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

2018-01-01

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......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....... This finding suggests that PBL curricula may help improve the questioning strategies of medical students and help them diagnose more efficiently in future diagnosis practice....

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.

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.

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.

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, ICT...

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

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.......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...

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…

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...... conditions of problem analysis and solving, the shift from teaching to learning and team based projects. This research therefore contributes to both theory and practice in the PBL setting of engineering education....

A Comparison of Students' Perceptions of Stress in Parallel Problem-Based and Lecture-Based Curricula.

Science.gov (United States)

Wardley, C Sonia; Applegate, E Brooks; Almaleki, A Deyab; Van Rhee, James A

2016-03-01

A 6-year longitudinal study was conducted to compare the perceived stress experienced during a 2-year master's physician assistant program by 5 cohorts of students enrolled in either problem-based learning (PBL) or lecture-based learning (LBL) curricular tracks. The association of perceived stress with academic achievement was also assessed. Students rated their stress levels on visual analog scales in relation to family obligations, financial concerns, schoolwork, and relocation and overall on 6 occasions throughout the program. A mixed model analysis of variance examined the students' perceived level of stress by curriculum and over time. Regression analysis further examined school work-related stress after controlling for other stressors and possible lag effect of stress from the previous time point. Students reported that overall stress increased throughout the didactic year followed by a decline in the clinical year with statistically significant curricular (PBL versus LBL) and time differences. PBL students also reported significantly more stress resulting from school work than LBL students at some time points. Moreover, when the other measured stressors and possible lag effects were controlled, significant differences between PBL and LBL students' perceived stress related to school work persisted at the 8- and 12-month measurement points. Increased stress in both curricula was associated with higher achievement in overall and individual organ system examination scores. Physician assistant programs that embrace a PBL pedagogy to prepare students to think clinically may need to provide students with additional support through the didactic curriculum.

Developing sustainability curriculum using the PBL method in a Chinese context

DEFF Research Database (Denmark)

Du, Xiangyun; Su, Liya; Liu, Jingling

2013-01-01

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...... generation is based on multiple collection methods, such as survey of students’ feedbacks, interviews with students, and analysis of students’ project reports and reflection essays. This paper summarizes that a sustainability curriculum as proposed in this research can attract students’ interests in not only......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...

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

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…

Comparison of PBL Curricua within Control Engineering Education

DEFF Research Database (Denmark)

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

2011-01-01

During the last twenty years, various forms of PBL have been implemented in diverse educational programs and national policy regulations, and to different extents, ranging from a single course level to an integrated PBL curriculum. This has resulted in a variety of PBL curriculum practices....... 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...

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...... that the limited experience with the Aalborg PBL Model clearly affects groups' perception of importance of using different PBL-tools. Development of process-competencies depends upon facilitation of reflection and experimentation....

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.

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 academic subjects of interest (OR = 0.40, p = 0.02). They were significantly more likely to disagree that: there was a lack of encouragement from teachers (OR = 3.11, p = 0.02); and that the medical course fostered a sense of anonymity and feelings of isolation amongst students (OR = 3.42, p = 0.008). 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.

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.

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...

PROBLEM-BASED LEARNING (PBL) LANGUAGE CASE-CRAFTING MODEL (PBL-LcCRAFT): LANGUAGE-IN-USE AND THE 3R

OpenAIRE

Mohd-Ali, Suraini; Baharun, Hazleena; Harun, Haliza; Darmi, Ramiaida; Mat Saad, Noor Saazai; Puteh-Behak, Fariza; Massari, Norhaili; Ahmad Mahir, Normazla

2017-01-01

This article describes a new PBL case designmodel for language practitioners that emerged from an action research projecton PBL case-design training for language practitioners. Participants of theaction research project underwent two cycles of PBL case-design training. Datacollection tools consisting of an observation checklist and a series of focusgroup interview were used to collect data from the participants. Data gatheredwere then analyzed using content analysis for emerging themes. Findi...

Globalization of Problem-based Learning (PBL: Cross-cultural Implications

Directory of Open Access Journals (Sweden)

Matthew Choon-Eng Gwee

2008-03-01

Full Text Available Problem-based learning (PBL is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition. PBL was implemented almost four decades ago as an innovative and alternative pathway to learning in medical education in McMaster University Medical School. Since then, PBL has spread widely across the world and has now been adopted globally, including in much of Asia. The globalization of PBL has important cross-cultural implications. Delivery of instruction in PBL involves active peer teaching-learning in an open communication style. Consequently, this may pose an apparent serious conflict with the Asian communication style generally dominated by a cultural reticence. However, evidence available, especially from the PBL experience of some senior Korean medical students doing an elective in the University of Toronto Medical School and the cross-cultural PBL experience initiated by Kaohsiung Medical University, strongly suggests creating a conducive and supportive learning environment for students learning in a PBL setting can overcome the perceived cultural barriers; that is, nurture matters more than culture in the learning environment. Karaoke is very much an Asian initiative. The Karaoke culture and philosophy provide a useful lesson on how to create a conducive and supportive environment to encourage, enhance and motivate group activity. Some key attributes associated with Asian culture are in fact consistent with, and aligned to, some of the basic tenets of PBL, including the congruence between the Asian emphasis on group before individual interest, and the collaborative small group learning design used in PBL. Although there are great expectations of the educational outcomes students can acquire from PBL, the available evidence supports the contention the actual educational outcomes acquired from PBL do not really match the expected

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

Science.gov (United States)

Gwee, Matthew Choon-Eng

2008-03-01

Problem-based learning (PBL) is essentially a learning system design that incorporates several educational strategies to optimize student-centered learning outcomes beyond just knowledge acquisition. PBL was implemented almost four decades ago as an innovative and alternative pathway to learning in medical education in McMaster University Medical School. Since then, PBL has spread widely across the world and has now been adopted globally, including in much of Asia. The globalization of PBL has important cross-cultural implications. Delivery of instruction in PBL involves active peer teaching-learning in an open communication style. Consequently, this may pose an apparent serious conflict with the Asian communication style generally dominated by a cultural reticence. However, evidence available, especially from the PBL experience of some senior Korean medical students doing an elective in the University of Toronto Medical School and the cross-cultural PBL experience initiated by Kaohsiung Medical University, strongly suggests creating a conducive and supportive learning environment for students learning in a PBL setting can overcome the perceived cultural barriers; that is, nurture matters more than culture in the learning environment. Karaoke is very much an Asian initiative. The Karaoke culture and philosophy provide a useful lesson on how to create a conducive and supportive environment to encourage, enhance and motivate group activity. Some key attributes associated with Asian culture are in fact consistent with, and aligned to, some of the basic tenets of PBL, including the congruence between the Asian emphasis on group before individual interest, and the collaborative small group learning design used in PBL. Although there are great expectations of the educational outcomes students can acquire from PBL, the available evidence supports the contention the actual educational outcomes acquired from PBL do not really match the expected educational outcomes commonly

PBL online

DEFF Research Database (Denmark)

Kolbæk, Ditte; Nortvig, Anne-Mette

2017-01-01

Problem- and Project-Based Learning (PBL) is a widely used pedagogical method in higher education. Although PBL encourages self-directed learning and works with the students’ own projects and problems, it also includes teacher presentations, discussions and group reflections, both on......-campus and online. Therefore, the teacher’s plans might be relevant to the students’ projects, but that is not always the case. This study investigates how master’s students interact with an online Problem-Based Learning design and examines how technology influences these interactions. The empirical data stem from...... lessons at an online master’s course, and they were collected and analyzed using a netnographic approach. The study finds that concepts like self-directed learning and active involvement of everyone can have very different meanings from the teachers’ and the students’ points of view. If the students do...

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...

Balancing Teaching and Research in a PBL Context

DEFF Research Database (Denmark)

Turcan, Romeo V.

2016-01-01

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...

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...

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....... 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 ...). 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...

Students’ perceptions and satisfaction level of hybrid problem-based learning for 16 years in Kyungpook National University School of Medicine, Korea

Directory of Open Access Journals (Sweden)

Sanghee Yeo

2016-03-01

Full Text Available Purpose: Kyungpook National University School of Medicine has been implementing hybrid problem-based learning (PBL since 1999. The aim of this study was to investigate the changes in the students’ perceptions and satisfaction levels of hybrid PBL. Methods: The target period of our study was from 1999 to 2014, and target subjects were second-year medical students in Kyungpook National University School of Medicine. The survey was conducted at the end of semester. We had a focused interview with group leaders and some volunteer students. Results: As for the scores regarding students’ overall satisfaction with PBL, there was significant improvement in 2005 compared to 2002, but the scores decreased and no differences between the survey years noted after 2005. The students’ preference ratio for the once a week PBL sessions, tutor presence, synchronization of contents, and arrangement of PBL sessions and related lectures was 60%–80%, 50%–90%, 52%–96%, and 78%–93%, respectively. Conclusion: In order to increase students’ satisfaction with hybrid PBL and to improve the perception of it, firstly, it is necessary to arrange the date and the time of PBL sessions so that students can concentrate on PBL. Secondly, PBL cases should be selected and arranged to be well synchronized with the ongoing lectures. Finally, it is important to create a safe atmosphere so that students can engage actively in PBL sessions.

Students' perception towards the problem based learning tutorial session in a system-based hybrid curriculum.

Science.gov (United States)

Al-Drees, Abdulmajeed A; Khalil, Mahmoud S; Irshad, Mohammad; Abdulghani, Hamza M

2015-03-01

To evaluate students' perception towards the problem based learning (PBL) session in a system-based hybrid curriculum. We conducted a cross-sectional study in the College of Medicine, King Saud University, Saudi Arabia at the end of the 2012-2013 academic year. The survey questionnaire was self-administered, and examined perceptions of PBL session benefits, appropriate running of sessions, and tutor's roles. Out of 510 students, 275 (53.9%) completed the questionnaire. Most of the students reported that PBL sessions were helpful in understanding basic sciences concepts (p=0.04). In addition, they agreed that PBL sessions increased their knowledge of basic sciences (p=0.01). Most students reported that PBL sessions encouraged self-directed learning, collaborative learning, and improved decision making skills. However, 54.5% of students reported lack of proper training before starting the PBL sessions, and only 25.1% of students agreed that the teaching staff are well prepared to run the sessions. Most students used the internet (93.1%), lecture notes (76.7%), and books (64.4%) as learning resources. Most students reported repetition of topics between PBL sessions and lectures (p=0.07). The study highlighted the significant role of PBL in a system-based hybrid curriculum and helped students improve their knowledge and different learning skills. Students and staff training is required before the utilizing the PBL as an instructional method.

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.

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.

Students' satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching.

Science.gov (United States)

Chilkoti, Geetanjali; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar; Sharma, Chhavi Sarabpreet; Shankar, Neelima

2016-11-01

Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students' satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students. We conducted a questionnaire-based, cross-sectional survey among 118 1 st -year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students' satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students' satisfaction levels between the two teaching methods. Data were collected and scores regarding the students' satisfaction levels between these two teaching methods were analysed using a two-sided paired t -test. Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method ( P < 0.05). Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.

Teaching PBL with Web 2.0

DEFF Research Database (Denmark)

Dohn, Nina Bonderup; Buus, Lillian

2013-01-01

Web 2.0-mediated learning activities are associated with a number of potentials for learning. Among these potentials are pedagogical advantages connected with bottom-up user-generation of content; opportunities for organizing flexible learning; and possibilities of supporting the development...... 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...

Kids as Airborne Mission Scientists: Designing PBL To Inspire Kids.

Science.gov (United States)

Koszalka, Tiffany A.; Grabowski, Barbara L.; Kim, Younghoon

Problem-based learning (PBL) has great potential for inspiring K-12 learning. KaAMS, a NASA funded project and an example of PBL, was designed to help teachers inspire middle school students to learn science. The students participate as scientists investigating environmental problems using NASA airborne remote sensing data. Two PBL modules were…

TOUCH POINTS IN UNIVERSITY TUITION - CRITICAL REFLECTIONS ON PBL TUITION PRACTICE AT THE ARCHITECTURE AND URBAN DESIGN PROGRAMMES AT AALBORG UNIVERSITY, DENMARK

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Anne Kirkegaard Bejder

2017-01-01

Full Text Available This is a discussion paper that is based on the didactics reflections of three junior academics at the Architecture and Urban Design (A&UD programme at Aalborg University. The discussion is moored in two narratives representing two typical student tuition situations. Unfolding two touch points where PBL and architectural and engineering teaching converge, this paper discusses how ‘the problem’ and ‘supervision’ at the A&UD programme are hybrid tuition focus points, where principles of PBL and more traditional tuition styles within architecture and engineering come into contact and cause didactic friction. This friction necessitates teachers and supervisors to critically reflect upon their teaching and supervision styles, and upon how ‘the problem’ is put into play in their tuition of students. The paper argues that teachers and supervisors have a heightened obligation and responsibility to monitor, assess, reflect and adjust the integration of the different teaching approaches in their hybrid tuition practices at A&UD.

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...

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…

Enhancing Critical Thinking in a PBL Environment

DEFF Research Database (Denmark)

Guerra, Aida; Holgaard, Jette Egelund

2016-01-01

Engineering education accreditation bodies emphasize the need for competencies beyond technical expertise. Critical thinking is one of these competencies, which is also considered as a precursor for the development of other competencies such as multidisciplinary collaboration, problem......-solving skills and lifelong learning. There is an urgent need to enhance engineering students’ critical thinking and one way to do this is to make use of active, student-centred learning approaches such as Problem Based Learning (PBL). This study aims to provide a model for understanding and enhancing critical...... 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...

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.

The PBL projects: where we've been and where we are going

Science.gov (United States)

Donnelly, Judith F.; Massa, Nicholas M.

2015-10-01

Problem-based learning (PBL) is an instructional approach in which students learn course content by using a structured approach to collaboratively solving complex real-world problems. PBL addresses widespread industry concern that graduates of technician and engineering programs often have difficulty applying their technical knowledge to novel situations and working effectively in teams. Over the past 9 years, the PBL Projects of the New England Board of Higher Education (Boston, MA) have developed instructional strategies and materials that research shows address industry concerns by improving student learning, retention, critical thinking and problem-solving skills as well as the transfer of knowledge to new situations. In this paper we present a retrospective of the PBL Projects, three National Science Foundation Advanced Technology Education (NSF-ATE) projects that developed twenty interdisciplinary multi-media PBL case studies called "Challenges" in the topic areas of optics/photonics, sustainable technology and advanced manufacturing, provided faculty professional development in the use of PBL in the classroom to teachers across the U.S. and abroad, and conducted research on the efficacy of the PBL method. We will describe the resources built into the Challenges to scaffold the development of students' problem solving and critical thinking skills and the support provided to instructors who wish to create a student-centered classroom by incorporating PBL. Finally, we will discuss plans for next steps and examine strategies for taking PBL to the next level through actual industry-based problem solving experiences.

