.5. However, the persistence time of both high PM2.5 and haze pollution is not affected by the aerosol DRF. On the contrary over offshore China, aerosols heat the PBL atmosphere and cause unstable atmospheric stratification, but

  8. Mesoscale modeling study of the interactions between aerosols and PBL meteorology during a haze episode in China Jing-Jin-Ji and its near surrounding region – Part 2: Aerosols' radiative feedback effects

    Directory of Open Access Journals (Sweden)

    H. Wang

    2014-11-01

    Full Text Available Two model experiments, namely a control (CTL experiment without aerosol-radiation feedbacks and a RAD experiment with online aerosol-radiation interactions, were designed to study the radiative feedback on regional radiation budgets, PBL meteorology and haze formation due to aerosols during haze episodes over China Jing-Jin-Ji and its near surroundings (3JNS Region, for Beijing, Tianjin, Hebei Province, East Shanxi Province, West Shandong Province and North Henan Province with a two-way atmospheric chemical transport model. The impact of aerosols on solar radiation reaching Earth's surface, outgoing longwave emission at the top of the atmosphere, air temperature, PBL turbulence diffusion, PBL height, wind speeds, air pressure pattern and PM2.5 has been studied focusing on a haze episode during the period from 7 to 11 July 2008. The results show that the mean solar radiation flux that reaches the ground decreases about 15% in China 3JNS Region and by 20 to 25% in the region with the highest AOD during the haze episode. The fact that aerosol cools the PBL atmosphere but warms the atmosphere above it leads to a more stable atmospheric stratification over the region, which causes a decrease in about 52% of turbulence diffusion and a decrease in about 33% of the PBL height. This consequently forms a positive feedback on the particle concentration within the PBL and the surface as well as the haze formation. On the other hands, aerosol DRF (direct radiative forcing increases about 9% of PBL wind speed, weakens the subtropical high by about 14 hPa, which aids the collapse of haze pollution, resulting in a negative feedback to the haze episode. The synthetic impacts from the two opposite feedbacks result in about a 14% increase in surface PM2.5. However, the persistence time of both high PM2.5 and haze pollution is not effected by the aerosol DRF. On the contrary over offshore China, aerosols heat the PBL atmosphere and cause unstable atmospheric

  9. Application of PBL + CBL Teaching Methods to Medical Students in Gastroenterology Clinical Teaching%PBL联合CBL教学方法在胃肠外科临床见习教学中的应用

    Institute of Scientific and Technical Information of China (English)

    李凡; 张安平; 童卫东; 刘宝华

    2013-01-01

    Objective:To discuss the benefits ofPBL + LBL double-track teaching method which has applied to medical students during their medical rotation in the department of Gastrointestinal surgery.Methods:50 medical students fiom the class 2008 in our medical school were randomly selected and divided into two groups:students in the trial group received PBL + LBL teaching,students in the control group received LBL teaching only.At the end of Gastrointestinal surgery clinical rotation,all of the 50 medical students were required to take the rotation-ending exam and questionnaire investigation.The difference of teaching effects between the control group and trial group were compared and evaluated by comparing the difference of students' test results between the two groups.Results:Our results score,students in the experimental group had a significant higher score (P < 0.05).Meanwhile,students in the PBL + LBL trial group clearly exhibited satisfication to the PBL + LBL teaching method.Conclusion:This study suggests suggested that PBL + CBL double-track teaching method is more welcomed by students and showed more benefits than LBL single teaching track on helping medical students to learn clinical knowledge more efficiently in their clinical noviciate in Gastrointestinal surgery.%目的:探讨PBL联合CBL教学模式在医学生胃肠外科见习教学中的应用效果.方法:选取50名2008级胃肠外科见习医学生作为研究对象,将其随机分成两组:实验组采用PBL联合CBL教学模式,对照组则仅采用传统LBL教学模式.通过出科考核及问卷调查两种方式评价胃肠外科见习教学效果.结果:显示PBL+ CBL组的考试成绩要明显优于LBL组,差异有统计学意义(P< 0.05),并且见习后的问卷调查结果提示学生对PBL+ CBL的教学模式满意度较高.结论:我们的研究结果表明PBL+ CBL双轨教学模式受到学生欢迎,在提高学生理论知识水平方面比LBL模式更为有效.

  10. Bringing Authentic Research into the Classroom with the Mars Student Imaging Project: Comparison of the PBL Gold Standards to the Scientific Methods

    Science.gov (United States)

    Pounder, Jean

    2017-04-01

    The goal of Project Based Learning (PBL) is to actively engage students through authentic, real word study to increase content knowledge, understanding, and skills for everyday success. The essential design of PBL is very similar in nature to the scientific method and therefore easy to adapt to the science classroom. In my classroom, students use these essential elements when engaging in the study of the processes that affect the surface of a planet such as weathering and erosion. Studying Mars is a hook to getting students to learn about the same processes that occur on Earth and to contrast the differences that occur on another planetary body. As part of the Mars Student Imaging Project (MSIP), students have the opportunity to engage and collaborate with NASA scientists at Arizona State University and get feedback on their work. They research and develop their own question or area of focus to study. They use images of Mars taken using the THEMIS camera onboard the Mars Odyssey Satellite, which has been orbiting Mars since 2001. Students submit a proposal to the scientists at ASU and, if accepted, they are given the opportunity to use the THEMIS camera in orbit to photograph a new region on Mars that will hopefully contribute to their research. Students give a final presentation to the faculty, staff, community, and other students by presenting their work in a poster session and explaining their work to the audience.

  11. Ect2/Pbl acts via Rho and polarity proteins to direct the assembly of an isotropic actomyosin cortex upon mitotic entry.

    Science.gov (United States)

    Rosa, André; Vlassaks, Evi; Pichaud, Franck; Baum, Buzz

    2015-03-09

    Entry into mitosis is accompanied by profound changes in cortical actomyosin organization. Here, we delineate a pathway downstream of the RhoGEF Pbl/Ect2 that directs this process in a model epithelium. Our data suggest that the release of Pbl/Ect2 from the nucleus at mitotic entry drives Rho-dependent activation of Myosin-II and, in parallel, induces a switch from Arp2/3 to Diaphanous-mediated cortical actin nucleation that depends on Cdc42, aPKC, and Par6. At the same time, the mitotic relocalization of these apical protein complexes to more lateral cell surfaces enables Cdc42/aPKC/Par6 to take on a mitosis-specific function-aiding the assembly of a relatively isotropic metaphase cortex. Together, these data reveal how the repolarization and remodeling of the actomyosin cortex are coordinated upon entry into mitosis to provide cells with the isotropic and rigid form they need to undergo faithful chromosome segregation and division in a crowded tissue environment. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

  12. The Application of PBL in Advanced Mathematics Teaching%PBL教学模式在高等数学教学中的应用研究

    Institute of Scientific and Technical Information of China (English)

    周建华

    2015-01-01

    高等数学内容抽象难懂,利用传统的教学模式难以达到预期的教学效果.为了使学生更容易学习并掌握高等数学的"三基",就必须用形象、直观的方式演绎抽象的数学概念.PBL教学模式以问题为核心,以学生为主体,强调团队协作.基于此,对PBL教学模式在高等数学教学中的应用进行了探讨.%"Advanced mathematics" is difficult to achieve the expected teaching effect by using the traditional teaching mode. In order to make it easier for students to study and master the "Advanced Mathematics" of the "Three Basics", it is necessary to use image, intuitive way of deductive abstract mathematical concepts. PBL teaching mode is a problem-based, student-center teaching method by emphasizing teamwork. Therefore, the paper discussed the application of PBL teaching mode in the Advanced Mathematics teaching.

  13. Drawing in nursing PBL.

    Science.gov (United States)

    Chan, Zenobia C Y

    2013-08-01

    The implementation of art education in nursing is said to have positive effects on nursing students. Most studies applied visual art dialogues or object design, whereas the effectiveness of drawing as a teaching and learning method is rarely examined and discussed. This paper aimed to discuss the potential and effectiveness of drawing as a learning and teaching method. Four drawings which were created by Hong Kong nursing students are demonstrated and the students' perspectives of how drawing enhanced learning are shown in this paper. Topics on drawing as a fun teaching and learning method and the way it can enhance critical thinking and creativity are also discussed. In conclusion, the activity was a great success, and students enjoyed the learning process and reflected positive comments. However, we cannot conclude that drawing is an effective teaching and learning method based on a single paper, therefore more similar studies should be conducted to investigate this method. Copyright © 2012 Elsevier Ltd. All rights reserved.

  14. Hidden realities inside PBL design processes: Is consensus design an impossible clash of interest between the individual and the collective, and is architecture its first victim?

    Directory of Open Access Journals (Sweden)

    Ole Pihl

    2015-06-01

    Full Text Available How do architecture students experience the contradictions between the individual and the group at the Department of Architecture and Design of Aalborg University? The Problem-Based Learning model has been extensively applied to the department’s degree programs in coherence with the Integrated Design Process, but is a group-based architecture and design education better than that which is individually based? How does PBL affect space, form, and creative processes? Hans Kiib, professor and one of the founders of the Department of Architecture and Design in Aalborg, describes his intentions for the education as being intuition, reflection, artistic progression and critical interpretation (Kiib 2004. “As the reflection and critical interpretation are well integrated within the education, mostly parts of the exam evaluation, it seems like the artistic progression and intuition are somewhat drowning within the group work, as it is closer related to the actual PBL process”. Is the Integrated Design Process (Knudstrup 2004 and is Colb (1975 still current and valid? Can we still use these methodologies when we must create “learning for an unknown future,” as Ronald Barnett (2004 claims that we are passing from a complex world into one based on super complexity? Could Gaston Bachelard (1958, who writes in his book The Poetic of Space "that poets and artists are born phenomenologists," help architecture and design students in their journey to find his/her own professional expression? This paper investigates the creative processes of the collective and the individual and clarifies some of the hidden realities behind the PBL-based creative processes, both through an inquiry with the students and a more methodological and theoretical approach. The paper also explores how to integrate artistic progression and intuition within group work by investigating a group of concrete project cases from the Department of Architecture and Design based upon the

  15. Financial Derivatives

    DEFF Research Database (Denmark)

    Wigan, Duncan

    2013-01-01

    Contemporary derivatives mark the development of capital and constitute a novel form of ownership. By reconfiguring the temporal, spatial and legal character of ownership derivatives present a substantive challenge to the tax collecting state. While fiscal systems are nationally bounded and inheren...... and inherently static, capital itself is unprecedentedly mobile, fluid and fungible. As such derivatives raise the specter of ‘financial weapons of mass destruction’....

  16. Financial Derivatives

    DEFF Research Database (Denmark)

    Wigan, Duncan

    2013-01-01

    Contemporary derivatives mark the development of capital and constitute a novel form of ownership. By reconfiguring the temporal, spatial and legal character of ownership derivatives present a substantive challenge to the tax collecting state. While fiscal systems are nationally bounded...

  17. Small-group work and assessment in a PBL curriculum: a qualitative and quantitative evaluation of student perceptions of the process of working in small groups and its assessment.

    Science.gov (United States)

    Willis, S C; Jones, A; Bundy, C; Burdett, K; Whitehouse, C R; O'Neill, P A

    2002-09-01

    The problem based learning (PBL) curriculum at Manchester emphasizes small-group work. This is supported through group assessment where students assess key aspects of their group's function. In the study described here the authors evaluated students' perceptions of both PBL group work and what a group assessment needs to assess. They aimed to produce a description of the cognitive and motivational influences on group process and unpack the ways they contribute to a successful PBL group so that the kinds of skills an effective assessment should assess could be identified. Focus groups and a questionnaire were used to generate the data. The focus group results indicate that students support PBL group work as a method of learning, and that those groups that work cooperatively are perceived as facilitating the most motivating learning environment. The students supported the assessment being summative and felt that it could be simplified to measure: behavioural skills contributing to maximizing motivation of the group process; and cognitive skills relating to the content of the group discussion. The questionnaire results also supported the use of a summative assessment of small-group work that evaluates the domains of group process and the content of the group discussion.