An eLearning Standard Approach for Supporting PBL in Computer Engineering

Science.gov (United States)

Garcia-Robles, R.; Diaz-del-Rio, F.; Vicente-Diaz, S.; Linares-Barranco, A.

2009-01-01

Problem-based learning (PBL) has proved to be a highly successful pedagogical model in many fields, although it is not that common in computer engineering. PBL goes beyond the typical teaching methodology by promoting student interaction. This paper presents a PBL trial applied to a course in a computer engineering degree at the University of…

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

DEFF Research Database (Denmark)

Huttel, Hans; Gnaur, Dorina

2017-01-01

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...... ways of structuring problem-based project work in different settings. We identify the need for a further discussion of the conflict between the espoused ideals of PBL and the actual practice at PBL-based higher education. In particular, much greater attention should be devoted to the practice...... of semester coordination. This paper gives a critical analysis of the practice in PBL-based higher education and should be of value to practitioners and decision makers in these settings....

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,…

PBL and CDIO: complementary models for engineering education development

Science.gov (United States)

Edström, Kristina; Kolmos, Anette

2014-09-01

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, 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, and that PBL and CDIO can play compatible and mutually reinforcing roles, and thus can be fruitfully combined to reform engineering education.

Comparison the Application of PBL (Project Based Learning and PBL (Problem Based Learning Learning Model on Online Marketing Subjects

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Agnes Dini Mardani

2017-09-01

Full Text Available Purpose of this study are (1 the application of learning PjBL with PBL to improve study results students, (2 assessing the domain affective, cognitive, and psychomotor, (3 the difference study results use the PjBL with PBL to improve study results students. The research is research quantitative and including research apparent experiment (quasi eksperiment by taking sample class two classes X PM 1 as a class experiment and class X PM 2 as a class control. Research instruments used for data collection namely: (1 tests to pretes and postest used to determine the cognitive assessment, (2 sheets observation affective, (3 sheets of the process for the psychomotor. The trial research instruments use the validity and reabilitas. Analysis techniques data using: (1 test a prerequisite analysis consisting of normality test and the homogeneity (2 T test unpaired which ended with the help of computer programs spss. Based on the result of this research can be concluded that: (1 the application of PjBL (Project Based Learning and PBL (Problem Based Learning should be conducted well in accordance syntax learning, (2 assessing the cognitive students have a difference and class experiment having an average higher than class control, (3 assessing the results affective students have a difference and on the application of PjBL is better than PBL.

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…

Metacognição em Grupos de Problem-based Learning (PBL

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Adriana Vargas

2017-08-01

Full Text Available Aprendizagem em grupo é um processo que envolve a mobilização de funções cognitivas e desenvolve competências necessárias no decorrer da vida. A Problem-based Learning (PBL, uma proposta de aprendizagem em grupo, enfatiza o desenvolvimento cognitivo e pode potencializar a metacognição. Objetivou-se responder as questões: 1 a PBL é uma metodologia que envolve o desenvolvimento da metacognição? 2 pode-se relacionar os estudos da metacognição no contexto grupal à PBL? Realizou-se o estado do conhecimento do tema, entre 2010 a 2015, contendo os termos metacognition e Problem-based Learning, no portal de periódicos da CAPES. Oito pesquisas foram selecionadas por descreverem evidências empíricas da metacognição em grupos de PBL. A PBL pode ser aplicada aos estudos de aprendizagem em grupo e metacognição, por mobilizar conhecimentos, a tomada de consciência e o autocontrole.

Motivation, Challenges, Support (MCS) Cycle Model for the Development of PBL Tutors

Science.gov (United States)

Constantinou, Costas S.; Nicolaou, Stella A.

2018-01-01

Problem-Based Learning (PBL) is well known for enhancing students' problem solving skills and teamwork, while the role of PBL tutors is to facilitate discussion rather than teach. This study used four focus groups to explore PBL tutors' motivation, challenges and support mechanisms, and the relationship between these. The study found that there…

Performance Anxiety at English PBL Groups Among Taiwanese Medical Students: A Preliminary Study

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Cheng-Sheng Chen

2008-03-01

Full Text Available 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.

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...

Problem-based learning in dental education: what's the evidence for and against...and is it worth the effort?

Science.gov (United States)

Winning, T; Townsend, G

2007-03-01

All Australian dental schools have introduced problem-based learning (PBL) approaches to their programmes over the past decade, although the nature of the innovations has varied from school to school. Before one can ask whether PBL is better than the conventional style of education, one needs to consider three key issues. Firstly, we need to agree on what is meant by the term PBL; secondly, we need to decide what "better" means when comparing educational approaches; and thirdly, we must look carefully at how PBL is implemented in given situations. It is argued that PBL fulfils, at least in theory, some important principles relating to the development of new knowledge. It also represents a change in focus from teachers and teaching in conventional programmes to learners and learning. Generally, students enjoy PBL programmes more than conventional programmes and feel they are more nurturing. There is also some evidence of an improvement in clinical and diagnostic reasoning ability associated with PBL curricula. The main negative points raised about PBL are the costs involved and mixed reports of insufficient grounding of students in the basic sciences. Financial restraints will probably preclude the introduction of pure or fully integrated PBL programmes in Australian dental schools. However, our research and experience, as well as other published literature, indicate that well-planned hybrid PBL programmes, with matching methods of assessment, can foster development of the types of knowledge, skills and attributes that oral health professionals will need in the future.

APPLYING PBL AND ZUVIO TO ENHANCE ENGLISH LEARNING MOTIVATION

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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.

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....

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)

The Effect of Model Problem Based Learning (Pbl)

OpenAIRE

Safrina, Safrina; Saminan, Saminan

2015-01-01

This study aims to determine the effect of the application of PBL models of science process skills (PPP) and the understanding of the concept of chemical substances in food at eighth grade students MTsN Meureudu. This study is a descriptive study using the research design one group pretest and posttest design. Samples were 19 eighth grade students MTsN Meureudu school year 2013/2014. Data collected by pretest and posttest to determine the effect of the application of PBL models and observatio...

PBL 教学模式在眼科教学中应用的探讨与实践%Probe and Practice into the Tuition of Ophthalmology in a PBL Curriculum

Institute of Scientific and Technical Information of China (English)

邓禹

2014-01-01

The curriculum of problem-based learning (PBL)trended to be the new model of medical education.The superior-ities of PBL were evaluated and compared with lecture-based learning (LBL).Introducing PBL into ophthalmology could im-prove educational quality and effectiveness.%PBL 教学法（problem-based learning）即“以问题为基础的讨论式学习”逐渐成为我国医学教育模式改革的趋势。在传统的LBL 教学方法（lecture-based learning）基础上，眼科教学中引入PBL 教学法，提高教学质量。

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

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.

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

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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.

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...

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....... This involves considerations concerning what is engineering education research – and how do we promote research based staff and educational development.......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...

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.

Cooperative Problem-Based Learning (CPBL: A Practical PBL Model for a Typical Course

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Khairiyah Mohd-Yusof

2011-09-01

Full Text Available Problem-Based Learning (PBL is an inductive learning approach that uses a realistic problem as the starting point of learning. Unlike in medical education, which is more easily adaptable to PBL, implementing PBL in engineering courses in the traditional semester system set-up is challenging. While PBL is normally implemented in small groups of up to ten students with a dedicated tutor during PBL sessions in medical education, this is not plausible in engineering education because of the high enrolment and large class sizes. In a typical course, implementation of PBL consisting of students in small groups in medium to large classes is more practical. However, this type of implementation is more difficult to monitor, and thus requires good support and guidance in ensuring commitment and accountability of each student towards learning in his/her group. To provide the required support, Cooperative Learning (CL is identified to have the much needed elements to develop the small student groups to functional learning teams. Combining both CL and PBL results in a Cooperative Problem-Based Learning (CPBL model that provides a step by step guide for students to go through the PBL cycle in their teams, according to CL principles. Suitable for implementation in medium to large classes (approximately 40-60 students for one floating facilitator, with small groups consisting of 3-5 students, the CPBL model is designed to develop the students in the whole class into a learning community. This paper provides a detailed description of the CPBL model. A sample implementation in a third year Chemical Engineering course, Process Control and Dynamics, is also described.

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…

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.

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…

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study.

Science.gov (United States)

Burgess, Annette; Roberts, Chris; Ayton, Tom; Mellis, Craig

2018-04-10

While Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students' perceptions of having their usual PBL classes run in TBL format. In 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes. Four key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem

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…

Introducing Process Competences in a PBL-based Engineering Course

DEFF Research Database (Denmark)

Soler, José; Andersson, Pernille Hammar

2013-01-01

The article describes an experiment in which elements related to generic professional competences, such as group work methodology, project planning, task delegation and communication, have been introduced in an existing course, tailored as a Problem Base Learning (PBL) course in Advanced Telecomm......The article describes an experiment in which elements related to generic professional competences, such as group work methodology, project planning, task delegation and communication, have been introduced in an existing course, tailored as a Problem Base Learning (PBL) course in Advanced...

Middle School Engineering Problem Solving Using Traditional vs. e-PBL Module Instruction

Science.gov (United States)

Baele, Loren C.

This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions. A non-equivalent group quasi-experimental research design (Creswell, 2015) was used on middle school students (N = 100) between those that received traditional module instruction (n = 51) and e-PBL instruction (n = 49). The qualitative approach of triangulation (Jick, 1979) was used to identify emergent themes for both between and within methods of data analysis on student engagement survey responses, two days of field observations notes, and six student interview transcripts. The quantitative results identified that students who received e-PBL instruction self-reported significantly greater engagement than those who received traditional module instruction. Further, there was a significant interaction effect between engineering content knowledge by group and gender as males who received e-PBL instruction had greater growth of content knowledge scores than males receiving traditional instruction, while females who received traditional instruction had greater growth of content knowledge scores than females in the e-PBL group. Through triangulation of the qualitative data, the emergent themes of the study suggest that hands-on learning produces higher levels of reported engagement independent of instructional method. The emergence of problem solving fatigue developed when both study groups reported a decline in engagement when entering into the final phase of the quantitative study suggesting that too many complex, ill-structured problems in rapid succession may negatively impact student engagement. Although females within the treatment group were most engaged, they did not achieve the knowledge growth of the females in the

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)…

[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).

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....

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

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.

Integrating Sustainability in a PBL Environment for Electronics Engineering

DEFF Research Database (Denmark)

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

2013-01-01

(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 was carried out at Aalborg University, Denmark to excerpt their experience of integrating sustainability...... in a problem based learning environment. Three electronics engineering project modules were selected as example and empirically supported by constructed interviews with staff and document analysis of selected material. The findings were analysed with a systems approach and presented with reference to three...

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

The Use of a Hybrid Strategy Combining Problem-based Learning and Magisterial Lectures to Enhance Learning

Directory of Open Access Journals (Sweden)

Carlos Alberto Acosta-Nassar

2014-09-01

Full Text Available This paper addresses the problem of capturing the attention of intermediate level students in the Thermodynamics 1 course from the Mechanical and Agricultural Engineering Program, with the purpose of helping students improve their learning process. A hybrid teaching strategy was proposed based on Problem-based Learning (PBL principles combined with magisterial lectures. Digital and traditional didactic resources were also used in order to find the best mean to minimize the lack of attention in learners. The strategy was developed by sensitizing students to get involved in their formation process. PowerPoint presentations, video clips, the traditional white board and an ultra slim digital tablet board were used to develop the theoretical issues and present the solutions to the problems chosen for the PBL strategy. Finally, the strategy was evaluated and results were analyzed, indicating that using a hybrid strategy combining PBL and traditional magisterial lectures is an optimal resource to improve the learning process of students taking Thermodynamics 1. In addition, it was also concluded that the ultra slim digital tablet board is the optimal didactic resource.

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.

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.

Understanding "Green Chemistry" and "Sustainability": An Example of Problem-Based Learning (PBL)

Science.gov (United States)

Günter, Tugçe; Akkuzu, Nalan; Alpat, Senol

2017-01-01

Background: This study uses problem-based learning (PBL) to ensure that students comprehend the significance of green chemistry better by experiencing the stages of identifying the problem, developing hypotheses, and providing solutions within the problem-solving process. Purpose: The aim of this study is to research the effect of PBL implemented…

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

The problem-based learning (PBL and health education.

Directory of Open Access Journals (Sweden)

Carine Moraes Vignochi

2009-05-01

Full Text Available The Problem-Based Learning (Problem-Based Learning - PBL has been recognized worldwide as an approach to promote the acquisition of knowledge by students at the same time that helps them develop skills and professional attitudes desirable. Unlike the conventional methods of teaching that use of application problems after the theory was presented, the PBL uses a problem to start, focus and motivate the learning of new concepts 13. In this approach, the student uses different mental processes, such as ability to raise hypotheses, compare, analyze, interpret, and evaluate and develop the ability to take responsibility for their education 11.12. The methodology of PBL has been a valuable tool in shaping the health care professional, with advantages over the traditional method of teaching. However, for its deployment there is a need for considerable institutional effort. Are necessary adjustments, including changes in the way of evaluation, for changes in mindset about the role of teachers in the process teaching / learning, investment in infrastructure, adaptations of the environment, improvement of libraries and other 19,20,21, 22. The process of change in education will bring many challenges, such as a break with traditional models of education and train health professionals with skills to recover the essential dimension of care: the relationship between humans.

Micrometeorological and PBL experiments in Australia

Science.gov (United States)

Garratt, J. R.; Hicks, B. B.

1990-03-01

A brief summary is given of five main field experiments (or sets of expeditions) carried out in Australia in the last thirty years. The main objectives and results of each are described, and an indication is given of their impact on progress in our understanding of the planetary boundary layer (PBL).

Preliminary look at the diurnal behavior of the PBL

International Nuclear Information System (INIS)

Hess, G.D.; Sisterson, D.L.; Hicks, B.B.; Miller, E.L.

1975-01-01

Atmospheric factors that govern the dispersion and transport of air pollutants discussed include the behavior of the planetary boundary layer (PBL) during the morning hours, beginning before the sun rises; the influence of surface heating after the sun rises on erosion of the base of the nocturnal inversion; and the influence wind speed and height and temperature on mixing throughout the boundary layer. It is pointed out that many of the processes occurring within the PBL must be parameterized in numerical models rather than being directly calculated since they occur on scales smaller than the resolution of the models

Jumping the PBL Implementation Hurdle: Supporting the Efforts of K-12 Teachers

Science.gov (United States)

Ertmer, Peggy A.; Simons, Krista D.

2006-01-01

While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K--12 teachers. This may be due, in part, to the numerous challenges teachers experience when implementing PBL. In this paper, we describe specific hurdles that teachers are likely to…

The «PBL WORKING ENVIRONMENT» as interactive and expert system to learn the problem-based learning method

Directory of Open Access Journals (Sweden)

Susana Correnti

2016-01-01

Full Text Available The «PBL working environment» is a virtual environment developed in the framework of SCENE project (profeSsional development for an effeCtive PBL approach: a practical experiENce through ICT-enabled lEarning solution, co-funded by the European Lifelong Learning Program. The «PBL working environment» is devoted to prepare headmasters and teachers of secondary and vocational schools to use Problem-Based Learning (PBL pedagogy effectively. It is a student-centered pedagogy where learners are «actively» engaged in real world problems to solve or challenges to meet. Students develop problem-solving, self-directed learning and team skills. The «PBL working environment» is an virtual tool including three main elements: e-learning platform, virtual facilitator and PBL repository. Teachers, trainers and headmasters/school managers learn the PBL pedagogy by attending an on-line course (e-learning platform delivered through the «inductive method». It allows learners to experience PBL approach, by practicing it stage by stage, and then learn to turn practice into theory by abstracting their experience to build a theoretical understanding. Since generating the proper scenario is the most critical aspect of PBL, after benefiting from the on-line course, users can benefit from a further support: the Virtual Facilitator. It provides tips and hints on how correctly design a problem scenario and by asking questions to collect data on user's specific needs. The Virtual Facilitator is able to provide a/or more suitable example(s which match as closest as possible the teacher/trainer need. Finally, users can share problem scenarios and projects of different subjects of studies and with different characteristics uploaded and downloaded in the PBL repository.

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...... 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...... 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....

PBL structure: the Sangamon Experiment of 1975

International Nuclear Information System (INIS)

Hess, G.D.; Hicks, B.B.

1975-01-01

The environmental impact of a number of fossil-fuel power plants in Illinois was investigated using numerical models of air pollution effects for a regional analysis. As a part of this study a field study (the Sangamon Experiment) was conducted during 1975 to examine physical mechanisms in the planetary boundary layer (PBL). This experiment was coordinated with the Midwest Interstate Sulfur Transformation and Transport (MISTT) project to investigate the effects of the urban plume emanating from St. Louis at distances of up to 100 km. Results are reported from studies on the evolution of the PBL capping inversion between the hours of 0400 and 1200; micrometeorological studies over maize and soybean crops growing in the area; measurements of wind speed, turbulence, and temperature in the lowest 100 m of the atmosphere; and measurements of the concentration of ozone, sulfur dioxide, nitrogen dioxide, and hydrocarbons in air samples from a kytoon system

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.

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.

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...... autonomy, we can note three major patterns. In general, Chinese teachers have a tendency to maintain high interference in student learning process even though they admit the value of giving student learning autonomy. This study further indicates a dilemma between teachers’ intention to encourage students...

Teaching practice of the course of Laser Principle and Application based on PBL mode

Science.gov (United States)

Li, Yongliang; Lv, Beibei; Wang, Siqi

2017-08-01

The primary task of university education is to stimulate students' autonomic learning and cultivate students' creative thinking. This paper put to use problem based learning (PBL) teaching mode, to enable students master flexible knowledge as the goal, and a detailed analysis of the implementation method and concrete measures of PBL teaching reform in the course of Laser Principle and Application, then compared with the former teaching methods. From the feedback of students and teaching experience, we get good teaching effect and prove the feasibility of PBL teaching mode in practice.

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

African Journals Online (AJOL)

constructivist case study was located in evaluation research. .... Approval to proceed with this study was granted by the university ethics .... to PBL, students shifted their learning conceptions from mere textbook learning ..... business education.

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…

Mobile technology use in medical education.

Science.gov (United States)

Luanrattana, Rattiporn; Win, Khin Than; Fulcher, John; Iverson, Don

2012-02-01

This study was undertaken to determine the PDA functionalities for a problem-based learning (PBL) medical curriculum at the Graduate School of Medicine (GSM), the University of Wollongong (UOW). The study determines the factors/aspects of incorporating PDAs, and the attitudes of stakeholders regarding the use of PDAs in such a PBL-based medical curriculum. In-depth interviews were designed and conducted with medical faculty, the medical education technology team and honorary medical academics. Four major PDA functionalities were identified, these being: clinical-log, reference, communication, and general functions. Two major aspects for the incorporation of PDAs into the PBL-medical curriculum at the UOW were determined from the interviews, these being technical and practical aspects. There is a potential for PDAs to be incorporated into the PBL-medical curricula at the UOW. However, a clear strategy needs to be defined as to how best to incorporate PDAs into PBL-medical curricula with minimal impact on students, as well as financial and resource implications for the GSM.

PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH DAN PENGEMBANGAN KARAKTER PADA SISWA KELAS VII MELALUI MODEL PBL BERBANTUAN SCAFFOLDING

OpenAIRE

Novy Kris Zaini; Wuryanto Wuryanto; Hery Sutarto

2016-01-01

Tujuan penelitian ini adalah untuk mengetahui (1) apakah kemampuan pemecahan masalah matematika peserta didik yang diajar dengan model PBL berbantuan scaffolding pada materi pokok segiempat kelas VII dapat mencapai KKM yang ditetapkan, (2) apakah pembelajaran matematika dengan model PBL berbantuan scaffolding pada materi pokok segiempat kelas VII dapat meningkatkan kemampuan pemecahan masalah peserta didik pilihan, (3) apakah pembelajaran matematika dengan model PBL berbantuan scaffolding pad...

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

African Journals Online (AJOL)

second chance learners they cannot be taught by the same traditional methods that ... a shift from content coverage to problem engagement; from lecturing to coaching; and ..... Project on the effectiveness of Problem Based Learning (PBL).

The Effectiveness of Problem Based Learning (PBL on Intermediate Financial Accounting Subject

Directory of Open Access Journals (Sweden)

Nunuk Suryanti

2016-12-01

Full Text Available This research aims to know the effectiveness of Problem Based Learning (PBL Model comparing to Drill Model on Intermediate Financial Accounting subject. The research was a quasi-experimental research. Population was four classes of Accounting Education students in the year of 2014/2015 at Faculty of Educational Science and Teaching of Riau Islamic University (UIR. Sample was taken by using purposive sampling. Then, it used Problem Based Learning (PBL at experimental class and Drill Model at controlled class. Data was collected by using interview, observation, and tests (pre-test and post-test. Moreover, data were analyzed by using independent sample test. Findings show that there is no any difference of learning outcomes between students who taught by Problem Based Learning (PBL Model and Drill Model on Intermediate Financial Accounting.

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.

Do Learners Like Project in Their English Classes?: Impact of PBL on Students’ Attitudes

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Putri Astawa Ni Luh Putu Ning Septyarini

2018-01-01

Full Text Available This article presents the results of a study on the effect of Project-Based Learning (PBL on students’ English language learning (ELL attitudes and how the activities influence teaching-learning process in a junior high school in Bali. This research applied an embedded mixed-method design in which the quantitative data were collected using close-ended questionnaires test, and the qualitative data were collected using interview, observation checklist, open-ended questionnaire, and field note. Paired-samples t-test was used to analyse whether or not there is a significant effect on students’ attitude after being taught using PBL, while the qualitative data were analysed descriptively. The analysis shows a significant effect on students’ attitude. PBL enhances students’ learning quality in term of enthusiasm, confidence, and creativity learning ability while it also promotes teacher’s teaching satisfaction. This study supports the implementation of PBL which enhances students’ English Language Learning attitude and teaching-learning process.

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…

PBL scaling using surface flux information

International Nuclear Information System (INIS)

Hess, G.D.; Hicks, B.B.

1975-01-01

The role of the atmospheric planetary boundary layer (PBL) in the transport and dispersion of air pollutants is discussed. It is pointed out that because the physical processes controlling the structure in the lowest one to two km of the atmosphere can be complex, interpretation of observational data is often ambiguous. The value of similarity theory for interpreting experimental data and for designing field experiments is discussed

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

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…

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 land-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

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.

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...... 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...

The Effectiveness of Problem Based Learning (PBL) on Intermediate Financial Accounting Subject

OpenAIRE

Nunuk Suryanti

2016-01-01

This research aims to know the effectiveness of Problem Based Learning (PBL) Model comparing to Drill Model on Intermediate Financial Accounting subject. The research was a quasi-experimental research. Population was four classes of Accounting Education students in the year of 2014/2015 at Faculty of Educational Science and Teaching of Riau Islamic University (UIR). Sample was taken by using purposive sampling. Then, it used Problem Based Learning (PBL) at experimental class and Drill Model a...

University Curricula in Nanoelectronics

DEFF Research Database (Denmark)

Bruun, Erik; Nielsen, Ivan Ring

2009-01-01

-electronic devices (such as bio-devices or chemical devices), and possibilities for developing fundamentally new nanoscale electronic devices. New engineering curricula in nanoelectronics must take these developments into account. A model for the development of new curricula is presented and some representative...

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…

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.

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.

Portraits of PBL: Course Objectives and Students' Study Strategies in Computer Engineering, Psychology and Physiotherapy.

Science.gov (United States)

Dahlgren, Madeleine Abrandt

2000-01-01

Compares the role of course objectives in relation to students' study strategies in problem-based learning (PBL). Results comprise data from three PBL programs at Linkopings University (Sweden), in physiotherapy, psychology, and computer engineering. Faculty provided course objectives to function as supportive structures and guides for students'…

Ideological trends in initial teacher education curricula: the case of East African universities

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Proscovia Namubiru Ssentamu

2014-12-01

Full Text Available This paper reviews the ideological trends in initial teacher education curricula in East African universities during the post-independent and contemporary times. From the mid-1960s and mid-1980s, initial teacher education curricula were integrated and harmonised with support from the East African Community whose efforts were coordinated by the Inter-University Council for East Africa. With the breakup of the Community in 1977, each independent state pursued its own educational strategy. However, underfunding of the public sector by governments, introduction of market-friendly reforms under the World Bank Structural Adjustment Programme in 1987 and the de-regularisation policies led to the liberalisation of public services, including education. Liberalisation affected among others, the quality of the initial teacher education curricula. Consequently, national councils and commissions for higher education were established to control standards in higher education, and the Inter-University Council for East Africa was revived to standardise and harmonise educational standards at regional level. The review shows that over the past five decades, the structure and organisation of initial teacher education curricula has continuously adjusted itself and been adjusted to a hybrid culture blending classical humanism, utilitarianism, social re-constructionism, market and global ideologies. Comparable ideological inclinations at socio-economic and political levels have influenced this trend in the region. The paper highlights the implications of such trends on the future of initial teacher education in the region.

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 stude...

Case Study: Use of Problem-Based Learning to Develop Students' Technical and Professional Skills

Science.gov (United States)

Warnock, James N.; Mohammadi-Aragh, M. Jean

2016-01-01

Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, "Does PBL enable students to develop desirable professional engineering skills?" The desirable skills identified were communication, teamwork, problem…

Choices Outlined 2013-2017. An analysis of ten election programmes for accessibility effects. PBL-CPB background document; Keuzes in kaart 2013-2017. Een analyse van tien verkiezingsprogramma's op bereikbaarheidseffecten. PBL-CPB Achtergronddocument

Energy Technology Data Exchange (ETDEWEB)

Zwaneveld, P.; Verrips, A. [CPB Netherlands Bureau for Economic Policy Analysis, The Hague (Netherlands); Hilbers, H.; Zondag, B.; Van Meerkerk, J. [Planbureau voor de Leefomgeving PBL, Den Haag (Netherlands); Weijschede-van der Straaten, W. [CBS Statistics Netherlands, The Hague (Netherlands)

2012-11-15

In their report 'Keuzes in Kaart 2013-2017' (Choices outlined 2013-2017) the Netherlands Bureau for Economic Policy Analysis (CPB) and the Environmental Assessment Agency (PBL) made calculations for thirteen themes of the election programs of ten Dutch political parties. Accessibility is one of these thirteen themes. Analyses on this theme were conducted jointly by PBL and CPB. This paper addresses which different political choices the Dutch parties have made for the theme of accessibility, how PBL and CPB conducted analyses and which results were yielded. The effect of the party program is compared to a basic path, the expected image for 2020 based on implementation of the Budget Agreement 2013 ('Spring Agreement'). [Dutch] Het Centraal Planbureau (CPB) en het Planbureau voor de Leefomgeving (PBL) hebben in het rapport 'Keuzes in Kaart 2013-2017' de verkiezingsprogramma's van tien politieke partijen doorgerekend op dertien thema's. Bereikbaarheid is één van de dertien thema's. De analyses rond dit thema zijn gezamenlijk uitgevoerd door PBL en CPB. Dit paper gaat in op welke verschillende politieke keuzes de partijen ten aanzien van bereikbaarheid hebben gemaakt, op welke wijze de planbureaus dit hebben geanalyseerd en tot welke resultaten dit heeft geleid. Het effect van het partijprogramma wordt vergeleken met het 'basispad', het verwachte beeld voor 2020 uitgaande van uitvoering van het Begrotingsakkoord 2013 (het 'Lenteakkoord')

Pengembangan Critical Thinking melalui Penerapan Model PBL (Problem Based Learning) dalam Pembelajaran Sains

OpenAIRE

Widowati, Asri

2010-01-01

This paper examines to explore how study by using model of Problem Based Learning ( PBL). Basically, this discussion is focussed at model of PBL as an effort in developing cognitive ability, especially critical thinking.Critical thinking including ability think high level (higher order of thinking) representing one of the component in issue intellegence of 21 st century ( Issue of The 21st literacy century). Development of ability of critical thinking in study of science of vital importance b...

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

Subjective and Objective Evaluation of PBL Outcomes in Preclinical ...

African Journals Online (AJOL)

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

The progress test of medicine: the Dutch experience

NARCIS (Netherlands)

Tio, R.A.; Schutte, B.; Meiboom, A.A.; Greidanus, J.; Dubois, E.A.; Bremers, A.J.