  18. Outcomes-Based Authentic Learning, Portfolio Assessment, and a Systems Approach to "Complex Problem-Solving": Related Pillars for Enhancing the Innovative Role of PBL in Future Higher Education

    Science.gov (United States)

    Richards, Cameron

    2015-01-01

    The challenge of better reconciling individual and collective aspects of innovative problem-solving can be productively addressed to enhance the role of PBL as a key focus of the creative process in future higher education. This should involve "active learning" approaches supported by related processes of teaching, assessment and…

  19. PBL教学法在康复医学教学中的应用效果%Application of PBL Teaching Method in Rehabilitation Medicine Teaching

    Institute of Scientific and Technical Information of China (English)

    马莉娜

    2016-01-01

    Objective To explore the application effect of PBL teaching method in the teaching of rehabilitation medicine.Methods The subjects of this study were 2013 cases of 170 clinical medical undergraduates, and they were randomly divided into two groups. The control group of 85 cases adopted conventional LBL teaching model in the teaching of rehabilitation medicine, the observation group of 85 cases adopted PBL teaching model in rehabilitation medicine teaching. Compared the teaching effects between two groups.Results In the observation group, students ifnal exam scores increased significantly compared with control group, the difference was statistically signiifcant (P<0.05), students course satisfaction in observation group was 96.47% (82/85), compared with that of the control group (71.76% ,61/85 ) increased significantly, the difference was statistically signiifcant (P<0.05).Conclusion In the teaching of rehabilitation medicine, the implementation of PBL teaching mode can fully stimulate students' autonomous learning ability, improve students' academic performance and teaching quality.%目的:探讨PBL教学法在康复医学教学中的应用效果。方法选取2013级临床医学本科生170例,随机分为对照组和观察组,各85例。对照组在康复医学教学中实施常规LBL教学模式;观察组在康复医学教学中实施PBL教学模式。对比两组教学效果。结果观察组学生期末理论考试成绩高于对照组,差异具有统计学意义(P<0.05);观察组学生课程满意度为96.47%(82/85),高于对照组的71.76%(61/85),差异具有统计学意义(P<0.05)。结论在康复医学教学中实施PBL教学模式,可充分激发学生自主学习能力,提高学生理论成绩及教学质量。

  20. 肾脏病学临床PBL教学对学生批判性思维能力的影响%The Effect of PBL Teaching on the Critical Thinking Ability of the Students in the Kidney Disease

    Institute of Scientific and Technical Information of China (English)

    武煜

    2016-01-01

    Objective To investigate the analysis of kidney disease clinical PBL teaching effects on students' critical thinking ability.Methods 90 medical students in medical college were chosen as the research object, which is divided into PBL teaching group and traditional teaching by the method of random number table (LBL) group, 45 patients in each group, LBL group of students using the traditional LBL teaching methods, teaching model of PBL implementation of PBL group.Results PBL group of students on average total score (363.3±25.6) higher than that of LBL group (268.8±24.4). In pursuing scale, curious sex scale at the same time, open-minded, systematic scale, self-esteem scale and critical thinking, analytical scale in seven aspects, students scored an average of PBL group were higher than that of LBL group (allP<0.05).Conclusion PBL teaching mode the whole teaching effect is better, can effectively improve the critical thinking ability of medical students.%目的:探讨分析肾脏病学临床PBL教学对学生批判性思维能力的影响。方法选择医学院90名医学生为研究对象,用随机数字表法将其分为PBL教学组与传统教学(LBL)组,各45名;LBL组同学采用传统的LBL教学方法,PBL组学生实行PBL教学模式。结果 PBL组学生平均总分(363.3±25.6)分,高于LBL组(268.8±24.4)分;同时在求真量表、好奇性量表、思想开放量表、系统性量表、批判性思维、自信心量表、分析性量表7个方面,PBL组学生平均得分也均高于LBL组(均P<0.05)。结论 PBL教学模式整体教学效果更加优秀,可有效地提高医学生的批判性思维能力。

  1. PBL 教学法在妇产科护理教学中的应用*%Application of problem-based learning in clinical nursing teaching in obstetrical and gynecological department

    Institute of Scientific and Technical Information of China (English)

    章雪玲; 黄美凌; 邓燕红; 杨敏玲; 谢健; 梁慧贤

    2013-01-01

    Objective To investigate the feasibility of using problem-based learning in nursing clinical teaching in the obstetrics and gynecology department.Methods Sixty-six nursing students were randomly divided into PBL group and lecture-based learning(LBL)group .At the end of their internship,the two groups were compared in terms of examination performance,learning attitude and aptitude,and their feedback on the two learning modes.Results The students in the PBL group were significantly better than those in the control group in terms of examination performance,learning attitude and aptitude,and their feedback on the learning mode(P<0.001).Conclusions PBL may be effective in the improvement of their attitude to learning and aptitude,the comprehensive ability.It can provide an environment to promote internal learning motivation for students.%  目的探讨 PBL 教学法在妇产科护理教学中的应用效果。方法将66名护理实习学生按不同的教学法分为以问题为基础的教学法(problem-based learning,PBL)的 PBL 组33名和以讲授为基础的教学法(lecture-based learning,LBL)的 LBL 组33名,实习结束后对两组学生进行考核,评估学生学习态度和能力和对教学方法反馈情况。结果PBL 组学生考核成绩、学习态度和能力、教学效果均优于 LBL 组,两组比较,均 P<0.01,差异具有统计学意义。结论PBL 教学法可提高学生学习态度和能力及整体综合能力,且为学生提供一个促进内在学习动机的环境,其教学方法更符合学生的临床学习需求。

  2. Research on influence of PBL teaching mode on critical thinking ability of clinical practice nursing students%基于 PBL 教学模式对临床实践护生批判性思维能力影响的研究

    Institute of Scientific and Technical Information of China (English)

    杨淑梅; 于亮; 陈姗姗; 李志茹

    2016-01-01

    Objective To discuss the influence of PBL teaching mode on the critical thinking ability of clinical practice nursing students.Methods Using comparative study, the control group students accepted traditional clinical teaching methods;Experimental group accepted PBL teaching method in 6 month.Used critical thinking before and after the test intention scale ( CCTDI) measured critical thinking ability of nursing students in both groups.Results Test before the critical thinking ability of nursing students obvious difference between the two groups, there was no statistically significant difference ( P >0.05 ); Application of PBL group after the clinical teaching critical thinking ability of nursing students score higher than the control group, the difference was statistically significant (P<0.05).Conclusions In the clinical practice teaching in the application of PBL teaching method to improve the critical thinking ability of nursing students had higher influence to the patient's illness was reasonable and accurate analysis, judgment, and take effective measures, for future jobs laid a good foundation.%目的:探讨PBL教学模式对临床实践护生批判性思维能力的影响。方法采用随机分组的方法,随机分为对照组和试验组。对照组学生接受传统临床带教法;试验组接受6个月的PBL教学实践法。试验前后用批判性思维意向量表( CCTDI)分别测量两组护生的批判性思维能力。结果试验前两组护生批判性思维能力无明显区别,差异无统计学意义(P>0.05);应用PBL临床带教法后试验组护生批判性思维能力评分高于对照组,差异有统计学意义( P<0.05)。结论在临床实践教学中应用PBL教学法对提高护生的批判性思维能力有较高的影响,能够对患者的病情进行合理、准确的进行分析、判断,并采取有效的措施,为今后走上工作岗位奠定了良好的基础。

  3. PBL教学模式在《针灸治疗学》中的探索与实践%Exploration and practice of PBL in acupuncture therapeutics

    Institute of Scientific and Technical Information of China (English)

    李晓宁; 赵冬杰; 亢连茹; 王凤艳

    2013-01-01

    Objective: To investigate the exploration and practice of PBL in teaching acupuncture therapeutics. Methods: 2~4 classes were selected and were given traditional teaching methods and PBL teaching methods respectively. The effects of the two teaching methods were compared among the student questionnaire survey, teaching effect and exam score. Results:PBL teaching method aroused the learning interests of students, developed the innovation ability and independent analyzing ability, and improved the teamwork ability and communicates ability. Conclusion:Compared with the traditional teaching methods, PBL teaching mode had significant advantages.%  目的:探讨 PBL 教学理念在《针灸治疗学》教学中的探索与实践。方法:选择2~4个本科必修课班级(54学时),分别采用传统的注入式教学方法和PBL(Problem-based Learning)教学法的方式授课,依据学生问卷调查、教学效果、考试成绩等方面进行对比分析,比较两种教学方法的效果。结果:PBL教学法激发了学生的学习的兴趣,培养了学生的创新能力和独立分析能力,提高了团队合作能力及人际沟通能力,符合发展我国全面发展的高素质医药人才的宏伟目标。结论:PBL教学模式与传统教育模式对比有着明显的优越性,符合教学改革的新趋势。

  4. Derivative Chameleons

    CERN Document Server

    Noller, Johannes

    2012-01-01

    We consider generalized chameleon models where the conformal coupling between matter and gravitational geometries is not only a function of the chameleon field \\phi, but also of its derivatives via higher order co-ordinate invariants. Specifically we consider the first such non-trivial conformal factor A(\\phi,X), where X is the canonical kinetic term for \\phi. The associated phenomenology is investigated and we show that such theories have a new generic mass-altering mechanism, potentially assisting the generation of a sufficiently large chameleon mass in dense environments. The most general effective potential is derived for such derivative chameleon setups and explicit examples are given. Interestingly this points us to the existence of a purely derivative chameleon protected by a shift symmetry for \\phi. We also discuss potential ghost-like instabilities associated with mass-lifting mechanisms and find another, mass-lowering and instability-free, branch of solutions. This suggests that, barring fine-tuning...

  5. PBL教学法在内科护理学实习课中的应用%Application of PBL Teaching Method in Internal Medicine Nursing Practicum

    Institute of Scientific and Technical Information of China (English)

    李芳; 连玉红; 郑玲; 李敏; 徐艳芳; 黄丽; 李莉

    2010-01-01

    为探索临床护理带教方法,提高护理专业学生自我学习和解决问题的能力,依据以问题为基础的学习(Problem-Based Learning,PBL)教学理论,对在我科实习的16名护理本科实习生进行PBL临床带教,另16名学生进行传统带教,发现进行PBL教学后学生的综合素质-获取新知识的主动性,分析问题、解决问题的能力得到明显提高.

  6. A Trial of PBL Education with Emphasis on Improving Practical Competence of Engineering Students-A Trial Connected with the Support for Science Education in Elementary School

    Science.gov (United States)

    Tsutsumi, Hirotaka; Nikkuni, Hiroyuki; Kitakoshi, Daisuke; Yasuda, Toshitaka; Kikuchi, Akira; Mitani, Tomoyo

    Recently Colleges of technology as well as universities have some experience-oriented classes in sciences for elementary school students. These have proved to be successful as good motivation for students in the primary education to be engineers. This research has tried the PBL education, which combined the Support of Science Education in Elementary School and the improvement of students‧ practical competence in their careers. The support of science education in elementary school was carried out by using LEGO blocks, widely utilized in the educational researches of robots, and was conducted in the practical class with the autonomous robots. Finally, the method for the class was evaluated by the elementary school students on the basis of the questionnaire.

  7. Teaching renewable energy using online PBL in investigating its effect on behaviour towards energy conservation among Malaysian students: ANOVA repeated measures approach

    Science.gov (United States)

    Nordin, Norfarah; Samsudin, Mohd Ali; Hadi Harun, Abdul

    2017-01-01

    This research aimed to investigate whether online problem based learning (PBL) approach to teach renewable energy topic improves students’ behaviour towards energy conservation. A renewable energy online problem based learning (REePBaL) instruction package was developed based on the theory of constructivism and adaptation of the online learning model. This study employed a single group quasi-experimental design to ascertain the changed in students’ behaviour towards energy conservation after underwent the intervention. The study involved 48 secondary school students in a Malaysian public school. ANOVA Repeated Measure technique was employed in order to compare scores of students’ behaviour towards energy conservation before and after the intervention. Based on the finding, students’ behaviour towards energy conservation improved after the intervention.

  8. Effect of“PBL Piecewise Personalized Teaching”Method on Clinical Nursing Teaching%PBL分段教学法对护理教学的作用

    Institute of Scientific and Technical Information of China (English)

    张翠华

    2015-01-01

    Objective The aim of the present study was to explore the effect of“PBL piecewise personalized teach⁃ing”method on clinical nursing teaching. Methods We randomly divided the student nurses in the deparment of gastro⁃enterology into three groups according to the annual: control group Ⅰ(2011), control groupⅡ (2012) and observation group(2013). The student nurses in control group Ⅰwere taught by the traditional teaching method. In control group Ⅱ, nurses were taught by PBL teaching method and“PBL piecewise personalized teaching”method were applied in observa⁃tion group. Learning interest, positive motivation, satisfaction, test scores and clinical professional comprehensive practice results were assayed among the three groups taught by three teaching methods. Results Learning interest, positive moti⁃vation, satisfaction, test scores and clinical professional comprehensive practice results in observation group were signifi⁃cantly higher than the two control groups(P<0.05). Conclusion PBL piecewise personalized teaching method that ap⁃peals to the student nurses, significantly enhanced student nurses, learning interest, positive motivation, satisfaction, test scores and clinical professional comprehensive practice ability.%目的:探讨PBL式分段个性化教学法在临床护理教学中的应用价值。方法将于消化内科实习的护士按年度分为对照Ⅰ组(2011年度)、对照Ⅱ组(2012年度)和观察组(2013年度)。对照Ⅰ组采用传统教学方法;对照Ⅱ组采用PBL教学法;观察组采用PBL式分段个性化教学法。观察三组学生对三种教学方法的学习兴趣、积极主动性、满意度及实习出科考试成绩和教师对护生的临床专业综合实践能力评定成绩。结果观察组实习护士对教学方法的学习兴趣、积极主动性、满意度及实习出科考试成绩和教师对护生的临床专业综合实践能力评定成绩

  9. 生理学实验PBL教学中教师的作用%The Teacher's Role of PBL Teaching Physiology Experiments

    Institute of Scientific and Technical Information of China (English)

    张建苹

    2015-01-01

    The PBL teaching into teaching physiology experiments, get good teaching effectiveness, improve the ability of students to receive knowledge. The role of PBL teachers different from the previous teaching model. Teachers should im-prove their knowledge structure, a more agile thinking consciously adapt to the new teaching model, to content designed for the physiology experiments issues of practical significance, by observing students in the classroom every move, organization-al problems for students engaged in lively discussions, give the relevant information and tools support, teachers in the teaching process and play the role of coach and mentor for the study of knowledge.%PBL教学引入生理学实验教学,获得较好的教学效果,提高学生接受知识的能力。PBL教师的作用不同于以往的教学模式,教师要完善自身的知识结构,以更为敏捷的思维自觉适应新的教学模式,要针对生理学实验内容设计出具有实际意义的问题,通过观察学生在课堂的一举一动,组织学生针对问题展开热烈的讨论,并给予相关的信息和工具支持,切实发挥教师在教学过程中的教练和指导者的作用。

  10. Non-specific activation of CD8α-characterised γδ T cells in PBL cultures of different chicken lines.

    Science.gov (United States)

    Polasky, Christina; Weigend, Steffen; Schrader, Lars; Berndt, Angela

    2016-10-15

    Avian γδ T lymphocytes still represent an enigmatic cell population not only regarding their functions but also their activation requirements and subset differentiation. To find a suitable method for non-specific stimulation and multiplication of CD8α-characterised γδ T-cell subsets in peripheral blood lymphocyte (PBL) cultures, PBLs of four different chicken lines (WLA, BLA, R11, L68) were treated with a range of commonly used non-specific reagents (PMA, PHA, ConA) and interleukins (IL-2, IL-12, IL-15), and the CD8α(-), CD8α(hi)β(+) and CD8αα(hi+) γδ T-cell subsets examined in relation to activation (CD25 expression) and proliferation by flow cytometry. The culture of avian PBLs with PMA led to an increase of CD25-expression intensity, whereas IL-2 induced proliferation of γδ T-cells. The combinational application of IL-2 plus PMA functioned synergistically and resulted in significantly enhanced numbers of CD25(+) cells, with simultaneous significant increase of the CD25-expression intensity and proliferation in all γδ T-cell subsets of all chicken lines. The four chicken lines revealed only sporadically differences with frequently highest proliferation rates in PBLs of WLA. In conclusion, PMA in combination with IL-2 is the best suitable additive for avian PBL cultures in order to multiply, activate and maintain CD8α-characterised γδ T-cell subsets of different chicken lines. Copyright © 2016 Elsevier B.V. All rights reserved.

  11. Derivative chameleons

    Science.gov (United States)

    Noller, Johannes

    2012-07-01

    We consider generalized chameleon models where the conformal coupling between matter and gravitational geometries is not only a function of the chameleon field phi, but also of its derivatives via higher order co-ordinate invariants (such as ∂μphi∂μphi,squphi,...). Specifically we consider the first such non-trivial conformal factor A(phi,∂μphi∂μphi). The associated phenomenology is investigated and we show that such theories have a new generic mass-altering mechanism, potentially assisting the generation of a sufficiently large chameleon mass in dense environments. The most general effective potential is derived for such derivative chameleon setups and explicit examples are given. Interestingly this points us to the existence of a purely derivative chameleon protected by a shift symmetry for phi → phi+c. We also discuss potential ghost-like instabilities associated with mass-lifting mechanisms and find another, mass-lowering and instability-free, branch of solutions. This suggests that, barring fine-tuning, stable derivative models are in fact typically anti-chameleons that suppress the field's mass in dense environments. Furthermore we investigate modifications to the thin-shell regime and prove a no-go theorem for chameleon effects in non-conformal geometries of the disformal type.

  12. Global Derivatives

    DEFF Research Database (Denmark)

    Andersen, Torben Juul

    ." - Steen Parsholt, Chairman and CEO, Aon Nordic Region. "Andersen has done a wonderful job of developing a comprehensive text that deals with risk management in global markets. I would recommend this book to any student or businessman who has a need to better understand the risks and risk management...... management practice. Of particular note is the global and integrated approach chosen in this book which should be of special interest to aspiring managers active in global and international markets." - Dr Jean-Pierre Zigrand, Lecturer in Finance, London School of Economics, UK. More than 90 per cent...... management situations. Its key features include: derivatives are introduced in a global market perspective; describes major derivative pricing models for practical use, extending these principles to valuation of real options; practical applications of derivative instruments are richly illustrated...

  13. Electricity derivatives

    CERN Document Server

    Aïd, René

    2015-01-01

    Offering a concise but complete survey of the common features of the microstructure of electricity markets, this book describes the state of the art in the different proposed electricity price models for pricing derivatives and in the numerical methods used to price and hedge the most prominent derivatives in electricity markets, namely power plants and swings. The mathematical content of the book has intentionally been made light in order to concentrate on the main subject matter, avoiding fastidious computations. Wherever possible, the models are illustrated by diagrams. The book should allow prospective researchers in the field of electricity derivatives to focus on the actual difficulties associated with the subject. It should also offer a brief but exhaustive overview of the latest techniques used by financial engineers in energy utilities and energy trading desks.

  14. Discodermolide--a new, marine-derived immunosuppressive compound. I. In vitro studies.

    Science.gov (United States)

    Longley, R E; Caddigan, D; Harmody, D; Gunasekera, M; Gunasekera, S P

    1991-10-01

    The in vitro immunosuppressive properties of a novel, marine-derived compound, discodermolide, are reported here. Discodermolide suppressed the proliferative responses of splenocytes in the murine two-way mixed lymphocyte reaction (MLR) and concanavalin A stimulated cultures, with IC50 values of 0.24 microM and 0.19 microM, respectively. There was no evidence of cytotoxicity for murine splenocytes at concentrations of discodermolide as high as 1.26 microM. Similarly, discodermolide suppressed the proliferative responses of human peripheral blood leukocytes (PBL) in the two-way MLR, and Con A and phytohemagglutinin mitogenesis. The IC50 values were 5.65 microM, 28.02 microM, and 30.12 microM for the MLR, Con A, and PHA mitogenic responses, respectively. There was no evidence of cytotoxicity toward human PBL at discodermolide concentrations as high as 80.64 microM. Discodermolide was equally effective, compared with cyclosporine, in suppressing the PMA-ionomycin induced proliferation of purified, murine T cells, with IC50 values of 9.0 nM and 14.0 nM for discodermolide and CsA, respectively. The production of IL-2 by PMA-ionomycin stimulated T cells was not inhibited by discodermolide; however, the percentage of IL-2 receptor-bearing cells as measured by immunofluorescence with 7D4 antibody, specific for the 55-kDa chain (p55) comprising the murine IL-2 receptor, was reduced. The expression of a similar chain comprising the human IL-2 receptor (Tac antigen, p55) by PHA or Con-A-stimulated PBL was similarly suppressed by discodermolide. The precise mechanism of action of discodermolide remains to be elucidated.

  15. 口腔颌面创伤诊治专家系统在颌面创伤PBL教学中的应用%Application of maxillofacial trauma diagnosis and treatment expert system in maxillofacial trauma PBL teaching

    Institute of Scientific and Technical Information of China (English)

    田磊; 商洪涛; 秦卓; 封兴华

    2011-01-01

    Objective Oral and Maxillofacial trauma Diagnosis and Treatment Expert system (OMDTES)was used in maxillofacial trauma PBL teaching to improve the quality of PBL teaching,and perfeet the assessment criteria, Methods OMDTES was applied in two procedures of maxillofacial injury PBL teaching activity:the preparation of lesson plan and assessment criteria.Then a questionnaire was designed to assess the effect of this new mode of PBL teaching.Results The new teaching model is welcomed by students and can improve students'interest in learning,the satisfaction of teaching and ameliorate method of assessment of PBL teaching.Conclusion Applying OMDTES in oral and maxinofacial injury PBL teaching has special advantages in raising the leavnevs'activity of learning,training their ability of chnical thinking and analysis.And it is worthy of further research and amelioration.%目的 将口腔颌面创伤诊治专家系统应用于颌面创伤PBL教学,以完善PBL教学评价体系、提高教学质量.方法 将口腔颌面创伤诊治专家系统应用于颌面创伤PBL教学中的教案准备和考核与评价两个环节,通过学员问卷调查的方式进行结果评价.结果 口腔颌面创伤诊治专家系统应用于颌面部创伤PBL教学有助于学员的理论知识学习和提高其学习积极性,学员对PBL教学的考核方法更加满意.结论 该系统应用于PBL教学在提升教学质量、完善考核评价方法、提高教学满意度方面具有优势,值得进一步探究.