2016-01-01

Progress testing in the Netherlands has a long history. It was first introduced at one medical school which had a problem-based learning (PBL) curriculum from the start. Later, other schools with and without PBL curricula joined. At present, approximately 10,000 students sit a test every three

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

MODELAGEM DE UM SISTEMA MULTIAGENTE DE APOIO À PBL UTILIZANDO A METODOLOGIA MAS-COMMONKADS+

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Laysa Mabel de Oliveira Fontes

2014-10-01

Full Text Available A aprendizagem baseada em problema (Problem-Based Learning - PBL é um método no qual os estudantes aprendem através da resolução de um problema que, em geral, não possui uma solução trivial e uma única solução correta. A PBL destaca o trabalho em equipe como um dos principais requisitos para o sucesso do processo de aprendizagem, ou seja, a colaboração é essencial. No entanto, a implantação de um método de ensino com base na PBL não é uma tarefa trivial. Em Ambientes Virtuais de Aprendizagem (AVAs, a complexidade de implantação deste método é ainda maior, pois o facilitador nem sempre pode detectar possíveis problemas na colaboração, nem possui todas as informações necessárias para aplicar as técnicas de aprendizagem deste método. Desta forma, este artigo apresenta o processo de modelagem de um Sistema Multiagente (SMA de apoio à PBL. O SMA proposto foi modelado utilizando a metodologia MAS-CommonKADS+, que consiste em uma extensão da metodologia MAS-CommonKADS.

Problem-based learning in academic health education. A systematic literature review.

LENUS (Irish Health Repository)

Polyzois, I

2010-02-01

Problem based learning (PBL) arguably represents the most significant development in education over the past five decades. It has been promoted as the curriculum of choice, and since its introduction in the 1960\\'s, has been widely adopted by many medical and dental schools. PBL has been the subject of much published literature but ironically, very little high quality evidence exists to advocate its efficacy and subsequently justify the widespread curriculum change. The purpose of this review is to classify and interpret the available evidence and extract relevant conclusions. In addition, it is the intent to propose recommendations regarding the relative benefits of PBL compared with conventional teaching. The literature was searched using PubMed, ERIC and PsycLIT. Further articles were retrieved from the reference lists of selected papers. Articles were chosen and included according to specific selection criteria. Studies were further classified as randomised controlled trials (RCTs) or comparative studies. These studies were then analysed according to intervention type: whole curricula comparisons and single educational interventions of shorter duration. At the level of RCTs and comparative studies (whole curricula), no clear difference was observed between PBL and conventional teaching. Paradoxically, it was only comparative studies of single PBL intervention in a traditional curriculum that yielded results that were consistently in favour of PBL. Further research is needed to investigate the possibility that multiple PBL interventions in a traditional curriculum could be more effective than an exclusively PBL programme. In addition, it is important to address the potential benefits of PBL in relation to life-long learning of health care professionals.

Pengembangan Modul Pembelajaran Fisika Berbasis Problem Based Learning (PBL pada Materi Gelombang Bunyi untuk Siswa SMA Kelas XII

Directory of Open Access Journals (Sweden)

Tri Anita Nur Hasanah

2017-03-01

Full Text Available The 2013 curriculum emphasizes on Scientific Approach taht tie topic with real context. Either learning model that leads to Scientific Approach that is Problem Based Learning (PBL. So that need to prepare appropriate teaching material to support learning model PBL one of them module independent teaching topic for learners. The aim of these research is describe the Learning Module which is developed that is physic learning module based on PBL of the topic sound wave for senior high school grade XII and examine its feasibility. This development research used 4-D Thiagarajan with modified model. This research has been done in three stages such as define, design, and develop which are restricted until the limited try out. The data collection is used questionnaire. The module validation by 4 validators and limited try out to 10 students. The result of research drawn that material aspect is 3,59 with the suitable criterion, presentation aspect is 3,9 with the suitable criterion, language aspect is 3,41 with the suitable criterion, and the limited try out result got 3,6 with an appropriate criterion. In conclusion, physic learning module based on PBL in sound wave material for senior high school grade XII is applicable. Keywords: Physic Learning Module, Problem Based Learning (PBL, Topic sound wave Pada kurikulum 2013 menekankan pada Scientific Approach yang mengaitkan materi dengan konteks dunia nyata. Salah satu model pembelajaran yang mengarah ke Scientific Approach yaitu Problem Based Learning (PBL. Sehingga perlu dipersiapkan bahan ajar yang tepat untuk mendukung model pembelajaran PBL salah satunya modul yang merupakan bahan ajar mandiri bagi peserta didik. Tujuan penelitian ini adalah mendeskripsikan pengembangan modul yaitu modul pembelajaran fisika berbasis PBL pada materi Gelombang Bunyi untuk siswa SMA kelas XII dan menguji kelayakannya.Penelitian pengembangan menggunakan model 4-D Thiagarajan yang sudah di modifikasi. Penelitian ini

Problem-based Learning and Problem Finding Among University Graduate Students

OpenAIRE

Ankit, A, Ravankar; Shotaro, Imai; Michiyo, Shimamura; Go, Chiba; Taichi, Takasuka

2017-01-01

In recent years, problem-based learning (PBL) techniques have been gaining momentum in schools and university curricula around the world. The main advantage of the PBL method is that it promotes creative problem solving, improves cognition and enhances overall thought processes in learners. For most PBL-style programmes, problem solving is at the core, although the notion of problem discovery or problem finding is not seriously considered. In most cases, students are always presen...

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...

LGBTQ-Inclusive Curricula: Why Supportive Curricula Matter

Science.gov (United States)

Snapp, Shannon D.; McGuire, Jenifer K.; Sinclair, Katarina O.; Gabrion, Karlee; Russell, Stephen T.

2015-01-01

There is growing attention to lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) issues in schools, including efforts to address such issues through the curriculum. This study examines whether students' perceptions of personal safety and school climate safety are stronger when curricula that include LGBTQ people are present and…

Renewed roles for librarians in problem-based learning in the medical curriculum.

Science.gov (United States)

Mi, Misa

2011-01-01

Problem-based learning (PBL) is a teaching-learning process or method of instruction that is widely used in medical education curricula. Librarians play important roles as facilitators for PBL as well as guides for information resources. Involvement in PBL activities presents unique opportunities to incorporate library resources and instruction into the medical curriculum. This article reviews the problem-based learning method within the conceptual framework of the learning theory of constructivism. It describes how a medical librarian at a U.S. medical school used emerging technologies to facilitate PBL small group case discussions, guide students to quality information resources, and enhance the learning environment for the PBL process.

Learning Radiology in an Integrated Problem-Based Learning (PBL ...

African Journals Online (AJOL)

Background: The Faculty of Medicine (FoM) has been training health professions in Uganda since 1924. Five years ago, it decided to change the undergraduate curriculum from traditional to Problem Based Learning (PBL) and adopted the SPICES model. Radiology was integrated into the different courses throughout the 5 ...

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

DEFF Research Database (Denmark)

Huttel, Hans; Gnaur, Dorina

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......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...... 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...

Recent developments and assessment of a three-dimensional PBL parameterization for improved wind forecasting over complex terrain

Science.gov (United States)

Kosovic, B.; Jimenez, P. A.; Haupt, S. E.; Martilli, A.; Olson, J.; Bao, J. W.

2017-12-01

At present, the planetary boundary layer (PBL) parameterizations available in most numerical weather prediction (NWP) models are one-dimensional. One-dimensional parameterizations are based on the assumption of horizontal homogeneity. This homogeneity assumption is appropriate for grid cell sizes greater than 10 km. However, for mesoscale simulations of flows in complex terrain with grid cell sizes below 1 km, the assumption of horizontal homogeneity is violated. Applying a one-dimensional PBL parameterization to high-resolution mesoscale simulations in complex terrain could result in significant error. For high-resolution mesoscale simulations of flows in complex terrain, we have therefore developed and implemented a three-dimensional (3D) PBL parameterization in the Weather Research and Forecasting (WRF) model. The implementation of the 3D PBL scheme is based on the developments outlined by Mellor and Yamada (1974, 1982). Our implementation in the Weather Research and Forecasting (WRF) model uses a pure algebraic model (level 2) to diagnose the turbulent fluxes. To evaluate the performance of the 3D PBL model, we use observations from the Wind Forecast Improvement Project 2 (WFIP2). The WFIP2 field study took place in the Columbia River Gorge area from 2015-2017. We focus on selected cases when physical phenomena of significance for wind energy applications such as mountain waves, topographic wakes, and gap flows were observed. Our assessment of the 3D PBL parameterization also considers a large-eddy simulation (LES). We carried out a nested LES with grid cell sizes of 30 m and 10 m covering a large fraction of the WFIP2 study area. Both LES domains were discretized using 6000 x 3000 x 200 grid cells in zonal, meridional, and vertical direction, respectively. The LES results are used to assess the relative magnitude of horizontal gradients of turbulent stresses and fluxes in comparison to vertical gradients. The presentation will highlight the advantages of the 3

Leadership in Dental Hygiene Degree Completion Programs: A Pilot Study Comparing Stand-Alone Leadership Courses and Leadership-Infused Curricula.

Science.gov (United States)

Smith, Michelle L; Gurenlian, JoAnn R; Freudenthal, Jacqueline J; Farnsworth, Tracy J

2016-05-01

The aim of this study was to define the extent to which leadership and leadership skills are taught in dental hygiene degree completion programs by comparing stand-alone leadership courses/hybrid programs with programs that infuse leadership skills throughout the curricula. The study involved a mixed-methods approach using qualitative and quantitative data. Semi-structured interviews were conducted with program directors and faculty members who teach a stand-alone leadership course, a hybrid program, or leadership-infused courses in these programs. A quantitative comparison of course syllabi determined differences in the extent of leadership content and experiences between stand-alone leadership courses and leadership-infused curricula. Of the 53 U.S. dental hygiene programs that offer degree completion programs, 49 met the inclusion criteria, and 19 programs provided course syllabi. Of the program directors and faculty members who teach a stand-alone leadership course or leadership-infused curriculum, 16 participated in the interview portion of the study. The results suggested that competencies related to leadership were not clearly defined or measurable in current teaching. Reported barriers to incorporating a stand-alone leadership course included overcrowded curricula, limited qualified faculty, and lack of resources. The findings of this study provide a synopsis of leadership content and gaps in leadership education for degree completion programs. Suggested changes included defining a need for leadership competencies and providing additional resources to educators such as courses provided by the American Dental Education Association and the American Dental Hygienists' Association.

An Empirical Study on the Influence of PBL Teaching Model on College Students' Critical Thinking Ability

Science.gov (United States)

Zhou, Zhen

2018-01-01

The critical thinking ability is an indispensable ability of contemporary college students, and the PBL teaching model abandons the shortcomings of traditional teaching methods, which is more suitable for the development trend of university curriculum teaching reform in China. In order to understand the influence of PBL teaching mode on college…

Premises for Structuring Ethnic Curricula.

Science.gov (United States)

Rice, M. J.

The primary purpose of the Georgia Anthropology Curriculum Project is to present the organizing concepts of anthropology in curricula suitable for use in elementary and intermediate grades. The philosophic premise of the Project is that a conceptually structured curricula is the most effective means of helping students to acquire a base of…

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? Empirica...

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...... 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....

PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH DAN PENGEMBANGAN KARAKTER PADA SISWA KELAS VII MELALUI MODEL PBL BERBANTUAN SCAFFOLDING

Directory of Open Access Journals (Sweden)

Novy Kris Zaini

2016-04-01

Full Text Available Tujuan penelitian ini adalah untuk mengetahui (1 apakah kemampuan pemecahan masalah matematika peserta didik yang diajar dengan model PBL berbantuan scaffolding pada materi pokok segiempat kelas VII dapat mencapai KKM yang ditetapkan, (2 apakah pembelajaran matematika dengan model PBL berbantuan scaffolding pada materi pokok segiempat kelas VII dapat meningkatkan kemampuan pemecahan masalah peserta didik pilihan, (3 apakah pembelajaran matematika dengan model PBL berbantuan scaffolding pada materi pokok segiempat kelas VII dapat meningkatkan karakter rasa ingin tahu peserta didik pilihan. Desain penelitian ini adalah concurrent triangulation (campuran kuatitatif dan kualitatif secara seimbang, menggabungkan antara metode kuantitatif dan metode kualitatif untuk digunakan secara bersama-sama dalam suatu kegiatan penelitian, sehingga diperoleh data yang lebih komprehensif, valid, reliabel dan obyektif. Penentuan sumber data dalam penelitian ini menggunakan teknik triangulasi, yaitu menggabungkan dari berbagai teknik pengumpulan data dan sumber data yang telah ada. Data diperoleh dengan observasi, wawancara, dan dokumentasi yang kemudian dianalisis menggunakan analisis kualitatif, sedangkan tes dan observasi dianalisis menggunakan analisis kuantitatif dan analisis gain untuk mengukur peningkatan. Analisis kualitatif menunjukkan karakter rasa ingin tahu dan kemampuan pemecahan masalah peserta didik meningkat, serta kemampuan pemecahan masalah peserta didik mencapai KKM melalui model pembelajaran PBL

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...... 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...

A course director's perspectives on problem-based learning curricula in biochemistry.

Science.gov (United States)

Smith, Harold C

2002-12-01

Knowledge of the applications of biochemistry, molecular biology, and genetics in the practice of medicine has been and continues to be a vital part of medical students' and continuing education. The technical background and the rapid expansion of information and new applications have made it an arduous task to learn and teach this material within the already crowded medical school curriculum. Problem-based learning (PBL) formats are rapidly being adopted at all levels of education as not only a major paradigm shift in education but also a solution for the instruction of biochemistry in medical school. Designing an effective biochemistry curriculum with PBL-based or lecture-based formats requires an appreciation for their strengths and weakness. The author's experiences in the Double Helix Curriculum at the University of Rochester School of Medicine and Dentistry (which employs PBL cases and complementing lectures) has shown that students are excited about learning in the PBL environment and explore in depth ways of integrating biochemistry, cell biology, genetics, and molecular biology into the practice of medicine. At the same time, complementary lectures greatly enhance uniformity in the quality and, importantly, the accuracy of the students' learning.

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...