  16. Imagination of LBL combined with PBL in biotechnological pharmaceutics teaching practice%LBL联合PBL应用于生物技术制药教学中的构想

    Institute of Scientific and Technical Information of China (English)

    张静; 张秀丽; 姜静; 徐茂磊

    2014-01-01

    The application status and disadvantages of lecture-based learning ( LBL ) and problem-based learning (PBL) have been compared and discussed, and the imagination of combina-tion of LBL with PBL in the application of biotechnological pharmaceutics teaching proposed. LBL teaching will be mainly applied in the fundamental principles of development and production of biotechnological pharmaceutics, while PBL teaching will be mainly applied in the specific production processes of typical biopharmaceutics. The three key points in the combination teaching process includ-ing the time allocation of LBL and PBL, the design and implementation of PBL cases and the founda-tion of reasonable teaching evaluation system have also been introduced. The combination of LBL with PBL will cultivate students' self-study, comprehensive analysis and teamwork capabilities to satisfy the demands of the development of current market for biopharmaceutical talents.%比较并讨论了基于课堂的学习(lecture-based learning, LBL)和以问题为基础的学习(problem-based learning, PBL)的应用现状及存在问题,提出LBL联合PBL应用于生物技术制药教学中的改革构想。拟将LBL主要应用于生物技术药物研发及制造中基本原理的授课,PBL主要应用于典型药物实例生产工艺的授课,并对实施过程中LBL和PBL的学时分配、PBL教学案例的设计与实施以及合理教学评价体系的建立三个关键点进行阐述。二者联合教学有望培养学生的自主学习能力、综合分析能力和团队合作能力,适应当前市场发展对生物制药人才的需求。

  17. Glycosylphosphatidylinositol-Anchored Anti-HIV scFv Efficiently Protects CD4 T Cells from HIV-1 Infection and Deletion in hu-PBL Mice.

    Science.gov (United States)

    Ye, Chaobaihui; Wang, Weiming; Cheng, Liang; Li, Guangming; Wen, Michael; Wang, Qi; Zhang, Qing; Li, Dan; Zhou, Paul; Su, Lishan

    2017-02-01

    Despite success in viral inhibition and CD4 T cell recovery by highly active antiretroviral treatment (HAART), HIV-1 is still not curable due to the persistence of the HIV-1 reservoir during treatment. One patient with acute myeloid leukemia who received allogeneic hematopoietic stem cell transplantation from a homozygous CCR5 Δ32 donor has had no detectable viremia for 9 years after HAART cessation. This case has inspired a field of HIV-1 cure research focusing on engineering HIV-1 resistance in permissive cells. Here, we employed a glycosylphosphatidylinositol (GPI)-scFv X5 approach to confer resistance of human primary CD4 T cells to HIV-1. We showed that primary CD4 T cells expressing GPI-scFv X5 were resistant to CCR5 (R5)-, CXCR4 (X4)-, and dual-tropic HIV-1 and had a survival advantage compared to control cells ex vivo In a hu-PBL mouse study, GPI-scFv X5-transduced CD4 T cells were selected in peripheral blood and lymphoid tissues upon HIV-1 infection. Finally, GPI-scFv X5-transduced CD4 T cells, after being cotransfused with HIV-infected cells, showed significantly reduced viral loads and viral RNA copy numbers relative to CD4 cells in hu-PBL mice compared to mice with GPI-scFv AB65-transduced CD4 T cells. We conclude that GPI-scFv X5-modified CD4 T cells could potentially be used as a genetic intervention against both R5- and X4-tropic HIV-1 infections. Blocking of HIV-1 entry is one of most promising approaches for therapy. Genetic disruption of the HIV-1 coreceptor CCR5 by nucleases in T cells is under 2 clinical trials and leads to reduced viremia in patients. However, the emergence of viruses using the CXCR4 coreceptor is a concern for therapies applying single-coreceptor disruption. Here, we report that HIV-1-permissive CD4 T cells engineered with GPI-scFv X5 are resistant to R5-, X4-, or dual-tropic virus infection ex vivo In a preclinical study using hu-PBL mice, we show that CD4 T cells were protected and that GPI-scFv X5-transduced cells were

  18. A multimedia CD-ROM tool to improve student understanding of bile salts and bilirubin metabolism: evaluation of its use in a medical hybrid PBL course.

    Science.gov (United States)

    Azer, Samy A

    2005-03-01

    Over the last 35 years our understanding of bile salts, bilirubin metabolism, and hepatobiliary transport has progressively increased. From 1965 to the end of 2002, 3,610 articles and review papers have been published on hepatobiliary and enterocyte transport of bile salts. However, there is a lack of information in the content of current textbooks about hepatobiliary physiology, bile salt transporters, bile formation, mechanisms underlying cholestasis, and drug-induced liver injury. The use of an integrated multimedia program on the liver covering these gaps in textbooks may be useful to student learning. This study aims to 1) assess student views on a multimedia CD-ROM ("The Liver") integrating basic and clinical sciences related to the liver, bile salts, and bilirubin metabolism, 2) assess the usefulness of problem-based learning (PBL) cases included in the multimedia CD-ROM, and 3) assess student learning before and after use of the multimedia CD-ROM. A total of 106 first-year medical students (27 with and 79 without a prior university degree) at the University of Melbourne participated in this study. Students were tested on the liver, bile salts, and bilirubin metabolism before and after using the multimedia CD-ROM. After completing the multimedia CD-ROM, each student filled out a 5-point Likert scale questionnaire evaluating the features of the program and its usefulness to their learning. Results show that the aims of the package were clear to participants, the contents were logically organized and clear, the key concepts were easy to identify, the contents were pitched to an appropriate level, and the package was interactive and encouraged participants to reflect on their learning. Students also agreed that the assessment tools used in the program and the feedback provided were meaningful and helpful to their learning. No differences were found when responses were compared on the basis of academic background, gender, citizenship, or first language of

  19. 医学人文教育与PBL教学法有机融合的思考%A Thinking of Integration of Medical Humanistic Education and PBL Teaching Method

    Institute of Scientific and Technical Information of China (English)

    冯琴; 肇毅

    2015-01-01

    The whole idea is expounding“what is humanities” -“what is humanistic care” -“what is medical humanities” -“ the importance of humanistic care in the process of medical practice” -“ How to improve the humanistic quality of medical students” -“ How to integrate the medical humanities education with problem based learning ( PBL) teaching process”, and thereby, the purpose of enhancing the humanistic quality of medical students is finally reached.%通过阐述什么是人文—什么是人文关怀—什么是医学人文—行医过程中人文关怀的重要性—如何提高医学生的人文素养—PBL( problem based learning)教学过程中如何融入医学人文,从而达到提升医学生人文素质的目的。

  20. Role of HIV-1 subtype C envelope V3 to V5 regions in viral entry, coreceptor utilization and replication efficiency in primary T-lymphocytes and monocyte-derived macrophages

    Directory of Open Access Journals (Sweden)

    Gopalan Sarla

    2007-11-01

    Full Text Available Abstract Background Several subtypes of HIV-1 circulate in infected people worldwide, including subtype B in the United States and subtype C in Africa and India. To understand the biological properties of HIV-1 subtype C, including cellular tropism, virus entry, replication efficiency and cytopathic effects, we reciprocally inserted our previously characterized envelope V3–V5 regions derived from 9 subtype C infected patients from India into a subtype B molecular clone, pNL4-3. Equal amounts of the chimeric viruses were used to infect T-lymphocyte cell lines (A3.01 and MT-2, coreceptor cell lines (U373-MAGI-CCR5/CXCR4, primary blood T-lymphocytes (PBL and monocyte-derived macrophages (MDM. Results We found that subtype C envelope V3–V5 region chimeras failed to replicate in T-lymphocyte cell lines but replicated in PBL and MDM. In addition, these chimeras were able to infect U373MAGI-CD4+-CCR5+ but not U373MAGI-CD4+-CXCR4+ cell line, suggesting CCR5 coreceptor utilization and R5 phenotypes. These subtype C chimeras were unable to induce syncytia in MT-2 cells, indicative of non-syncytium inducing (NSI phenotypes. More importantly, the subtype C envelope chimeras replicated at higher levels in PBL and MDM compared with subtype B chimeras and isolates. Furthermore, the higher levels subtype C chimeras replication in PBL and MDM correlated with increased virus entry in U373MAGI-CD4+-CCR5+. Conclusion Taken together, these results suggest that the envelope V3 to V5 regions of subtype C contributed to higher levels of HIV-1 replication compared with subtype B chimeras, which may contribute to higher viral loads and faster disease progression in subtype C infected individuals than other subtypes as well as rapid HIV-1 subtype C spread in India.

  1. PBL教学在消化内科见习教学中的应用%Application of PBL in Clinical Training of Digestive Internal Medicine

    Institute of Scientific and Technical Information of China (English)

    王艳

    2012-01-01

    在医学生临床见习教学中应用PBL教学法,通过消化内科临床见习教学了解掌握消化内科的常见病和多发病临床表现,可以提高学生学习的积极性、主动性和创新意识.培养见习医师有效的解决问题的技能,提高对消化性疾病学习的兴趣和学习过程中协作及表达的能力,有助于培养和提高其临床思维和实践能力.在运用PBL教学法教学进行消化内科见习教学中带教医师要转变观念,要适应新的教学模式思维和新的知识结构,同时还要掌握和调动学习讨论的气氛,在消化内科见习教学过程中不断的充实和提高自己的教学能力.%The Enthusiasm , initiative and innovation of students can be improved by using PBL pedagogy in clinicalclerkshipsofmedicalstudents, Ihrough understanding 1he clinical manifestations of com m on diseases and frequently-occurring disease of gastroenterobgy . T raining 1he skills of effective problem-solving of trainee doctors, im proving 1he interesting in learning digestive diseases, and 1he skills of collaboration and presentation can do better to devebp and im prove 1heir clinical thinking and practise ability. In order to constantly enrich and im prove teaching ability in digestive medical, we should adapt to new teaching m eihods and new know ledge structure, and control and m obillpze the atn osphere of study and discussion , by changing concepts in PBL pedagogy education.

  2. Application of PBL teaching model in medical imaging diagnostics experiment teaching%PBL教学模式在医学影像诊断学实验课教学中的应用

    Institute of Scientific and Technical Information of China (English)

    何浩

    2015-01-01

    With the progress of medical technology and the vigorous development of education informatization,medical related experimental teaching has significant change.The PBL teaching mode of "question-inquiry as the center" is an advanced teaching mode as the current popular in Europe and the United States experiment course in colleges and universities.It shows an unprecedented vitality in the teaching process,and obtains the ideal teaching effect.This paper takes the medical imaging diagnostics teaching as the carrier,fully discusses the scientific and effective introduction of PBL teaching model in medical experiment teaching,concretely demonstrates the function of PBL teaching model in medical experiment course,and makes a theoretical enlightenment for the PBL teaching mode into medical teaching in an all-round way.%随着医学技术的进步以及教育信息化的蓬勃发展,医学相关的实验教学发生着重大的变革。“以问题探究为中心”的PBL教学模式是当前风行于欧美高校实验课程中的先进教学模式,在教学过程中显示出了前所未有的活力,并取得了理想的教学效果。本文以医学影像诊断学实验教学为载体,充分论述了在医学实验教学中引进PBL教学模式的科学性和有效性,具体论证了PBL教学模式在医学实验课程中的功用,为PBL教学模式全面渗入医学教学提供了理论依据。

  3. Application and effect of PBL teaching mode in clinical teaching for nursing students%PBL教学模式在护生临床带教中的应用与影响

    Institute of Scientific and Technical Information of China (English)

    李中华

    2016-01-01

    In order to improve the quality of clinical nursing teaching,develop nursing students' clinical practice ability,and improve the comprehensive quality of nursing students,in 2014,we began to use the PBL teaching mode in our hospital,and reformed the traditional teaching mode of PBL.Through the early preparation of teaching,the preparation of teaching cases,the production of teaching DVD and other reforms,a complete set of PBL teaching mode is gradually formed and perfected.In clinical teaching,good results are achieved.At the same time,through the application of PBL teaching mode,we realize the effective complementary of theoretical teaching and clinical practice teaching,and better reflect the integrity and continuity of nursing teaching.%目的:为提高临床护理教学质量,发展护生临床实践能力,提升护生综合素质,我院在2014年开始应用PBL教学模式,并对传统的PBL教学模式进行了改革,通过教学的前期准备、教学案例的编制、教学DVD的制作等改革,逐渐完善,并形成了一套完整的PBL教学模式,在临床教学中取得很好成效。同时通过PBL教学模式的应用,实现了在校理论教学与临床实践教学的有效互补,更好地体现护理教学的整体性、连续性。

  4. Selective Regulation of Human Immunodeficiency Virus-Infected CD4+ Lymphocytes by a Synthetic Immunomodulator Leads to Potent Virus Suppression In Vitro and in hu-PBL-SCID Mice

    OpenAIRE

    Bahr, George M.; Darcissac, Edith C. A.; Castéran, Nathalie; Amiel, Corinne; Cocude, Cécile; Truong, Marie-José; Dewulf, Joëlle; Capron, André; Mouton, Yves

    2001-01-01

    We have previously observed that the synthetic immunomodulator Murabutide inhibits human immunodeficiency virus type 1 (HIV-1) replication at multiple levels in macrophages and dendritic cells. The present study was designed to profile the activity of Murabutide on CD8-depleted phytohemagglutinin-activated lymphocytes from HIV-1-infected subjects and on the outcome of HIV-1 infection in severe combined immunodeficiency mice reconstituted with human peripheral blood leukocytes (hu-PBL-SCID mic...