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…

Feasibility of PBL implementation in clinical courses of nursing and midwifery from the viewpoints of faculty members of Tabriz University of Medical Sciences

Directory of Open Access Journals (Sweden)

Vahidi R.Gh

2004-01-01

Full Text Available Background: PBL, as a teaching method, has a basic role in promoting education level and combining the theoretical and practical knowledge. But there still exist serious obstacles to implementing this educational method Purpose: To recognize the impediments an obstacle preventing PBL method implementation. Methods: The Subjects studied in this research are all the tutors who taught basic and clinical courses in the faculty of nursing and midwifery in the first and second terms of the year 2001-2002. Choosing subjects was done by using census method and the number of subjects was 33 basic course teachers and 20 clinical course teachers. A questionnaire developed based on the studies’ goals was the tool used for collecting data. Data was analysed by means of SPSS/Win 10 Soft ware using descriptive statistics Results: The 95% of basic course teachers and 93.9% clinical course teachers think of the conditions and facilities needed for implementing PBL as of medium level. Tutors believe that most of the impediments are related to student's lack of group work skills, and the skills needed for making correct communication, and the need for students practical participation in PBL for making them ready and receptive. They also relate most of the strong points to PBL's being efficient in training community – oriented students. The tutors state that performing PBL does not decrease their motivation at all, due to the change in their role from lecturer to facilitator. Conclusion: The Although findings of this research indicate that the conditions needed for implementing PBL exist at present, still there are many obstacles to its performance such as student's lack of group work skills and their disability in making correct interaction, costliness of beginning and marinating PBL, large number of students and lack of tutors Keywords: PBL IMPLEMENTATION, MEDICAL EDUCATION

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…

Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems

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Nur Aisyah Isti

2017-03-01

Full Text Available The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical. So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a description (1 critical thinking stage of students in setting PBL, in clarification the higher level of capacity to think critical students, students can identification information from question fully, can identificatio problem became detailed, and can explored the relationship among the information; (2 a strategy of scaffolding were given by critical thinking stage and TKBK, in assesment, scaffolding had given was given hint/key classically; and (3 transformation characteristic of the critical thinking stage of students after given scaffolding, it because of habituation in setting PBL and scaffolding.

Ethical Hacking in Information Security Curricula

Science.gov (United States)

Trabelsi, Zouheir; McCoey, Margaret

2016-01-01

Teaching offensive security (ethical hacking) is becoming a necessary component of information security curricula with a goal of developing better security professionals. The offensive security components extend curricula beyond system defense strategies. This paper identifies and discusses the learning outcomes achieved as a result of hands-on…

Adapting bioinformatics curricula for big data

Science.gov (United States)

Greene, Anna C.; Giffin, Kristine A.; Greene, Casey S.

2016-01-01

Modern technologies are capable of generating enormous amounts of data that measure complex biological systems. Computational biologists and bioinformatics scientists are increasingly being asked to use these data to reveal key systems-level properties. We review the extent to which curricula are changing in the era of big data. We identify key competencies that scientists dealing with big data are expected to possess across fields, and we use this information to propose courses to meet these growing needs. While bioinformatics programs have traditionally trained students in data-intensive science, we identify areas of particular biological, computational and statistical emphasis important for this era that can be incorporated into existing curricula. For each area, we propose a course structured around these topics, which can be adapted in whole or in parts into existing curricula. In summary, specific challenges associated with big data provide an important opportunity to update existing curricula, but we do not foresee a wholesale redesign of bioinformatics training programs. PMID:25829469

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

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...... the benefits gained in their learning experience from the PBL process. The focused benefits gained in this case are motivation in learning, communication skills, collaborative skills, critical thinking, problem-solving and self-directed learning skills. Furthermore, triangulation between teachers’ perception...... 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...

[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 (Pendodontics to undergraduate dental students.

Problem-Based Learning in Web Environments: The Case of ``Virtual eBMS'' for Business Engineering Education

Science.gov (United States)

Elia, Gianluca; Secundo, Giustina; Taurino, Cesare

This chapter presents a case study where Problem Based Learning (PBL) approach is applied to a Web-based environment. It first describes the main features behind the PBL for creating Business Engineers able to face the grand technological challenges of the 2020. Then it introduces a Web Based system supporting the PBL strategy, called the “Virtual eBMS”. This system has been designed and implemented at the e-Business Management Section of the Scuola Superiore ISUFI - University of Salento (Italy), in the framework of a research project carried out in collaboration with IBM. Besides the logical and technological description of Virtual eBMS, the chapter presents two applications of the platform in two different contexts: an academic context (international master) and an entrepreneurial context (awareness workshop with companies and entrepreneurs). The system is illustrated starting from the description of an operational framework for designing curricula PBL based from the author perspective and, then, illustrating a typical scenario of a learner accessing to the curricula. In the description, it is highlighted both the “structured” way and the “unstructured” way to create and follow an entire learning path.

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

Managing PBL difficulties in an industrial engineering and management program

International Nuclear Information System (INIS)

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

2016-01-01

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)

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)

Can Law Become Curricula's Guidance Counselor?

Science.gov (United States)

Goslin, Kimberly G.

2008-01-01

This article asserts that curricula, a living text, ought to take into consideration the virtues of fairness, justice, and integrity as found in law, in order to judge controversial issues of curriculum. This assertion is argued through a comparison of jurisprudence and pedagogy, as well as law and curricula. Dworkin's (1986) contention of "law as…

Adapting bioinformatics curricula for big data.

Science.gov (United States)

Greene, Anna C; Giffin, Kristine A; Greene, Casey S; Moore, Jason H

2016-01-01

Modern technologies are capable of generating enormous amounts of data that measure complex biological systems. Computational biologists and bioinformatics scientists are increasingly being asked to use these data to reveal key systems-level properties. We review the extent to which curricula are changing in the era of big data. We identify key competencies that scientists dealing with big data are expected to possess across fields, and we use this information to propose courses to meet these growing needs. While bioinformatics programs have traditionally trained students in data-intensive science, we identify areas of particular biological, computational and statistical emphasis important for this era that can be incorporated into existing curricula. For each area, we propose a course structured around these topics, which can be adapted in whole or in parts into existing curricula. In summary, specific challenges associated with big data provide an important opportunity to update existing curricula, but we do not foresee a wholesale redesign of bioinformatics training programs. © The Author 2015. Published by Oxford University Press.

Problem-Based Learning (PBL and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

Directory of Open Access Journals (Sweden)

Melanie LaForce

2017-12-01

Full Text Available Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM. The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project- and problem-based learning (PBL may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students’ ability beliefs for both science and math. Further, mediation analysis using Hayes’ (2014 MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC. Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.

Understanding `green chemistry' and `sustainability': an example of problem-based learning (PBL)

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Günter, Tuğçe; Akkuzu, Nalan; Alpat, Şenol

2017-10-01

Background: This study uses problem-based learning (PBL) to ensure that students comprehend the significance of green chemistry better by experiencing the stages of identifying the problem, developing hypotheses, and providing solutions within the problem-solving process.

Evaluation of two MM5-PBL parameterization for solar radiation and temperature estimation in the South-Eastern area of the Iberian Peninsula

International Nuclear Information System (INIS)

Ruiz-Arias, J.A.; Pozo-Vasquez, D.; Sanchez-Sanchez, N.; Hayas-Barru, A.; Tovar-Pescador, J.; Montavez, J.P.

2008-01-01

We study the relative performance of two different MM5-PBL parametrizations (Blackadar and MRF) simulating hourly values of solar irradiance and temperature in the south-eastern part of the Iberian Peninsula. The evaluation was carried out throughout the different season of the year 2005 and for three different sky conditions: clear-sky, broken-clouds and overcast conditions. Two integrations, one per PBL parameterization, were carried out for every sky condition and season of the year and results were compared with observational data. Overall, the MM5 model, both using the Blackadar or MRF PBL parameterization, revealed to be a valid tool to estimate hourly values of solar radiation and temperature over the study area. The influence of the PBL parameterization on the model estimates was found to be more important for the solar radiation than for the temperature and highly dependent on the season and sky conditions. Particularly, a detailed analysis revealed that, during broken-clouds conditions, the ability of the model to reproduce hourly changes in the solar radiation strongly depends upon the selected PBL parameterization. Additionally, it was found that solar radiation RMSE values are about one order of magnitude higher during broken-clouds and overcast conditions compared to clear-sky conditions. For the temperature, the two PBL parameterizations provide very similar estimates. Only under overcast conditions and during the autumn, the MRF provides significantly better estimates.

Curricula for sustainability in higher education

CERN Document Server

2017-01-01

This books presents the curricula necessary for sustainability in higher education. It shows how the learning process is transforming in order to promote sustainability. It prepares administrators, teachers and students to diffuse the development in the field, showing a curricula based on three interconnected pillars: the environment, the economic and the social aspects. It contains 8 chapters introducing research advances in the field.

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…

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…

Reconstructing the Aalborg Model for PBL

DEFF Research Database (Denmark)

Kolmos, Anette; Holgaard, Jette Egelund; Dahl, Bettina

2013-01-01

directors. Based on the results, we stress that although innovations obviously have to happen at a certain pace in order to reflect the state of art in society, the pace have to be adjusted to make room for i) pedagogical support and training, ii) a strong coordination to assure an aligned curricula iii...

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

Integrating Sustainability Education into International Marketing Curricula

Science.gov (United States)

Perera, Chamila Roshani; Hewege, Chandana Rathnasiri

2016-01-01

Purpose: The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development…

Integration of Sustainability in Engineering Education

DEFF Research Database (Denmark)

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 education. However, there is a lack of understanding of the relation between ESD and PBL principles and the ways in which they can be integrated and practised in the engineering curricula. This paper aims to investigate the relation between PBL and ESD...... knowledge and the tacit presence of sustainability. Originality/value: The existence of a PBL curriculum at institutional level, such as at Aalborg University, enables investigation of how the PBL and ESD principles are practised, highlighting the limitations and potentials of integrating sustainability...

PBL as a Framework for Implementing Video Games in the Classroom

Science.gov (United States)

Watson, William R.; Fang, Jun

2012-01-01

Video games and problem-based learning (PBL) are both significant trends in progressive approaches to education. The literature demonstrates a fit between the two approaches, indicating they may be mutually beneficial. With limited literature on implementing games in the classroom, and a growing body of researchers highlighting the importance of…

Presentation of a Nanoelectronics Curricula Study

DEFF Research Database (Denmark)

Bruun, Erik; Nielsen, Ivan Ring

2008-01-01

Future developments in nanoelectronics call for major changes in university curricula within engineering. It is found that three major factors influence the curricula: technology development, development of industrial environment, and development of university structures. It is also found that na...... that nanoelectronics programs fall into one of three different categories: Physics and nanotechnology, electronics engineering, or computer science. References are given to selected current programs....

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

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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

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 discu...... 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...

Science Process Skills in Science Curricula Applied in Turkey

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Yumusak, Güngör Keskinkiliç

2016-01-01

One of the most important objectives of the science curricula is to bring in science process skills. The science process skills are skills that lie under scientific thinking and decision-making. Thus it is important for a science curricula to be rationalized in such a way that it brings in science process skills. New science curricula were…

APPLICATION OF PBL IN THE COURSE FLUID AND ELECTRICAL DRIVE SYSTEMS, CASE STUDY: MANUFACTURING AN AUTOMATED PUNCH MACHINE

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Ahmad Sedaghat

2017-01-01

Full Text Available The PBL unit of fluid and electrical drive systems is taught in final semester of undergraduates in mechanical engineering department of the Australian College of Kuwait (ACK. The recent project on an automated punching machine is discovered more appealing to both students and instructors in triggering new ideas and satisfaction end results. In this case study, the way this PBL unit is coordinated and facilitated is explained. Two examples of student works are presented. The aim is to expose the students to real world engineering problems but in a satisfying manner. Similar to real life problems for engineers, restrictions are applied for the students on costs, availability of ACK facilities, and application of automation tools. Students are directly engaged by using technical standards on punching heads and dies, standard tensile testing of plates, and so on. Arduino microprocessor programming, an open-source hardware and software electronic platform, and electro-pneumatic devices are adopted for developing the automated punching machine. The goal of the PBL course is to acquaint students learning based on the concepts of team working, engineering design, professional manufacturing, and sequential testing of the end product. It is found that students achieved their best and developed new skills in this PBL unit as reflected in their portfolios.

A Multidisciplinary PBL Robot Control Project in Automation and Electronic Engineering

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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…

KEEFEKTIFAN MODEL PBL DENGAN MIND MAP MELALUI HANDS ON ACTIVITY TERHADAP KEMAMPUAN BERPIKIR KREATIF SISWA

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Istika Ramadhani

2015-08-01

Full Text Available Penelitian ini bertujuan untuk mengetahui keefektifan pembelajaran model PBL dengan mind map melalui hands on activity terhadap kemampuan berpikir kreatif siswa. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri 7 Semarang Tahun Ajaran 2014/2015. Pemilihan sampel dengan menggunakan cluster random sampling, diperoleh siswa kelas VII G sebagai kelas eksperimen1, kelas VII E sebagai kelas eksperimen 2, dan kelas VII C sebagai kelas kontrol. Kelas eksperimen 1 diberikan pembelajaran model PBL dengan mind map melalui hands on activity, kelas eksperimen 2 diberikan pembelajaran model PBL dengan mind map, dan kelas kontrol diberikan pembelajaran model ekspositori. Instrumen penelitian yang digunakan adalah tes kemampuan berpikir kreatif dan lembar pengamatan aktivitas siswa. Data dianalisis dengan uji proporsi, uji beda rata dengan anava, uji lanjut LSD, dan uji regresi. Hasil penelitian adalah (1 kemampuan berpikir kreatif siswa pada kelas eksperimen 1 dapat mencapai kriteria ketuntasan belajar; (2 kemampuan berpikir kreatif siswa pada kelas eksperimen 2 dapat mencapai kriteria ketuntasan belajar; (3 terdapat perbedaan kemampuan berpikir kreatif antara siswa pada kelas eksperimen 1, eksperimen 2, dan kelas kontrol. (4 terdapat pengaruh positif dari aktivitas belajar siswa pada kelas eksperimen 1 terhadap kemampuan berpikir kreatif siswa

INFORMATION SYSTEMS AUDIT CURRICULA CONTENT MATCHING

OpenAIRE

Vasile-Daniel CARDOȘ; Ildikó Réka CARDOȘ

2014-01-01

Financial and internal auditors must cope with the challenge of performing their mission in technology enhanced environment. In this article we match the information technology description found in the International Federation of Accountants (IFAC) and the Institute of Internal Auditors (IIA) curricula against the Model Curriculum issued by the Information Systems Audit and Control Association (ISACA). By reviewing these three curricula, we matched the content in the ISACA Model Curriculum wi...

Influence of national culture on the adoption of integrated medical curricula.