  5. A Comparative Study between Traditional and PBL Teaching Method in“Human Anatomy”%《人体解剖学》教学中传统教学与PBL教学比较研究

    Institute of Scientific and Technical Information of China (English)

    周庆萍; 欧阳海珠

    2015-01-01

    PBL teaching method has been introduced into“Human Anatomy”class in normal university. Meanwhile, the advantages and disadvantages between traditional and PBL teaching are compared. Tradition-al teaching method combined with PBL teaching method is adopted in experimental group. while control group advocated traditional teaching. Establishing final exam and student’s self-evaluation as indicators, comprehensive analysis was carried out. Result:there was no significant difference between the two groups (P>0.05). However, students’abilities of obtaining knowledge are significantly improved in experimental group. Improving students’abilities in many aspects, PBL teaching method combined with traditional teach-ing method can stimulate students’learning initiative and cultivate students scientific thinking, sense of inno-vation and teamwork.%将PBL教学法引入到师范院校《人体解剖学》教学中,将传统教学与PBL教学进行比较研究。实验组采用传统教学与PBL教学相结合,对照组采用传统教学,以期末考试成绩和学生自我评价为指标进行综合分析。研究结果表明:两组学生考试成绩无显著差异(P>0.05),但实验组学生在知识获取等方面的能力有明显提高;在传统教学基础上结合PBL教学,能激发学生学习的主动性,提高学生多方面的的能力,培养学生的科学思维、创新意识及团队精神。

  6. Practice Investigation of PBL Teaching in Analytical Chemistry of Pharmacy%药学专业分析化学教学中实施PBL教学法的实践初探

    Institute of Scientific and Technical Information of China (English)

    李建荣

    2016-01-01

    Based on the actual situation of Pharmacy Vocational College Majors and market demand, to make a few of PBL in analytical chemistry application measures provided for information and reference.%本文基于高职院校药学专业学生的实际情况与市场需求,提出几点PBL教学法在分析化学中的应用措施,仅供参考与借鉴。

  7. PBL教学模式在公共关系学教学中的应用%The Application of PBL Teaching Model in the Teaching of Public Relations

    Institute of Scientific and Technical Information of China (English)

    司亚静

    2016-01-01

    PBL是一种基于项目或问题,遵循以学生为中心的教学模式。在公共关系学教学中采用PBL教学模式,可以有效地促进学生形成自主学习和主动学习能力,提升学生的知识表达能力、团队协作能力和批判性思维能力。PBL教学模式对当前网络全媒体公关时代探索公共关系教学具有十分重要的实践意义。%PBL is teaching mode based on a project or problem, and following the student-centered principle. The use of PBL teaching mode in the teaching of public relations, can effectively promote the formation of students' autonomous learning and active learning ability, improve students' knowledge expression ability, teamwork ability and critical thinking ability. PBL teaching mode has a very importan practical significance to explore the teaching of public relations in the era of Network all media public relations.

  8. Application of PBL Combined with Multimedia Teaching Mode in Nursing English Teaching%PBL与多媒体结合的教学模式在护理英语教学中的应用

    Institute of Scientific and Technical Information of China (English)

    杨琳; 李广伟; 朱莉莉

    2014-01-01

    Through the application investigation of PBL Combined with Multimedia Teaching Mode in Nursing English Teaching,it was found that the new teaching methods could help students not only master English fundamental knowledge and improve their language proficiency,but also enhance their studying enthusiasm, autonomous learning ability and work spirit.The teaching effect was evaluated by questionnaires.The mode of PBL combined with multimedia teaching was much better than LBL teaching way, and it was feasible and necessary in Nursing English teaching.%将 PBL 与多媒体结合教学模式应用于护理英语教学实践中,并使用问卷调查方式对教学效果进行评价。结果表明这种新型的教学模式,有助于学生掌握英语的基础知识,提高语言实际应用能力,同时还增强了学生的学习兴趣、自主学习能力以及合作意识,与传统LBL教学模式的对比差异明显,具有必要性和可行性。

  9. Outcomes-Based Authentic Learning, Portfolio Assessment, and a Systems Approach to ‘Complex Problem-Solving’: Related Pillars for Enhancing the Innovative Role of PBL in Future Higher Education

    Directory of Open Access Journals (Sweden)

    Cameron Richards

    2015-06-01

    Full Text Available The challenge of better reconciling individual and collective aspects of innovative problem-solving can be productively addressed to enhance the role of PBL as a key focus of the creative process in future higher education. This should involve ‘active learning’ approaches supported by related processes of teaching, assessment and curriculum. As Biggs & Tan (2011 have suggested, an integrated or systemic approach is needed for the most effective practice of outcomes-based education also especially relevant for addressing relatively simple as well as more complex problems. Such a model will be discussed in relation to the practical example of a Masters subject conceived with interdisciplinary implications, applications, and transferability: ‘sustainable policy studies in science, technology and innovation’. Different modes of PBL might be encouraged in terms of the authentic kinds of ‘complex problem-solving’ issues and challenges which increasingly confront an interdependent and changing world. PBL can be further optimized when projects or cases also involve contexts and examples of research and inquiry. However, perhaps the most crucial pillar is a model of portfolio assessment for linking and encouraging as well as distinguishing individual contributions to collaborative projects and activities.

  10. PBL模式在留学生中医临床教学中的应用探索%Exploration of Application of PBL Model in TCM Clinical Teaching for International Students

    Institute of Scientific and Technical Information of China (English)

    李小黎; 侯秀娟; 田青; 孙文军; 李侠

    2016-01-01

    从留学生中医临床实习的现状和学习特点,探讨了以问题为基础的学习模式( problem-based learning, PBL)在中医院校留学生临床教学中的作用、实施方法及注意事项,提出结合以授课为基础的学习模式(lecture-based learning, LBL)、循证医学方法和中医文化导入的 PBL 教学法对于留学生的中医临床学习极为重要。%Based on current situation and learning pattern of international students in TCM clinical practice in China, this article discussed the effects, implementation measures and precausions of applying problem-based learning (PBL) in the clinical teaching for international students in TCM colleges and universities, and proposed that it was vital to integrate lecture-based learning (LBL), evidence-based medicine method and PBL through TCN culture introduction in TCM clinical practice of international students.

  11. On the Introduction of PBL Model to Innovation and En-trepreneurship Education:Analysis on the Teacher's Roles%创新创业教育中引入PBL模式:教师的角色分析

    Institute of Scientific and Technical Information of China (English)

    张诚

    2016-01-01

    本文引入了医学教育中广泛采用的 PBL(Prob-lem-based Learning)模式,探讨了其与创新创业教育的内在联系,并深入分析了在创新创业教育中应用PBL模式的不同环节教师所应扮演的不同角色:在创新创业理论学习环节,教师是引导者;在创新创业实践探索环节,教师是组织者;在创新创业问题提出环节,教师是合作者;在创新创业问题解决环节,教师是学习者。%This paper introduces PBL (Problem-based Learning) model, widely applied in medical education, explores the internal relationship between PBL and innovation and entrepreneurship education, and also further analyzes the roles the teacher should play in different teaching stages when applying PBL model to in-novation and entrepreneurship education. In theory learning stage, the teacher is a guide; in practical exploration stage, the teacher is an organizer;in problem-proposing stage, the teacher is a cooperator;in problem-solving stage, the teacher is a learner.

  12. 嵌入式PBL教学法在儿童青少年卫生学教学中的实践与探索%Implementation and exploration of embedding PBL in Child and Adolescent Health teaching

    Institute of Scientific and Technical Information of China (English)

    朱虹; 徐勇

    2016-01-01

    As a modern education concept,problem based learning (PBL)emphasizes student- centered, problem- based learning and learning self- independence. This article introduced teaching practice experience of embedding the PBL into specialized fundamental course in medical college of Soochow university. The authors also discussed what this attempt revealed. Practice has proved that at present,the embedded PBL teaching mode is worth exploring in the development of reform of higher medical education.%基于问题的学习(PBL)是强调以学生为中心、以问题为核心、学习自主化的一种近代教育理念。文章介绍了苏州大学公共卫生学院将PBL嵌入到高等医学院校专业基础课的教学实践经验,并讨论了这种尝试所揭示的问题。实践证明,在现阶段,嵌入式PBL教学模式是值得探索的一种高等医学教育改革方法。

  13. PBL教学法在高职艺术设计专业教学中的应用%PBL Teaching Method in Vocational Teaching of Art and Design

    Institute of Scientific and Technical Information of China (English)

    孟妍

    2015-01-01

    PBL teaching method, also known as problem -based learning, is widely used in all kinds of teaching practice. The concept of PBL pedagogy is in line with the objectives of art and design professional vocational training, but also is suitable for the professional training targets. PBL teaching method can be applied to pre-class preparation, implementation of several aspects of teaching, assessment and evaluation. During the teaching process, attention should be paid to teaching mode, building the capacity of teachers and building of teaching resources.%PBL教学法也称问题式学习,它广泛应用于各类教学实践中。 PBL教学法的理念符合高职艺术设计专业的培养目标,也适合该专业的培养对象。 PBL教学法可以应用在课前准备、教学实施、考核评价等多个环节。该教学法实施的过程中,应当注意教学模式的把握、教师实践能力的培养和教学资源的建设等方面。

  14. 车辆工程专业实践教学引入PBL教学法的探索%Exploration of PBL Teaching Method Introduced into Vehicle Engineering Professional Practice Teaching

    Institute of Scientific and Technical Information of China (English)

    刘国满; 盛敬; 刘新刚

    2015-01-01

    车辆工程实践专业教学是实现理论与实践相结合、着重提高学生创新实践能力的重要手段。本文根据车辆工程专业实践教学的教学大纲要求,借鉴PBL(Problem-based learning)教学法,从PBL教学设计、总体思路、教学主要环节的实施等方面对PBL教学法教学效果的影响进行了教学探索。%Vehicle engineering professional practice teaching is an important means to achieve the combination of theory and practice and to improve students' innovative practice ability.According to the requirements of the vehicle engineering professional practice teaching syllabus, using PBL (Problem-based learning) teaching method,the exploration of teaching was carried on the influence of PBL teaching method teaching effect from the PBL teaching design, the general idea, the implementation of the main teaching.

  15. PBL 加劲型矩形钢管混凝土不等宽 T型节点应力集中系数分析%Analysis of Stress Concentration Factor on Concrete-filled Rectangular Steel Tube T-joints Stiffened with PBL

    Institute of Scientific and Technical Information of China (English)

    程高; 刘永健; 邱洁霖; 罗亚林; 俞文龙

    2014-01-01

    为研究开孔钢板连接件(PBL )加劲型矩形钢管混凝土 T 型节点的疲劳性能,进行了 T 型节点支管受拉、面内受弯及面外受弯的应力集中系数分析。基于矩形钢管混凝土 T 型节点受拉试验,设计了主管为矩形钢管、矩形钢管混凝土和PB L加劲型矩形钢管混凝土,支管为方钢管的T型节点受拉试件,并采用ABAQUS软件对其进行非线性有限元分析,其中主管钢管宽厚比为27,支主管宽度比为0.4。通过非线性有限元数值模拟,分析热点可能出现位置,并采用二次外推法计算得到支主管的应力集中系数。结果表明:PB L加劲型矩形钢管混凝土节点热点出现位置与矩形钢管节点和矩形钢管混凝土节点一致;与矩形钢管混凝土节点相比,PB L加劲型矩形钢管混凝土节点的应力集中系数显著降低,抗疲劳性能明显提高。%T he stress concentration factor of concrete‐filled rectangular steel tube T‐joints stiffened with PBL subjected to tension , in‐plane bending moment and out‐of‐plane bending moment were analyzed .Based on concrete‐filled rectangular steel tube T‐joints test ,specimens w hose chord members w ere rectangular steel tube , concrete‐filled rectangular steel tube and concrete‐filled rectangular steel tube stiffened with PBL were designed . Moreover , nonlinear finite element analysis was carried out using ABAQUS software .The chord thickness ratio was 27 and width ratio was 0 .4 .Hot spot was analyzed by finite element analysis method ,and stress concentration factor was calculated by quadratic extrapolation .The results show that hot spot of concrete‐filled rectangular steel tube T‐joints stiffened with PBL is the same as steel tube T‐joints;however ,its stress concentration factor is lower and anti‐fatigue property is better .

  16. The Teaching Case Compiled for PBL in Study of Pediatric Dentistry%儿童口腔医学PBL教学病例的编制

    Institute of Scientific and Technical Information of China (English)

    张笋; 李静; 赵双云; 葛立宏

    2009-01-01

    目的 是在儿童牙外伤生产实习中引入以问题为中心教学法(Problem Based Learning简称PBL),利用自行编制的教学病例进行讨论学习,为PBL教学推广摸索经验.在临床工作中收集牙外伤病例建立素材库,通过分类,整理和筛选,以冠折类外伤病例为基础编制了教学病例,学生实习指导和教师参考用书.通过2轮学生使用逐渐完善.在学习中发现教学病例涵盖了牙外伤基本知识点,使用效果较好,为其他专题教学病例编制积累了经验.

  17. PBL教学法在市场调研双语教学中的运用%On the Use of PBL Pedagogy in Market Research Bilingual Teaching

    Institute of Scientific and Technical Information of China (English)

    许妮娅

    2015-01-01

    PBL教学法是国际流行的教学方法,它以问题为先导,以学生为中心,有助于培养学生的自主学习能力和创新能力.采用这种方法,有利于提高市场调研双语课程的学习效果,使学生在轻松愉快的学习氛围下主动学习,提高学生的英语水平和解决问题的能力.%PBL pedagogy is an international popular teaching method, it issues for the pilot, student center, help students self-learning ability and ability to innovate. This approach will help improve market research effects of bilingual courses of study, so that students in a relaxed atmosphere for learning active learning, to improve students' English proficiency and the ability to solve problems.

  18. PBL教学法在鼻饲实训教学中的应用%Application of PBL in the training of nasal feeding

    Institute of Scientific and Technical Information of China (English)

    满志红

    2014-01-01

    This paper explores the application of PBL in the training of nasal feeding .First we design problems based on real medical cases or situations , and then ask students to study problems related to the cases and solve the problems by means of group collaboration , information searching and problem analysis.Finally, students report and discuss the results , followed by the teacher's summarizing the results.This approach has improved students'autonomous learning and problem-solving abilities.%介绍了以问题为基础的( PBL)教学法在鼻饲实训教学中的具体应用。以临床真实病例及情景设计问题,针对病例所提出的问题进行学习,通过小组合作、查找资料、分析问题进而解决问题,最后进行课堂汇报、讨论及教师总结。该方法的应用提高了学生自主学习及解决问题的能力。

  19. 基于开放教育资源的PBL教学设计与研究%Design and Study of PBL Teaching Based on Open Educational Resources

    Institute of Scientific and Technical Information of China (English)

    杜俊

    2012-01-01

    PBL( problem-based learning)is one of the teaching methods which put much emphasis on students' independent inquiry learning. It needs rich network resources as a support. This paper, based on open educa- tional resources which mainly consist of "Radio and TV online" teaching platform and formative evaluation sys- tem , is trying to build a platform to support PBL teaching resources so as to provide effective tools for open ed- ucation and independent inquiry learning and to optimize the efficiency of inquiry learning, and enhance teach- ing effect.%PBL(problem—based leaming)是以学员自主探究学习为核心的教学法,需要丰富的网络资源作为支撑。本研究基于开放教育资源,主要是“电大在线”网上教学平台和形成性测评系统构建辅助PBL教学资源平台,为开放教育,自主探究学习提供有效的辅助工具,从而优化探究学习效率,提升教学效果。

  20. PBL 教学法与传统教学法在消化内科实习中的应用比较%Application Comparison between Problem-Based Learning and Lecture Base Learning in Clinical Practice of Gastroenterology

    Institute of Scientific and Technical Information of China (English)

    张峻; 徐有青; 梁丕霞; 郭秀丽

    2013-01-01

    Objective To explore the educational effects of problem-based 1earning (PBL) on clinical practice of gastroenterology . Methods One group was taught with Problem-Based Learning (PBL ) and control group was taught with Lecture-Based Learning (LBL) .And then we analyzed test scores and related questionnaire survey .Results There was no difference between two groups in the end theory examination (P>0 .05) ,but PBL group was betterat the integration testing and self-learning ability、communication ability、team spirit、comprehensive analysis and management ability (P<0 .01) .Conclusions PBL is a helpful attempt to improve the quality of clinical education .PBL has more advantages in training innovation ability ,team spirit ,comprehensive analysis ability .%  目的探讨以问题为基础的教学法(PBL)在临床七年制学生消化内科实习教学中的效果。方法分别对两组消化内科实习生采取PBL教学法和传统教学法(对照组),总结测评出科考试成绩和相关问卷调查。结果两组理论考试成绩无显著差异,PBL组综合能力测试成绩更优异(P<0.05)。PBL组在学习兴趣、自学能力、沟通能力、团队精神、综合分析能力等方面更有优势。结论 PBL教学法是提高临床教学质量的有益尝试,在临床创新能力培养、提高团队协作意识和综合分析能力等方面具有更大的优势。

  1. PBL teaching practice in medical psychology——taking somatoform disorders as an example%医学心理学PBL教学实践——以躯体形式障碍为例

    Institute of Scientific and Technical Information of China (English)

    苏彤; 崔轶; 潘霄; 唐云翔

    2016-01-01

    根据医学心理学课程特点和教学要求,以临床心理科的真实案例为蓝本,编写了“躯体形式障碍(疑病症)”PBL教学案例.案例涉及基础医学、临床医学、医学心理学等方面的知识.在PBL教学中模拟临床就诊经过,教师逐次递进地给出案例信息并提出相应问题,学生课上小组讨论,课下自学,探讨焦虑的生理生化基础、躯体形式障碍的心理学病因、诊断要点与治疗原则、心理治疗中治疗关系的建立、生活经历对个体人格的影响以及社会文化因素对个体病情转归的影响等内容.课堂调查显示.学生对PBL教学效果比较肯定,普遍认为PBL教学可以提高学习兴趣和自学能力,促进不同学科知识的联系,加强理论和实践结合,有助于提高医学心理学教学质量.%According to the course characteristics and teaching outline of medical psychology,problem-based learning (PBL) case about somatoform disorders was compiled based on a typical clinical real case.The PBL case covered a wide range of topics such as basic medicine,clinical medicine and medical psychology.Just as clinical treatment process,teachers gave information and put forward the corresponding questions in successive steps.By self-study and group discussion,students learned knowledge about anxiety,somatoform disorders,therapeutic relationship,sociocultural factors and individual personality.The course survey showed that PBL teaching was appreciated by medical students.The PBL model can improve learning interest and self-study ability,promote the connection of different subjects and combine theory and practice.The PBL model is useful for improving the quality of medical psychology teaching.

  2. Application Research of PBL Teaching Method in the Probation Process of Clinical Medical Students%PBL教学法在临床医学生见习中的应用研究

    Institute of Scientific and Technical Information of China (English)

    李奎宝; 杨曦艳; 赵文淑

    2015-01-01

    Objective To evaluate the value of PBL teaching method in the probation process of clinical medical students.Methods93 seven-year system students majored in clinical medicine were selected from a school.They were divided into two groups of traditional training and PBL respectively.The differences in the concentration on listening and discussion,training benefit and satisfaction degree were compared between the two groups withX2 test.Results There were 47 students who were trained with traditional teaching method,the totally rate of absent-minded during listening and discussion was 27.7%(13/47).The after-class questionnaire indicated that only 63.8%(30/47) felt rewarded and satisfied.However,in the group of 46 students who were trained with PBL teaching method,the rate was 6.5%(3/46).A significant difference was demonstrated between these two groups (P=0.007).As for the questionnaire,91.3%(42/46) considered satisfied with PBL method,which was quite different from the former group(P=0.002).Conclusions The students in the PBL group are superior in aspects such as learning attitude and satisfy rate than those in traditional group obviously.%目的:探讨PBL(problem-based learning)教学法在临床医学生见习中应用的价值。方法入选某校7年制临床医学专业学生共93人,按年级分两组分别采用传统的见习方法和PBL教学见习法;采用x 2检验比较两组在听课、讨论认真程度,见习收获以及对本次见习满意度等方面的差别。结果采取传统见习方法的47名学生,总的不认真听课、不认真参与讨论率为27.7%(13/47);课后问卷调查显示,感觉有收获、对本次见习课满意的比例为63.8%(30/47);而采用PBL见习方法的46名学生,总的不认真听课、参与讨论的比例为6.5%(3/46),两组比较有显著性差异(P=0.007),问卷调查满意的比例为91.3%(42/46),与前组比较亦差异显著(P=0.002)。结论 PBL 法组见习

  3. PBL教学法在《临床病原生物学》教学中的应用%Application of PBL Teaching Method in Clinical Pathogenic Biology

    Institute of Scientific and Technical Information of China (English)

    李玉虎; 程国强; 杨秋美; 姚红英; 蒋美娟

    2011-01-01

    Objective: To explore the application effects of PBI. Teaching method in Clinical Pathogenic Biology in the past five years, in order to further improve the quality of teaching. Methods ? One hundred and twenty-two undergraduate students, who took Clinical Pathogenic Biology as an elective course, were investigated by questionnaire survey to evaluate the PBL teaching effects, and the effects of PBL teaching on contemporary education system were explored. Results; More than 80% students thought that the PBL teaching method could improve their initiative and enthusiasm, and contribute to enhancing their language skills, independent thinking and self-learning abilities, understanding and memory on knowledge, and innovative consciousness, and the effects of PBL teaching method were better than LBL approach. However, PBL teaching required students to spend more time and effort, not all the basic courses of traditional Chinese medicine were suitable for PBL teaching, even if in the same course not all the chapters were suitable for it. Conclusion: PBL teaching method is suitable for the teaching of Clinical Pathogenic Biology basically, and the popularization of this kind of teaching method should be based on the courses of traditional Chinese medicine universities, take account of the teaching cost and make overall arrangements.%目的:探讨5年来PBL教学法在《临床病原生物学》教学中的应用效果,以利于进一步改进教学质量.方法:采用问卷调查方式对选修《临床病原生物学》的本科生122人进行调查,评价PBL教学效果,并探讨其对当代教学体系的影响.结果:80%以上的学生表示PBL教学法能提高学习的主动性和积极性,并对提高语言表达能力、独立思考与自学能力、对知识的理解与记忆、创新意识等综合素质有明显帮助,其效果明显优于LBL教学法.但PBL教学需要学生花费大量的时间与精力,对中医药院校基础课程的教学并不适合所