Science.gov (United States)

Jippes, Mariëlle; Majoor, Gerard D

2011-03-01

Integrated curricula have been implemented in medical schools all over the world. However, among countries different relative numbers of schools with integrated curricula are found. This study aims to explore the possible correlation between the percentage of medical schools with integrated curricula in a country and that country's cultural characteristics. Curricula were defined as not integrated if in the first 2 years of the program at least two out of the three monodisciplinary courses Anatomy, Physiology and Biochemistry were identified. Culture was defined using Hofstede's dimensions Power distance, Uncertainty avoidance, Masculinity/Femininity, and Individualism/Collectivism. Consequently, this study had to be restricted to the 63 countries included in Hofstede's studies which harbored 1,195 medical schools. From each country we randomly sampled a maximum of 15 schools yielding 484 schools to be investigated. In total 91% (446) of the curricula were found. Correlation of percent integrated curricula and each dimension of culture was determined by calculating Spearman's Rho. A high score on the Power distance index and a high score on the Uncertainty avoidance index correlated with a low percent integrated curricula; a high score on the Individualism index correlated with a high percent integrated curricula. The percentage integrated curricula in a country did not correlate with its score on the Masculinity index. National culture is associated with the propensity of medical schools to adopt integrated medical curricula. Consequently, medical schools considering introduction of integrated and problem-based medical curricula should take into account dimensions of national culture which may hinder the innovation process.

Teaching Consumer Law Based on PBL Principles within a Workshop Frame

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Sørensen, Marie Jull

2017-01-01

Changing learning objectives was the beginning of rethinking the pedagogical frame of my courses within a traditional law study program. The objectives were changed in order to aim for students becoming better at reflecting on the curriculum. I chose to work within a workshop frame incorporating some of the Aalborg PBL principles. The two courses…

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

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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

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

Since the 1970’s, Aalborg University has been developing a new pedagogical model in higher education: The Project Oriented – Problem Based Learning (PO-PBL). In particular, the Faculty of Engineering and Science has developed a pedagogical proposal that introduces students to a different type...

Secondary School Curricula Issues: Impact on Postsecondary Students with Disabilities.

Science.gov (United States)

Stodden, Robert A.; Galloway, L. M.; Stodden, Norma Jean

2003-01-01

This article examines the complex needs of students with disabilities in learning rigorous standards-based curricula, the need of educators to teach this population standards-based curricula effectively, and the contextual factors that affect teaching and learning standards-based curricula in secondary schools. Exemplary and promising practices…

PENINGKATAN KUALITAS PEMBELAJARAN IPA MELALUI MODEL PROBLEM BASED LEARNING (PBL MENGGUNAKAN AUDIOVISUAL

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Endang Eka Wulandari, Sri Hartati

2016-11-01

Full Text Available Tujuan Penelitian ini untuk meningkatkan kualitas pembelajaran IPA pada siswa kelas IV melalui model PBL menggunakan audiovisual. Penelitian ini menggunakan desain penelitian tindakan kelas yang berlangsung dalam tiga siklus. Data dianalisis dengan menggunakan teknik analisis deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukan bahwa (1 Keterampilan guru pada siklus I mendapat skor 18, siklus II skor 22, meningkat pada siklus III skor 25.(2 Aktivitas siswa pada siklus I skor 16,8, pada siklus II skor 22, meningkat menjadi 24,4 pada siklus III. (3 Respon siswa pada siklus I dengan persentase 71% siklus II dengan persentase 78%, meningkat 92% pada siklus III (4 Hasil belajar siswa pada siklus I mengalami ketuntasan klasikal sebesar 60%, siklus II sebesar 73%, dan mengalami peningkatan pada siklus III menjadi 94%. Kesimpulan penelitian ini menunjukan model PBL menggunakan audiovisual dapat meningkatkan kualitas pembelajaran IPA yang ditandai dengan meningkatnya keterampilan guru, aktivitas siswa, respon siswa dan hasil belajar siswa.

Information Systems Curricula: A Fifty Year Journey

Science.gov (United States)

Longenecker, Herbert E., Jr.; Feinstein, David; Clark, Jon D.

2013-01-01

This article presents the results of research to explore the nature of changes in skills over a fifty year period spanning the life of Information Systems model curricula. Work begun in 1999 was expanded both backwards in time, as well as forwards to 2012 to define skills relevant to Information Systems curricula. The work in 1999 was based on job…

Information Architecture in Library and Information Science Curricula.

Science.gov (United States)

Robins, David

2002-01-01

Discusses how information architecture is being handled in some library and information science (LIS) programs and suggests mappings between traditional LIS curricula and the marketplace for information architects. Topics include terminology used in LIS curricula; current job opportunities; and projections for the future. (LRW)

Effectiveness of problem-based learning in Chinese dental education: a meta-analysis.

Science.gov (United States)

Huang, Beilei; Zheng, Liwei; Li, Chunjie; Li, Li; Yu, Haiyang

2013-03-01

This article provides a critical overview of problem-based learning (PBL) practice in dental education in China. Because the application of PBL has not been carried out on a large scale in Chinese dental education, this review was performed to investigate its effectiveness. Databases were searched for studies that met the inclusion criteria, with study identification and data extraction performed by two reviewers independently. Meta-analysis was done with Revman 5.1. Eleven randomized controlled trials were included. The meta-analysis found that PBL had a positive effect on gaining higher theoretical (SMD=0.88, 95% CI [0.46, 1.31], peffect on gaining higher pass rates (RR=1.06, 95% CI [0.97, 1.16], p=0.21). This meta-analysis suggests that the PBL pedagogy is considered superior to the traditional lecture-based teaching in this setting. PBL methods could be an optional supplementary method of dental teaching models in China. However, Chinese dental schools should devise PBL curricula according to their own conditions. The effectiveness of PBL should be optimized maximally with all these limitations.

Educating Academic Staff to Reorient Curricula in ESD

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Biasutti, Michele; Makrakis, Vassilios; Concina, Eleonora; Frate, Sara

2018-01-01

Purpose: The purpose of this paper is to present a professional development experience for higher education academic staff within the framework of an international Tempus project focused on reorienting university curricula to address sustainability. The project included revising curricula to phase sustainable development principles into university…

[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, Pmethod was higher than that of LEL method (86. 27±8. 36 vs 56. 00±14. 59, Pmethod of PBL 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.

Digital Curricula Evolving

Science.gov (United States)

Education Week, 2013

2013-01-01

This special report is the latest installment in an ongoing series about how online education is changing teaching and learning and the development of curricula. It was produced with support from the Bill & Melinda Gates Foundation and the Carnegie Corporation of New York. This paper contains the following articles: (1) Changing the Role of K-12…

Incorporating sustainability into accounting curricula

DEFF Research Database (Denmark)

Hazelton, James; Haigh, Matthew

2010-01-01

. The first author introduced sustainability-related material into a core technical accounting unit and created an elective unit. The second author participated with students to evaluate critically social reports of employers, current and potential. In terms of an objective of bringing reflexivity......This paper chronicles the journey of two projects that sought to incorporate principles of sustainable development into predominantly technical postgraduate accounting curricula. The design and delivery of the projects were informed by Freirian principles of praxis and critical empowerment...... as vocational skills) add to the difficulties for sustainability in penetrating already overcrowded curricula....

Didactic Friction--Challenges and Reflections on Interlinking PBL and Discipline-Specific Tuition Practices

Science.gov (United States)

Bejder, Anne Kirkegaard; Larsen, Gunvor Riber; Wind, Simon

2017-01-01

This is a discussion paper based on didactic reflections of three junior academics at the Architecture and Urban Design (A&UD) programme at Aalborg University. The discussion unfolds "didactic friction", where principles of PBL come into contact with architectural didactics, causing challenging teaching situations. This discussion of…

Discussion as media and tool in PBL project-groups

DEFF Research Database (Denmark)

Spliid, Claus Monrad

2013-01-01

on the discussions which groups undertake in their pursuit of problem-solutions fulfilling assessed real-world needs as well as meeting the requirements of the educational program, it is concluded that discussions serve as a media for achieving learning and as a tool for developing skills essential for professional......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...

Mixed Images and Merging Semantics in European Curricula

Science.gov (United States)

Sivesind, Kirsten

2013-01-01

Due to European agreements and policy expectations, national authorities are revising their formal curricula in line with an evidence-oriented policy. The article explores how new trends in formulating curricula can be regarded as an outcome of experts' semantics and impact on education policy. The article reanalyses documentation from a project,…

Critical Thinking and the Use of Nontraditional Instructional Methodologies.

Science.gov (United States)

Orique, Sabrina B; McCarthy, Mary Ann

2015-08-01

The purpose of this study was to examine the relationship between critical thinking and the use of concept mapping (CM) and problem-based learning (PBL) during care plan development. A quasi-experimental study with a pretest-posttest design was conducted using a convenience sample (n = 49) of first-semester undergraduate baccalaureate nursing students. Critical thinking was measured using the Holistic Critical Thinking Scoring Rubric. Data analysis consisted of a repeated measures analysis of variance with post hoc mean comparison tests using the Bonferroni method. Findings indicated that mean critical thinking at phase 4 (CM and PBL) was significantly higher, compared with phase 1 (baseline), phase 2 (PBL), and phase 3 (CM [p < 0.001]). The results support the utilization of nontraditional instructional (CM and PBL) methodologies in undergraduate nursing curricula. Copyright 2015, SLACK Incorporated.

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....

The effect of PBL and film showing, frequent quizzes and lecture-based method on short-term performance of dentistry students

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Sadr Lahijani M.S

2004-01-01

Full Text Available Background: Advocates have proposed that frequent testing increases the effectiveness of instruction by encouraging learners to study and review more often. It has also been argued that in this way, student errors can be identified and corrected earlier and good performance can be recognized, leading to more positive attitudes toward learning process. In problem-based learning (PBL, medical students reportedly take a more active role in learning and have better recall than students in a conventional learning environment. The hypothetical benefits of a PBL and studentbased environment and use of films in the class are the development of self-learning and problem-solving skills and enhancement of knowledge and motivation. Purpose: To examine the effect of combination of PBL method and film showing on the short-term performance of dentistry students and to compare it with lecture-based method and frequent quizzes. Methods: All students of 3 years (from 2000 till 2002 that had theoretical endodontic course (part 1 participated in this descriptive-analytic study. The scores of final examinations of this course were obtained from their files. Data were analyzed by SPSS software & ANOVA. Results: The results showed that by changing the way of learning (PBL and film showing in 2001, there was a statistical difference between scores of the students of 2000 and 2001. Also there was a statistical difference with the students’ scores in 2002- the group with frequent quizzes. Conclusion: The variables such as changing the way of learning, using different methods in teaching, showing scientific films in class or, as a whole, active learning have significant effects on the results of final examination. Key Words: PBL, lecture based method, education, frequent quizzes

Searching for scientific literacy and critical pedagogy in socioscientific curricula: A critical discourse analysis

Science.gov (United States)

Cummings, Kristina M.

The omnipresence of science and technology in our society require the development of a critical and scientifically literate citizenry. However, the inclusion of socioscientific issues, which are open-ended controversial issues informed by both science and societal factors such as politics, economics, and ethics, do not guarantee the development of these skills. The purpose of this critical discourse analysis is to identify and analyze the discursive strategies used in intermediate science texts and curricula that address socioscientific topics and the extent to which the discourses are designed to promote or suppress the development of scientific literacy and a critical pedagogy. Three curricula that address the issue of energy and climate change were analyzed using Gee's (2011) building tasks and inquiry tools. The curricula were written by an education organization entitled PreSEES, a corporate-sponsored group called NEED, and a non-profit organization named Oxfam. The analysis found that the PreSEES and Oxfam curricula elevated the significance of climate change and the NEED curriculum deemphasized the issue. The PreSEES and Oxfam curricula promoted the development of scientific literacy while the NEED curricula suppressed its development. The PreSEES and Oxfam curricula both promoted the development of the critical pedagogy; however, only the Oxfam curricula provided authentic opportunities to enact sociopolitical change. The NEED curricula suppressed the development of critical pedagogy. From these findings, the following conclusions were drawn. When socioscientific issues are presented with the development of scientific literacy and critical pedagogy, the curricula allow students to develop fact-based opinions about the issue. However, curricula that address socioscientific issues without the inclusion of these skills minimize the significance of the issue and normalize the hegemonic worldview promoted by the curricula's authors. Based on these findings

PROJECT BASED LEARNING (PBL TO IMPROVE PSYCHOMOTORIC SKILLS: A CLASSROOM ACTION RESEARCH

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W. Sumarni

2016-10-01

Full Text Available This paper discusses the application of project-based learning (PBL to improve student’ psychomotor skills and concept understanding, as well as knowing what PBL contribution to the improvement of student’ psychomotor skills in chemistry learning. The study was conducted in three cycles. Each cycle consisted of planning, implementation, observation, and reflection steps. One set of data consists of student’ psychomotor skills assesment, student’ conceptual understanding and questionnaire responses were obtained from the action research. Learning process was performed in the eleventh grade students included 37 students (10 males and 27 females and 3 collaborators. The successful research was indicated by 85% of students achieve the mastery learning on concept understanding and well on psychomotor aspects. Data collection was performed using documentation method by questionnaire, observations, and tests. Data was analyzed quantitatively and qualitatively. The results show that all aspects of the psychomotor assessed include sets, mechanical response, complex response, adaptation, and origination were in high category. At the end of the lesson, the project assigned to students were evaluated jointly between teachers and students. The project results in the form of a series of distillation apparatus is applied to separate the natural compounds.