  4. Application of TBL integrated PBL on oncology clinical graduate teaching%PBL中增加 TBL教学法在肿瘤专业研究生教学中的应用

    Institute of Scientific and Technical Information of China (English)

    董岩; 李淑霞; 周涛; 刘基巍; 高亚杰

    2015-01-01

    Objective To investigate the advantage of the team-based pedagogy ( TBL) combined with problem-based teaching ( PBL) in the graduate's clinical-teaching.Methods The study took the 2011 session graduate of Oncology in Dalian Medical University as objects.The students were randomly divided into two groups: TBL group ( experimental group) and the PBL group ( control group) , who received TBL and PBL teaching, respectively.There were 20 students in TBL group and 21 students in PBL group.The results of discussion and examination scoring, combined midterm with final surveys of the students and the teachers were used to evaluate the effect.Results The TBL group had higher scores than the PBL group;but there was no significant difference between the two groups.The student's evaluation to the teachers and the teachers'self-assessment indicated that the role of teachers was more likely from the boot turn towards partnership.The TBL mode more likely developed the students'interest in learning.Conclusion The TBL remedy compensates the PBL.Use of PBL and TBL in the Oncology helps to culture the teamwork, to improve learning efficiency, and to induce creative thinking, and is worthy of further promotion practices.%目的:探讨在研究生临床教学中以团队为基础教学法( TBL)结合以问题为基础教学法( PBL)的优势。方法以大连医科大学肿瘤学2011级三年制硕士研究生为对象,随机分成两组:TBL组(试验组)和PBL组(对照组),其中TBL组20人,PBL组21人,分别进行TBL和PBL教学。两组成绩均包括讨论计分和考试计分,结合期中和期末两次对学生和教师的问卷调查,综合评价两组的教学效果。结果 TBL组的课堂讨论成绩明显高于PBL组,但两组总成绩无明显差异。学生对教学的评价提示TBL组在多项评价项目中优于PBL组。教师对教学的评价也显示TBL教学更具挑战性,更能调动学生的积极性,提

  5. Study on the effect of PBL teaching in medical students' critical thinking%以问题为基础学习教学对医学生批判性思维培养效果的研究

    Institute of Scientific and Technical Information of China (English)

    黄蕾; 管晓枫; 苏娜; 蔡巧玲

    2015-01-01

    Objective To research the effect of low frequency PBL teaching in traditional curriculum and high frequency PBL teaching in integrated curriculum in medical students' critical thinking improvement.Methods Medical students from one of medical school in Shanghai were enrolled in this study.Two studies were conducted and each study had two parallel control groups.CTDI-CV was used to test students' critical thinking disposition scores before and after the PBL teaching.Spss19.0 was used for statistic analyze.Results Gender,age,academic performance and critical thinking disposition scores had no statistical difference between experimental group and control group in both two studies (P > 0.05).Results of study one showed that critical thinking disposition scores had no statistical differences between two groups after one-academic-year low frequency PBL teaching (P > 0.05).Paired-t-test found that "open-mindedness","analyticity","systematicity","curiosity","cognitive maturity" and "critical thinking disposition" in control group (none-PBL group) and "open-mindedness","curiosity","cognitive maturity" and "critical thinking disposition" in experimental group(PBL group) were significantly declined(P <0.05).Results of study two showed that "curiosity" in experimental group (integration curriculum group) was significantly higher after one-academic-year high frequency PBL teaching (P < 0.05).Paired-t-test found that "open-mindedness","analyticity","self-confidence" and "cognitive maturity" were significantly declined in control group (none integration curriculum group),while "self-confidence","curiosity" and "critical thinking disposition" were significantly increased in experimental group (P < 0.05).Conclusions Low frequency of PBL teaching in traditional curriculum didn' t found significant effect while high frequency of PBL teaching in integrated curriculum has been evidenced positive effect in students' critical thinking cultivation,especially in the dimension of

  6. On $n$-derivations

    Directory of Open Access Journals (Sweden)

    Mohammad Hossein Sattari

    2016-06-01

    Full Text Available In this article, the notion of $n-$derivation is introduced for all integers $ngeq 2$. Although all derivations are $n-$derivations,  in general these notions are not equivalent. Some properties of ordinary derivations are  investigated for $n-$derivations. Also, we show that under certain mild condition  $n-$derivations are derivations.

  7. Application on PBL + LBL interactive teaching methods in cardiovascular teaching%两种教学方法相结合在心血管内科学教学中的应用

    Institute of Scientific and Technical Information of China (English)

    张莉; 谭刚; 汪莲开; 胡建华; 张艳

    2015-01-01

    Objective To investigate the effect of problem-based learning (PBL) and lecturebased learning(LBL) interactive teaching method in cardiovascular of internal medicine.Methods 291 students from clinical medical program of grade 2011 in Hubei Institute for Nationalities were divided into two groups,experimental group with 148 students,and control group with 143 students.The experimental group was used interactive teaching methods of PBL + LBL.The control group was used the teaching methods of LBL.The effect of difference teaching methods on students' comprehensive ability were analyzed.Results Compared with the two group students'scores in the final examination and in the comprehensive analysis,that the experimental group had the higher scores than the control group,P < 0.01.Compared with the comprehensive ability with the two groups (including integrated skills,professional spirit,learning performance of individual and group),the difference was statistical significance P =0.001.Conclusions The interactive teaching methods of PBL + LBL applied in cardiovascular medicine had got great achievement.It was better than the LBL in improving the students' clinical thinking ability,group spirit,and promoting the combination basic theory with practice.%目的 探讨以问题为基础学习(problem-based learning,PBL)和以授课为基础学习(lecture-based learning,LBL)相结合的教学方法在心血管内科学教学中的实施效果.方法 采用实验对照研究方法.选取湖北民族学院2011级五年制临床医学专业291名学生为研究对象,将其按照班级不同分为实验组和对照组,实验组148名学生,对照组143名学生.在心血管内科学教学中,实验组采用PBL+ LBL教学方法,对照组采用LBL教学方法.教学结束后,对两组学生进行问卷调查和理论考试,比较两组的教学效果.结果 实验组学生期末考试总成绩、综合分析题成绩均高于对照组学生,差异具有统计学意义,P<0.01;比

  8. iPBL --本土化的依托项目英语教学模式%iPBL:A Localized Project-based English Teaching and Learning Model

    Institute of Scientific and Technical Information of China (English)

    张文忠

    2015-01-01

    依托项目的学习(P B L)带给学生诸多益处,而以创新训练为取向的项目研究更是直接针对英语专业学生思辨能力和创新能力培养的教学薄弱环节。有鉴于此,英语专业教育应该充分借鉴该理念,经本土化实践后,融入现有英语专业课程和教学体系。笔者借鉴国外相关研究,基于南开大学连续6年实施依托项目的研究式学习之教学实践,尝试构建本土化的研究式学习实践模式,谓之iPBL。iPBL模式以培养创新能力为核心目标取向,以“课程项目化、项目课程化”为总原则,是以6阶段推进、多里程碑凸显、综合素质集成训练为特色的研究式学习教学模式。我们期望,iPBL能够成为对英语专业学生进行思辨和创新训练的重要手段和盘活学生已学语言知识和技能的有效途径。%Project-based learning (PBL) introduces a whole array of beneifts to learners which become especially evident in innovation-oriented project work aiming to promote critical thinking and innovative ability in English majors, an aspect that is allegedly underdeveloped in English major education. English major education should draw on PBL theory, localize and integrate its practice into the current English curricula and education system. With reference to related studies abroad, and based on his six-year PBL practice in Nankai University, the author proposes a localized research-based teaching and learning model namediPBL. The iPBL model orients itself to innovative ability cultivation, abides by the principle of“curriculum as project and project as curriculum”, and is characterized by featuring six progression stages with milestones for each and promoting integrated comprehensive training. TheiPBL model is expected to constitute an important approach to promoting critical thinking and innovative training for English majors and at the same time serve as an effective means for mobilizing their

  9. PBL教学法在实验教学中对学生批判性思维能力的培养%Application of PBL teaching method in cultivation of critical thinking ability of students in experimental teaching

    Institute of Scientific and Technical Information of China (English)

    秦海宏; 葛伟; 孙雪洁

    2013-01-01

    The PBL teaching method is a teaching mode based on problems.It has significant effect on the formation of crilical thinking ability of the nursery students in experimental teaching.In our study,the PBL was adopted in the experimental group,while traditional teaching method was used in the control group.CCTDI-CV was applied to assess the critical thinking ability of the students in these above two groups.It was found that the critical thinking ability of the students in the experimental group is significantly higher than that in the control group.This suggested that the PBL is beneficial to cultivate the critical thinking ability of the students.This paper provides an evidence for improving the teaching mode and way of the cultivation of critical thinking ability in nursery practice teaching.%PBL教学是以问题为基础的模式,在实验教学中对培养学生批判性思维能力的效果显著.在对实验组采用PBL教学法教学、对照组采用传统的实验教学方法教学的基础上,应用CCTDI-CV评价2种教学方法对学生批判性思维能力的影响.经分析发现,PBL教学组学生的批判性思维能力高于对照组,两组间差异显著.实验教学中的PBL教学模式有助于学生批判性思维能力的培养.

  10. The application of PBL teaching in physiologyand the training of students′ integrated quality%PBL在生理学教学中的应用与学生综合素质培养

    Institute of Scientific and Technical Information of China (English)

    方迎艳; 关宿东

    2012-01-01

    Objective:To explore the application of PBL teaching in physiology and culture the abilities of self-learning and how to use network effectively. Methods: Sixty-three students in 2008 clinical medicine grade were randomly divided into six groups (10 or 11 in each group) ,each group was subject to different issues. Results:PBL teaching had a significant role on improving the students'abilities including:how to access information, self-learning, teamwork, communication skills, time management and so on. Conclusions: PBL teaching can enhance the physiology teaching effect,improve students'comprehensive ability,it is worthy of promotion in teaching.%目的 探讨PBL教学法在生理学教学中的应用,培养医学生有效利用网络资源和自主学习的能力,提高综合素质.方法 将2008级临床医学63名学生随机分成6组(每小组10~11人),每组学生施以不同问题进行PBL教学.结果 PBL教学法对提高学生获取信息能力、自主学习能力、团队协作能力、交流能力、时间控制能力等有明显的作用.结论 PBL教学法增强了生理学教学效果,提高了学生综合能力,值得在教学中推广.

  11. PBL Teaching mode in the Practical Teaching effect in Clinical Pediatrics%PBL教学模式在儿科临床实习教学中的效果

    Institute of Scientific and Technical Information of China (English)

    张宏; 王丙增; 况琪; 张旭亚

    2015-01-01

    Objective To investigate the PBL teaching method in pediatric clinical teaching practice effect.Methods A random sample of 2009 class 70 medical students,were randomly divided into experimental group and control group,each 35.The students in the control group with traditional teaching method,the observation group of students with PBL teaching method,comparison of two kinds of method of teaching effect.Results The experimental group students in the theory test,practice evaluation,case analysis and so on were better than the control group,the dif erence was statistical y significant(P<0.05).Conclusion PBL teaching mode wil help improve pediatric internship learning enthusiasm,improve the quality of teaching,is a new direction in the clinical teaching reform.%目的:探讨PBL教学法在儿科临床实践教学中的效果。方法收集2009级的医学生70名资料,将医学生随机分为试验组和对照组,各35名。对照组医学生采用传统教学法,观察组医学生采用PBL教学法,比较两种教学法的效果。结果试验组学生在理论考试、实践考核、案例分析等方面均优于对照组,差异均有统计学意义(均P<0.05)。结论 PBL教学模式有助于提高儿科实习医师学习积极性,提高教学质量,是临床教学改革的新方向。

  12. 能動的学修科目を選択する学生の特性 ―PBL 科目を選ぶ動機とコンピテンシー

    OpenAIRE

    粟津, 俊二; 松下, 慶太

    2017-01-01

     本研究は、Project Based Leaning(PBL)を取り入れた科目を選択履修する学生に、何らかの特徴があるか調べたものである。アトキンソンの達成動機付け理論にもとづいた質問紙調査と、PROG テストのコンピテンシーの結果を、PBL 科目履修希望者と非希望者で比較した。その結果、PBL 科目を選択する学生は、そうでない学生よりも、能動的学習として実施されそうな活動をする価値が高いと認識しており、かつ自分でもできると認識していた。また、対人基礎力と対自己基礎力に関するコンピテンシーが高かった。つまり、PBL 科目の履修を希望する学生は、履修を希望しない学生と異なった特性を持つことを示唆する。この結果から、教育目標の設定や教育効果の検証時に、考慮すべき点などについて考察した。...

  13. PBL教学法在高职高专生理学教学中的实践与探索%Practice and Exploration of PBL Teaching Method in Physiology Teaching in Higher Vocational College

    Institute of Scientific and Technical Information of China (English)

    王文娟

    2012-01-01

    Objective:to explore physiology teaching method more suitable for higher vocational education,and improve the quality of physiology teaching.Methods:to randomly choose 4 classes of Grade 2009 majored in acupuncture and massage as experiment and control group respectively.We implement PBL teaching method in the experimental group and traditional teaching method in the control group.When the term ended,the test scores of two groups were statistically analyzed,and the PBL teaching method was evaluated by means of questionnaires.Results:the academic report of the experimental group was better than that of the control group(P0.05),and PBL teaching method possesses obvious advantages compared with traditional teaching method,for it can effectively improve the quality of physiology teaching in higher vocational college.%目的:探索更适合于高职高专生理学教学的教学方法,提高高职高专生理学教学质量。方法:随机选取我院2009级针灸推拿专业4个教学班分别作为实验组和对照组。实验组实施PBL教学法,对照组采用传统讲授法。期末教学结束后,对两组学生的考试成绩进行统计学分析,并对PBL教学法通过问卷调查方式进行评价。结果:实验组期末成绩明显优于对照组(P箓0.05),PBL教学法与传统教学法相比有明显优势,有效提高了高职高专生理学教学质量。

  14. PBL教学法在风湿免疫科临床教学中的应用及效果观察%Application and effect observation of PBL teaching method in clinical teaching of department of rheumatology and immunology

    Institute of Scientific and Technical Information of China (English)

    田新玮; 游碧荣; 陈昶

    2016-01-01

    Objective:To explore the application and effect of PBL teaching method in clinical teaching of department of rheumatology and immunology.Methods:90 cases of students of clinical medicine were divided into two groups randomly.The control group was given conventional teaching method.The observation group was given PBL teaching method.The teaching effect of the two groups was compared.Results:The learning situation of the observation group was better than that of the control group, and the difference was statistically significant(P<0.05).Conclusion:PBL teaching method in clinical teaching of department of rheumatology and immunology could improve the quality of classroom teaching and improve the students' comprehensive quality to some extent.%目的:探讨PBL教学法在风湿免疫科临床教学中的应用及效果。方法:将临床医学专业的90例学生随机分为两组。对照组给予常规教学方法,观察组给予PBL教学法,比较两组教学效果。结果:观察组学习情况优于对照组,差异有统计学意义(P<0.05)。结论:PBL教学法在风湿免疫科临床教学中可提高课堂教学质量,在一定程度上还能提高学生的综合素质。

  15. The Application of PBL Teaching Method in Water-electrolyte Metabolism and Acid-base Balance Teaching%PBL教学法在水、电解质和酸碱平衡教学中的应用

    Institute of Scientific and Technical Information of China (English)

    叶俊; 章宏伟; 黄华兴

    2015-01-01

    Objective: To investigate the advantage of PBL teaching method in water-electrolyte metabolism and acid-base balance teaching. Method:Choose 6 classes of students from Nanjing medical university and randomly divided into experimental group (n=79) and control group (n=78), the experimental group using PBL teaching method and the control group using traditional LBL teaching method, evaluating these two methods by analyze the average scores of the test and the survey. Results:The average scores of experimental group were higher than that in the control group (p=0.026). The survey showed that the experimental group was better in autonomous learning, case analysis, teamwork and using the theoretical knowledge and clinical cases than control group. Conclusion:PBL teaching method was much better than LBL in water-electrolyte metabolism and acid-base balance teaching.%目的::探讨PBL(problem-based learning)教学法在水、电解质和酸碱平衡教学中的应用优势。方法:选取南京医科大学2011级临床医学七年制6个班级的学生,按自然班随机分为实验组(n=79)和对照组(n=78),实验组采用PBL教学模式,对照组采用传统教学模式(LBL),通过调查问卷及课后测试对两种教学模式进行综合评价。结果:实验组理论测试成绩明显优于对照组(p=0.026),调查问卷显示:PBL组在自主学习能力、病例分析能力、团队协作能力以及在掌握理论知识与临床疾病的联系方面均优于LBL组。结论:与LBL教学法相比,PBL教学法在水、电解质和酸碱平衡教学中应用效果更好,优势更明显。

  16. PBL教学法在医古文传记教学中的应用研究%Explore to the Application Effect of PBL Didactics in Teaching Archaic Chinese in Medicine Biography

    Institute of Scientific and Technical Information of China (English)

    李京玉; 韩一龙

    2014-01-01

    Objective In order to explore the application effect of PBL didactics in teaching Archaic Chinese in Medicine Biography.Methods A to-tal of 38 practicing Chinese Medicine undergraduate Were randomly divided into The test group and control group.Experimental group used com-bining PBL and traditional teaching method,while the control group used traditional LBL teaching method.Questionnaire was distributed to both groups.Data were analyzed by the statistical.Results There was no difference between two groups inthe end theory examination (P>0. 05). Results In Questionnaire investigation,the scores of test group were higher than those of Control group.Conclusion The results showed that the average score of students taught with PBL didactics was higher than the oncs with LBL.PBL method effective improve Archaic Chinese in Medi-cine Biography medical teaching effect.%目的:探讨PBL教学模式在医古文传记教学中的应用。方法将中医专业本科生38名随机分为试验组和对照组,试验组采用PBL与传统教学法相结合模式,对照组采用传统的LBL教学模式。对两组学生采用考试及问卷调查进行教学效果比较,对所得资料进行统计学分析。结果两组相比,基础理论知识考试成绩差异无显著性(P>0.05);在问卷调查中,试验组学生的考试成绩优予对照组。结论 PBL教学法优于LBL教学法,PBL教学法有助于提高医古文传记教学效果。

  17. Modelo de enseñanza-aprendizaje de la farmacología basado en la resolución de problemas (PBL) y evaluación de su eficacia

    OpenAIRE

    López Rico, Mercedes; Iglesias de Osma, María del Carmen; García Barrado, Josefa; Sancho Sánchez, Consuelo

    2010-01-01

    Implantar un sistema de enseñanza/aprendizaje en Farmacología, según el modelo basado en la resolución de problemas (del inglés Problem-Based Learning, PBL), dentro del nuevo plan de enseñanza del grado de Medicina. Este modelo se aplicaría a dos asignaturas troncales: Farmacología General y Farmacología Clínica. Considerando los descriptores de cada una de las asignaturas, los objetivos específicos y el enfoque metodológico debe ser diferenciado, según se explica seguidamente. Memori...

  18. Application of PBL and CBL Teaching Methods in Thyroid Surgery Cooperation Teaching%PBL与CBL相结合的教学方法在甲状腺手术配合教学中的应用

    Institute of Scientific and Technical Information of China (English)

    陆叶; 黄燕; 缪莹莹

    2016-01-01

    Objective To evaluate the feasibility and efficiency of PBL ( Problem-Based Learning, PBL) and CBL (Case -based learning, CBL) teaching methods in thyroid surgery cooperation teaching.Methods Eighty nursing undergraduates of the Second Military Medical University were randomized to the experimental group and the control group.Forty students in the experimental group were taught with PBL and CBL teaching methods, and the remaining forty students in the control group were taught with the traditional teaching method.Results Significant improvements of thyroid surgery cooperation examination were observed in the students in the experimen-tal group.Moreover, learning interest, problem-solving skills, surgery cooperation and teaching satisfaction were improved significantly in the experimental group.Conclusion PBL and CBL teaching methods matched well in thyroid surgery cooperation teaching.The combination teaching method could improve the teaching efficiency and operating skills.In this regard, it could be popularized in surgery cooperation teaching.%目的:探讨以问题为导向教学法( Problem-Based Learning, PBL)和案例教学法( Case-based learning, CBL)相结合的教学方法在甲状腺手术配合教学中的应用效果。方法选择第二军医大学2010、2011级护理本科专业学员作为研究对象,其中实验组40名学员,采用PBL与CBL相结合的教学法进行教学;对照组40名学员,采用传统教学模式进行教学。结果实验组学员的手术配合考核成绩明显优于对照组学员,同时在学习兴趣、分析与解决问题能力、手术配合度及教学满意度四个方面明显优于对照组学员。结论 PBL和CBL联合应用的教学方法在甲状腺手术配合教学中可行性强,可以显著提高临床教学效果和学员操作技能,值得提倡和推广。

  19. Modelo de enseñanza-aprendizaje de la farmacología basado en la resolución de problemas (PBL) y evaluación de su eficacia

    OpenAIRE

    López Rico, Mercedes; Iglesias de Osma, María del Carmen; García Barrado, Josefa; Sancho Sánchez, Consuelo

    2010-01-01

    Implantar un sistema de enseñanza/aprendizaje en Farmacología, según el modelo basado en la resolución de problemas (del inglés Problem-Based Learning, PBL), dentro del nuevo plan de enseñanza del grado de Medicina. Este modelo se aplicaría a dos asignaturas troncales: Farmacología General y Farmacología Clínica. Considerando los descriptores de cada una de las asignaturas, los objetivos específicos y el enfoque metodológico debe ser diferenciado, según se explica seguidamente. Memori...

  20. Based on the Respiratory System Integration Module Curriculum Implement PBL Teaching for Postgraduate%基于呼吸系统整合性模块课程对研究生实施PBL教学

    Institute of Scientific and Technical Information of China (English)

    尚立芝; 季书; 谢文英; 高剑峰; 刘永

    2014-01-01

    目的:为使研究生掌握呼吸系统模块中…西医基本知识,提高研究生对呼吸系统疾病的理论和临床诊疗水平…,以及科研能力。方法带领研究生参与临床,从临床病例中…发现问题,以问题为核心提出整合性模块课程,研究生分组讨论,深入实施科研过程。结果5名研究生完成课题内容…,学会了医学常用的科研方法包括 ELISA,Western blot,Northern blot ,PCR,PT-PCR,转基因,细胞技术,常规病理等…技术,提高了研究生的科研能力。结论 PBL 教学法有助于研究生培养质量的提高。%Objective Based on the respiratory system knowledge of Chinese and western medicine integration module curriculum to implement PBL teaching for postgraduate, the ability of postgraduate was improved in theory, clinical and scientific research. Methods To lead the postgraduate to take part in clinical working practice, the problem was founded from the clinical cases, then put problem as the core forward integrated module courses, by the means of the group discussion, implemented PBL teaching in the process of the research. Results 5 postgraduates completed subject, they learned to medical research method and technology include ELISA, Western blot, Northern blot, PCR, PT-PCR, transgenosis, cell technology, conventional pathology etc. The scientific research ability of the postgraduates was improved. Conclusion PBL teaching method helps to promote the quality of postgraduate education.