Pengembangan Perangkat Pembelajaran Matematika Berbasis Problem Based Learning (PBL untuk Meningkatkan Kemampuan Pemecahan Masalah Peserta Didik Kelas VIII

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Rizza Yustianingsih

2017-09-01

Full Text Available Abstrak. Berdasarkan hasil penelitian pendahuluan pada kelas VIII SMP di lapangan, masih ditemukan kemampuan pemecahan masalah matematis siswa dalam masalah nyata yang belum optimal dan aktivitas siswa tidak mendukung proses belajar mereka. Salah satu faktornya adalah tidak cocoknya perangkat pembelajaran yang dapat memudahkan pembelajar untuk memperbaiki pemecahan kemampuan matematika dan kemampuan belajar siswa. Dari situ, untuk mendasari melakukan pengembangan perangkat pembelajaran matematika, ada rencana rencana pembelajaran (RPP dan lembar kerja siswa (LKPD berbasis Problem Based Learning (PBL, yang dapat memberikan pengalaman belajar untuk belajar pemecahan masalah dan dapat memberikan efek potensial yang baik pada aktivitas siswa selama proses belajar. Data dikumpulkan melalui observasi, kuesioner, wawancara, dan uji kemampuan pemecahan masalah. Subyek penelitian ini adalah siswa kelas VIII SMP N 3 Sawahlunto. Pengembangan penelitian ini yang digunakan adalah mode Plomp yang terdiri dari tahap awal penelitian, tahap prototipe, dan tahap penilaian. Berdasarkan hasil analisis data, terlihat bahwa alat pembelajaran berdasarkan PBL telah memenuhi kriteria yang valid dalam hal isi dan konstruksi. Peralatan pelajaran telah dianggap praktis dalam hal pelaksanaan dan efisiensi penggunaan waktu oleh guru dan siswa. Alat pelajaran juga efektif dalam hal proses penguasaan presentasi siswa belajar setelah menggunakan pembelajaran berbasis perangkat berbasis pembelajaran lebih besar dari atau sama dengan 75% sedangkan dalam hal hasil rata-rata siswa telah aktif dalam belajar. Kata kunci: Perangkat Pelajaran Matematika, Pemecahan Masalah, PBL.   Abstract. Based on the results of preliminary studies at grade VIII SMP in the field, it is still  found a mathematical problem solving ability of students in real problem who have not optimally and students activities do not support their learning process. One of the  factor is unsuitable of learning tools

Experience of Problem-Based Learning in Nursing Education at Kaohsiung Medical University

Directory of Open Access Journals (Sweden)

Fan-Hao Chou

2009-05-01

Full Text Available Nursing education must keep up with the rapidly changing medical landscape to support the competences of nurses in the areas of critical thinking, problem solving, and creativity. Problem-based learning (PBL provides an appropriate strategy for nursing education innovation. Nursing curricula based on PBL remain in the growing stage in Taiwan. Kaohsiung Medical University introduced PBL into nursing education in 2002. The critical events in the process included: (1 nurturing key tutors; (2 using PBL teaching methods in an elective course—Oncology Nursing, and designing a new elective course—Symposiums Regarding Clinical Cases; (3 holding conferences inside and outside the school to promote PBL teaching methods; (4 linking e-learning and PBL teaching methods; (5 conducting PBL research; (6 establishing a committee of PBL, objective structured clinical examination, and teaching material review for the College of Nursing; and (7 setting up a required course—Nursing Ethics. We now have 12 key tutors in the College of Nursing. We have also completed two studies to evaluate the ability of students and to explore the experience of tutors. From our studies, we know that PBL can increase learner abilities in self-directed learning, critical thinking, and PBL performance. The approach helps students to cope with the changing medical landscape. Furthermore, tutors and teachers develop adequate PBL teaching skills. Based on the experience above, we believe that we are on the right path in terms of continuing tutor development, gradually increasing the number of PBL courses, and undertaking further research to promote PBL methods in Taiwan.

Effectiveness of problem-based learning in Chinese pharmacy education: a meta-analysis.

Science.gov (United States)

Zhou, Jiyin; Zhou, Shiwen; Huang, Chunji; Xu, Rufu; Zhang, Zuo; Zeng, Shengya; Qian, Guisheng

2016-01-19

This review provides a critical overview of problem-based learning (PBL) practices in Chinese pharmacy education. PBL has yet to be widely applied in pharmaceutical education in China. The results of those studies that have been conducted are published in Chinese and thus may not be easily accessible to international researchers. Therefore, this meta-analysis was carried out to review the effectiveness of PBL. Databases were searched for studies in accordance with the inclusion criteria. Two reviewers independently performed the study identification and data extraction. A meta-analysis was conducted using Revman 5.3 software. Sixteen randomized controlled trials were included. The meta-analysis revealed that PBL had a positive association with higher theoretical scores (SMD = 1.17, 95% CI [0.77, 11.57], P methods are superior to conventional teaching methods in improving students' learning interest, independent analysis skills, scope of knowledge, self-study, team spirit, and oral expression. This meta-analysis indicates that PBL pedagogy is superior to traditional lecture-based teaching in Chinese pharmacy education. PBL methods could be an optional, supplementary method of pharmaceutical teaching in China. However, Chinese pharmacy colleges and universities should revise PBL curricula according to their own needs, which would maximize the effectiveness of PBL.

The relationships between problem characteristics, achievement-related behaviors, and academic achievement in problem-based learning

NARCIS (Netherlands)

N. Sockalingam (Nachamma); J.I. Rotgans (Jerome); H.G. Schmidt (Henk)

2011-01-01

textabstractThis study investigated the influence of five problem characteristics on students' achievement-related classroom behaviors and academic achievement. Data from 5,949 polytechnic students in PBL curricula across 170 courses were analyzed by means of path analysis. The five problem

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

OpenAIRE

David J. Shernoff; David J. Shernoff; Suparna Sinha; Denise M. Bressler; Dawna Schultz

2017-01-01

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout t...

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…

PBL - Problem Based Learning for Companies and Clusters

Energy Technology Data Exchange (ETDEWEB)

Hamburg, I; Vladut, G.

2016-07-01

Small and medium sized companies (SMEs) assure economic growth in Europe. Generally many SMEs are struggling to survive in an ongoing global recession and often they are becoming reluctant to release or pay for staff training. In this paper we present shortly the learning methods in SMEs particularly the Problem Based Learning (PBL) as an efficient form for SMEs and entrepreneurship education. In the field of Urban Logistics it was developed four Clusters with potential of innovation and research in four European Regions: Tuscany - Italy, Valencia - Spain, Lisbon and Tagus - Portugal, Oltenia – Romania. Training and mentoring for SMEs, are essential to create competitiveness. Information and communication technologies (ICT) support the tutors by using an ICT platform which is in the development. (Author)

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

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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.

Análise da Produção Bibliográfica sobre Problem-Based Learning (PBL em Quatro Periódicos Selecionados

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Ana Neiline Cavalcante

Full Text Available RESUMO Trata-se de uma revisão integrativa que analisa as características bibliométricas da produção científica empírica sobre PBL em periódicos de referência em educação médica no Brasil e no mundo, de 2005 a 2014, e recomenda direcionamentos para futuras pesquisas. Dos artigos do corpus, foram extraídos os seguintes dados: ano de publicação, cenário do estudo, objetivos do estudo, tipo de estudo, principais conclusões e diretrizes para pesquisas futuras assinaladas pelos autores. Os artigos publicados nos três periódicos internacionais tiveram por cenário escolas médicas de todos os continentes, sendo que seis estudos são multicêntricos. Os estudos nacionais se concentram nos estados das regiões Sul e Sudeste. Quanto aos objetivos dos estudos analisados, há predominância da busca da efetividade do PBL, ou seja, dos resultados, em termos de desempenho dos alunos, seja na formação ou na prática médica, comparando seu desempenho com o de alunos submetidos aos métodos tradicionais de ensino. Quanto à tendência da quantidade de artigos sobre PBL publicados nos últimos dez anos, observou-se uma significativa redução da quantidade de artigos publicados nos três periódicos internacionais de 2005 a 2010. No caso do periódico nacional, os dados sugerem que a produção científica sobre PBL no Brasil ainda é incipiente. No que se refere aos métodos de pesquisa utilizados nos estudos publicados nos quatro periódicos selecionados, houve predominância dos métodos quantitativos, com predomínio do survey (n = 26. As principais conclusões dos estudos seguem a mesma linha dos objetivos. Elas mostram os resultados positivos do PBL tanto na formação médica quanto em suas repercussão na prática profissional. Quanto às diretrizes para futuras pesquisas, há uma inclinação para a realização de mais estudos que investiguem a efetividade do PBL, assim como mais estudos comparativos. Conclui-se que a pesquisa

Academic and social integration and study progress in problem based learning

NARCIS (Netherlands)

S.E. Severiens (Sabine); H.G. Schmidt (Henk)

2009-01-01

textabstractThe present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress. Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and academic integration. Effects of a

The role of environmental and individual characteristics in the development of student achievement: a comparison between a traditional and a problem-based-learning curriculum.

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Schauber, Stefan K; Hecht, Martin; Nouns, Zineb M; Kuhlmey, Adelheid; Dettmer, Susanne

2015-10-01

In medical education, the effect of the educational environment on student achievement has primarily been investigated in comparisons between traditional and problem-based learning (PBL) curricula. As many of these studies have reached no clear conclusions on the superiority of the PBL approach, the effect of curricular reform on student performance remains an issue. We employed a theoretical framework that integrates antecedents of student achievement from various psychosocial domains to examine how students interact with their curricular environment. In a longitudinal study with N = 1,646 participants, we assessed students in a traditional and a PBL-centered curriculum. The measures administered included students' perception of the learning environment, self-efficacy beliefs, positive study-related affect, social support, indicators of self-regulated learning, and academic achievement assessed through progress tests. We compared the relations between these characteristics in the two curricular environments. The results are two-fold. First, substantial relations of various psychosocial domains and their associations with achievement were identified. Second, our analyses indicated that there are no substantial differences between traditional and PBL-based curricula concerning the relational structure of psychosocial variables and achievement. Drawing definite conclusions on the role of curricular-level interventions in the development of student's academic achievement is constrained by the quasi-experimental design as wells as the selection of variables included. However, in the specific context described here, our results may still support the view of student activity as the key ingredient in the acquisition of achievement and performance.

Examination of Knowledge and NOS in a PBL Curriculum: Comparing the Impact on Pre-service Teachers and Science Career Undergraduates

Science.gov (United States)

Schleigh, S.; Manda, A. K.

2011-12-01

"Those who don't know or can't do, teach". This is a well known statement accepted by many as an adage. It is a statement that implies that the teachers of our science content really do not understand the science. In this study, we examined whether there was some truth in this statement by comparing undergraduates heading towards science careers and undergraduates heading toward science teaching careers. Do teachers really have a different understanding for science than scientists? If so, do they learn differently from each other? Our study examines content knowledge gains and ability to apply and engage in science using the content that is being addressed. We questioned (1)if students in one track engage and develop knowledge and skills more proficiently than another; (2)if the PBL approach is more effective for a particular group of learners; (3)if the PBL environment (virtual/physical) impacts the development and understanding for NOS; and (4) how the engagement of learning through PBL transfers to classroom practice. We used the Problem Based Approach (PBL) in undergraduate courses that covered the science content related to climate change. Project-based learning (PBL) is an approach to science education that has been shown to support student understanding for science concepts by allowing them to apply knowledge to real-world, relevant applications. Recent research has focused on developing teachers' understanding for science by engaging them in learning events that are found in PBL and authentic research approaches (AR)( e.g. Abd-El-Khalick and Lederman, 2000). We used mixed methods to answer each of our questions. Our instruments included a likert scale for the nature of science as argumentation, a concept mapping activity, a written essay, a content exam and an observation protocol for the teaching practice. In this study we included a total of 40 pre-service teachers (online) 30 pre-service teachers (physical classroom) and 35 undergraduates (physical

Effectiveness of school-based smoking prevention curricula: systematic review and meta-analysis.

Science.gov (United States)

Thomas, Roger E; McLellan, Julie; Perera, Rafael

2015-03-10

To assess effectiveness of school-based smoking prevention curricula keeping children never-smokers. Systematic review, meta-analysis. MEDLINE (1966+), EMBASE (1974+), Cinahl, PsycINFO (1967+), ERIC (1982+), Cochrane CENTRAL, Health Star, Dissertation Abstracts, conference proceedings. pooled analyses, fixed-effects models, adjusted ORs. Risk of bias assessed with Cochrane Risk of Bias tool. 50 randomised controlled trials (RCTs) of school-based smoking curricula. Never-smokers age 5-18 (n=143,495); follow-up ≥6 months; all countries; no date/language limitations. Information, social influences, social competence, combined social influences/competence and multimodal curricula. Remaining a never-smoker at follow-up. Pooling all curricula, trials with follow-up ≤1 year showed no statistically significant differences compared with controls (OR 0.91 (0.82 to 1.01)), though trials of combined social competence/social influences curricula had a significant effect on smoking prevention (7 trials, OR 0.59 (95% CI 0.41 to 0.85)). Pooling all trials with longest follow-up showed an overall significant effect in favour of the interventions (OR 0.88 (0.82 to 0.95)), as did the social competence (OR 0.65 (0.43 to 0.96)) and combined social competence/social influences curricula (OR 0.60 (0.43 to 0.83)). No effect for information, social influences or multimodal curricula. Principal findings were not sensitive to inclusion of booster sessions in curricula or to whether they were peer-led or adult-led. Differentiation into tobacco-only or multifocal curricula had a similar effect on the primary findings. Few trials assessed outcomes by gender: there were significant effects for females at both follow-up periods, but not for males. RCTs of baseline never-smokers at longest follow-up found an overall significant effect with average 12% reduction in starting smoking compared with controls, but no effect for all trials pooled at ≤1 year. However, combined social

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 multiple ways in a PBL environment, such as formal and informal group discussions, regular supervisor meetings and sharing leadership. Furthermore, factors such as common goals, support of peers and openness stimulate motivation. However, the students think that a time schedule is a barrier to group...

Diagnostic imaging in pregraduate integrated curricula

International Nuclear Information System (INIS)

Kainberger, F.; Kletter, K.

2007-01-01

Pregraduate medical curricula are currently undergoing a reform process that is moving away from a traditional discipline-related structure and towards problem-based integrated forms of teaching. Imaging sciences, with their inherently technical advances, are specifically influenced by the effects of paradigm shifts in medical education. The teaching of diagnostic radiology should be based on the definition of three core competencies: in vivo visualization of normal and abnormal morphology and function, diagnostic reasoning, and interventional treatment. On the basis of these goals, adequate teaching methods and e-learning tools should be implemented by focusing on case-based teaching. Teaching materials used in the fields of normal anatomy, pathology, and clinical diagnosis may help diagnostic radiology to play a central role in modern pregraduate curricula. (orig.)

[Diagnostic imaging in pregraduate integrated curricula].

Science.gov (United States)

Kainberger, F; Kletter, K

2007-11-01

Pregraduate medical curricula are currently undergoing a reform process that is moving away from a traditional discipline-related structure and towards problem-based integrated forms of teaching. Imaging sciences, with their inherently technical advances, are specifically influenced by the effects of paradigm shifts in medical education. The teaching of diagnostic radiology should be based on the definition of three core competencies: in vivo visualization of normal and abnormal morphology and function, diagnostic reasoning, and interventional treatment. On the basis of these goals, adequate teaching methods and e-learning tools should be implemented by focusing on case-based teaching. Teaching materials used in the fields of normal anatomy, pathology, and clinical diagnosis may help diagnostic radiology to play a central role in modern pregraduate curricula.

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 (psocial networking, particularly Facebook pages, achieved all the four the stated objectives. Since this was the first time social networking was applied, some of faculty members had concern that their personal information would be disseminated to the public. Moreover there was still minimal knowledge of sharing among students. The Facebook "closed group

Sustainability curricula in design education

NARCIS (Netherlands)

Casais, M.; Christiaans, H.H.C.M.; Almendra, R.

2012-01-01

While sustainability in Design finds much attention in the literature, the education of sustainability in Design courses lacks discussion regarding curricula and importance. In an attempt to map the way sustainability is taught in Design Bachelor and Master Courses in the European Union, we began

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

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Fida Rahmantika Hadi

2018-01-01

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.

Mathematical Content of Curricula and Beginning Salaries of Graduating Students

Science.gov (United States)

Lee, B. Brian; Lee, Jungsun

2009-01-01

The authors examined an association between mathematical content in college-level curricula and beginning salaries of graduating students on the basis of data collected from a public university in the southern region of the United States. The authors classified the mathematical content requirements of the curricula into the following 5 groups…

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…

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…

The Use and Misuse of Pleasure in Sex Education Curricula

Science.gov (United States)

Lamb, Sharon; Lustig, Kara; Graling, Kelly

2013-01-01

Since Michelle Fine's writing on the missing discourse of desire in sex education, there has been considerable prompting among sexuality educators and feminist scholars to incorporate talk of pleasure into sex education curricula. While the calls for inclusion continue, few have actually examined the curricula for a pleasure discourse or…

A descriptive study of medical educators' views of problem-based learning

Directory of Open Access Journals (Sweden)

Dennick Reg

2009-11-01

Full Text Available Abstract Background There is a growing amount of literature on the benefits and drawbacks of Problem-Based Learning (PBL compared to conventional curricula. However, it seems that PBL research studies do not provide information rigorously and formally that can contribute to making evidence-based medical education decisions. The authors performed an investigation aimed at medical education scholars around the question, "What are the views of medical educators concerning the PBL approach?" Methods After framing the question, the method of data collection relied on asking medical educators to report their views on PBL. Two methods were used for collecting data: the questionnaire survey and an online discussion forum. Results The descriptive analysis of the study showed that many participants value the PBL approach in the practice and training of doctors. However, some participants hold contrasting views upon the importance of the PBL approach in basic medical education. For example, more than a third of participants (38.5% had a neutral stance on PBL as a student-oriented educational approach. The same proportion of participants also had a neutral view of the efficiency of traditional learning compared to a PBL tutorial. The open-ended question explored the importance of faculty development in PBL. A few participants had negative perceptions of the epistemological assumptions of PBL. Two themes emerged from the analysis of the forum repliers: the importance of the faculty role and self-managed education. Conclusion Whilst many participants valued the importance of the PBL approach in the practice and training of doctors and agreed with most of the conventional descriptions of PBL, some participants held contrasting views on the importance of the PBL approach in undergraduate medical education. However there was a strong view concerning the importance of facilitator training. More research is needed to understand the process of PBL better.

Developmentally Appropriate Peace Education Curricula

Science.gov (United States)

Lewsader, Joellen; Myers-Walls, Judith A.

2017-01-01

Peace education has been offered to children for decades, but those curricula have been only minimally guided by children's developmental stages and needs. In this article, the authors apply their research on children's developmental understanding of peace along with peace education principles and Vygotsky's sociocultural theory to present…

Introducing problem-based learning into research methods teaching: student and facilitator evaluation.

Science.gov (United States)

Carlisle, Caroline; Ibbotson, Tracy

2005-10-01

The evidence base for the effectiveness of problem-based learning (PBL) has never been substantively established, although PBL is a generally accepted approach to learning in health care curricula. PBL is believed to encourage transferable skills, including problem-solving and team-working. PBL was used to deliver a postgraduate research methods module and a small evaluation study to explore its efficacy was conducted amongst the students (n = 51) and facilitators (n = 6). The study comprised of an evaluation questionnaire, distributed after each themed group of PBL sessions, and a group discussion conducted 4 weeks after the conclusion of the module, which was attended by student representatives and the facilitators. Questionnaire data was analysed using SPSS, and a transcript of the interview was subjected to content analysis. The results indicated that students felt that a PBL approach helped to make the subject matter more interesting to them and they believed that they would retain knowledge for a longer period than if their learning had used a more traditional lecture format. Students also perceived that PBL was effective in its ability to enhance students' understanding of the group process. All those involved in the PBL process reinforced the pivotal role of the facilitator. This study indicates that there is potential for PBL to be used beyond the more usual clinical scenarios constructed for health care professional education and further exploration of its use in areas such as building research capability should be undertaken.

Development of a problem - based learning (PBL) and cooperative learning (CL) transportation engineering course For undergraduate students.

Science.gov (United States)

2008-08-01

This study reports the findings of a project that was done during the implementation of a : problem-based learning (PBL) and cooperative learning (CL) elements into an : undergraduate transportation engineering course. The study procedure used the st...

An Implementation of Problem-Based Learning (PBL in Postgraduate Engineering Education According to the Students Uma Implementação da Aprendizagem Baseada em Problemas (PBL na Pós-Graduação em Engenharia sob a Ótica dos Alunos

Directory of Open Access Journals (Sweden)

Maria da Graça Nicoletti Mizukami

2004-11-01

Full Text Available Problem-based Learning (PBL is an instructional method that – contrary to conventional models that place application problems after the introduction of a concept or content – uses a problem to motivate, focus and initiate learning. Besides promoting the construction of knowledge, this methodology aims at the development of skills and attitudes deemed as important for effective professional practice. This research, of a qualitative nature, analyses a PBL implementation developed in a course of the postgraduate engineering curriculum at a public university in Brazil. The data were collected through participant observation, non-structured interviews and an end-of-semester questionnaire, when the students were asked to evaluate the methodology, its advantages and disadvantages and its attainment to the course educational goals, i.e., knowledge, skills and attitudes. Despite increasing their study time and workload, most of the students favored the methodology for providing more motivating and active classes, and for assisting in the development of interpersonal, research and problem-solving skills as well as attitudes such as respect for other points of view, adaptability, self-directed learning, collaboration etc.A Aprendizagem Baseada em Problemas ou PBL (Problem-Based Learning, ao contrário do modelo convencional, usa o problema para motivar, focar e iniciar a aprendizagem. Além de promover a construção dos conhecimentos a PBL objetiva o desenvolvimento de habilidades e atitudes tidas como importantes para uma prática profissional efetiva. Este trabalho, uma pesquisa-intervenção de natureza qualitativa, analisa a avaliação de alunos sobre uma implementação da PBL em uma disciplina de pós-graduação em engenharia de uma universidade pública em São Carlos, SP. Os dados utilizados neste trabalho foram coletados por meio de observação participante, entrevistas não estruturadas e de um questionário de final de curso respondido

European Curricula, Xenophobia and Warfare.

Science.gov (United States)

Coulby, David

1997-01-01

Examines school and university curricula in Europe and the extent of their influence on xenophobia. Considers the pluralistic nature of the European population. Discusses the role of curriculum selection and language policy in state efforts to promote nationalism. Assesses the role of curricular systems in the actual encouragement of warfare,…

Current robotic curricula for surgery residents: A need for additional cognitive and psychomotor focus.

Science.gov (United States)

Green, Courtney A; Chern, Hueylan; O'Sullivan, Patricia S

2018-02-01

Current robot surgery curricula developed by industry were designed for expert surgeons. We sought to identify the robotic curricula that currently exist in general surgery residencies and describe their components. We identified 12 residency programs with robotic curricula. Using a structured coding form to identify themes including sequence, duration, emphasis and assessment, we generated a descriptive summary. Curricula followed a similar sequence: learners started with online modules and simulation exercises, followed by bedside experience during R2-R3 training years, and then operative opportunities on the console in the final years of training. Consistent portions of the curricula reflect a device-dependent training paradigm; they defined the sequence of instruction. Most curricula lacked specifics on duration and content of training activities. None clearly described cognitive or psychomotor skills needed by residents and none required a proficiency assessment before graduation. Resident-specific robotic curricula remain grounded in initial industrial efforts to train experienced surgeons, are non-specific regarding the type and nature of hands on experience, and do not include discussion of operative technique and surgical concepts. Copyright © 2017 Elsevier Inc. All rights reserved.

The Effectiveness of the Chemistry Problem Based Learning (PBL) via FB among Pre-University Students

Science.gov (United States)

Sunar, Mohd Shahir Mohamed; Shaari, Ahmad Jelani

2017-01-01

The impact of social media, such as Facebook in various fields including education is undeniable. The main objective of this study is to examine the effect of the interaction between students' learning styles and learning approaches on their achievements in the chemistry subject using the Problem-Based Learning (PBL) method through Facebook. The…

Case study: use of problem-based learning to develop students' technical and professional skills

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Warnock, James N.; Mohammadi-Aragh, M. Jean

2016-03-01

Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.

Sustainbility and Undergraduate Management Curricula: Changes over a 5-Year Period

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Fisher, Josie; Bonn, Ingrid

2017-01-01

Global initiatives and a rapidly expanding academic literature identify the responsibility that universities have to incorporate sustainability education into their curricula. This study had two aims: first, to investigate the extent to which Australian undergraduate management curricula explicitly identified a focus on sustainability and, second,…

Medical students preference of problem-based learning or traditional lectures in King Abdulaziz University, Jeddah, Saudi Arabia.

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Ibrahim, Nahla Khamis; Banjar, Shorooq; Al-Ghamdi, Amal; Al-Darmasi, Moroj; Khoja, Abeer; Turkistani, Jamela; Arif, Rwan; Al-Sebyani, Awatif; Musawa, Al-Anoud; Basfar, Wijdan

2014-01-01

Problem-based learning (PBL) is the most important educational innovations in the past 4 decades. The objective of the study was to compare between the preference of medical students for PBL and the preference for traditional lectures regarding learning outcomes (e.g., knowledge, attitude, and skills) gained from both methods. A cross-sectional study was conducted among medical students who studied the hybrid curriculum (PBL and traditional lectures) in King Abdulaziz University, Jeddah, in 2011. Data was collected through a pre-constructed, validated, confidentially anonymous, and self-administered questionnaire. Students' perceptions toward PBL and traditional lectures were assessed through their response to 20 statements inquired about both methods of learning using a five-point Likert scale. Descriptive and analytic statistics were performed using SPSS, version 21 (SPSS Inc, Chicago, Ill., USA). Learners preferred PBL more to traditional lectures for better linking the knowledge of basic and clinical sciences (t test=10.15, P .05) was observed regarding the amount of basic knowledge recalled from both methods. Students preferred PBL more to lectures for better learning attitudes, skills, future outcomes, and learning satisfaction (P learn better than lecturing (P traditional lectures for improving most of learning outcome domains, especially, learning attitudes and skills. Introducing hybrid-PBL curriculum in all Saudi universities is highly recommended.

Simulation in Occupational Therapy Curricula: A literature review.

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Bennett, Sally; Rodger, Sylvia; Fitzgerald, Cate; Gibson, Libby

2017-08-01

Simulated learning experiences are increasingly being used in health-care education to enhance student engagement and provide experiences that reflect clinical practice; however, simulation has not been widely investigated in occupational therapy curricula. The aim of this paper was to: (i) describe the existing research about the use and evaluation of simulation over the last three decades in occupational therapy curricula and (ii) consider how simulation has been used to develop competence in students. A literature review was undertaken with searches of MEDLINE, CINAHL and ERIC to locate articles that described or evaluated the use of simulation in occupational therapy curricula. Fifty-seven papers were identified. Occupational therapy educators have used the full scope of simulation modalities, including written case studies (22), standardised patients (13), video case studies (15), computer-based and virtual reality cases (7), role-play (8) and mannequins and part-task trainers (4). Ten studies used combinations of these modalities and two papers compared modalities. Most papers described the use of simulation for foundational courses, as for preparation for fieldwork, and to address competencies necessary for newly graduating therapists. The majority of studies were descriptive, used pre-post design, or were student's perceptions of the value of simulation. Simulation-based education has been used for a wide range of purposes in occupational therapy curricula and appears to be well received. Randomised controlled trials are needed to more accurately understand the effects of simulation not just for occupational therapy students but for longer term outcomes in clinical practice. © 2017 Occupational Therapy Australia.

Inclusion of disability-related content in nurse practitioner curricula.

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Smeltzer, Suzanne C; Blunt, Elizabeth; Marozsan, Heather; Wetzel-Effinger, Lisa

2015-04-01

To examine the integration of disability-content in a national sample of nurse practitioner curricula. Responses of National Organization of Nurse Practitioner Faculties (NONPF) members to an online 34-item survey designed to assess disability-related content included in nurse practitioner (NP) curricula; populations of people with disabilities addressed; models of disability; and resources used to teach about disability, facilitators and barriers to inclusion of disability, and respondents' assessment of the adequacy of coverage of disability in their programs. A survey used previously to assess integration of disability content in undergraduate nursing programs was modified to make it relevant to NP curricula. Nursing faculty and people with disability validated the survey to ensure its completeness and sensitivity to the disability community. Participating programs represent 111 (33.6%) NP programs. Lack of disability-related content reported by NP faculty in the majority of programs suggests that there is considerable room for improvement in efforts to address this often vulnerable population. Because people with disabilities can be found in any setting where health care is provided, all NPs need to be prepared to care for people with disabilities across the life span. Strategies need to be developed and implemented to increase the awareness of NP faculty about the health issues of people with disabilities and integration of disability-related content without disrupting existing overloaded NP curricula. © 2014 American Association of Nurse Practitioners.

Carnegie Learning Curricula and Cognitive Tutor™. What Works Clearinghouse Intervention Report

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What Works Clearinghouse, 2013

2013-01-01

"Carnegie Learning Curricula and Cognitive Tutor"®, published by Carnegie Learning, is a secondary math curricula that offers textbooks and interactive software to provide individualized, self-paced instruction based on student needs. The program includes pre-Algebra, Algebra I, Algebra II, and Geometry, as well as a three-course series…

A model for the development of university curricula in nanoelectronics

DEFF Research Database (Denmark)

Bruun, Erik; Nielsen, I

2010-01-01

Nanotechnology is having an increasing impact on university curricula in electrical engineering and in physics. Major influencers affecting developments in university programmes related to nanoelectronics are discussed and a model for university programme development is described. The model takes...... engineering. Examples of European curricula following this framework are identified and described. These examples may serve as sources of inspiration for future developments and the model...

Anchoring interprofessional education in undergraduate curricula: The Heidelberg story.

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Berger, Sarah; Goetz, Katja; Leowardi-Bauer, Christina; Schultz, Jobst-Hendrik; Szecsenyi, Joachim; Mahler, Cornelia

2017-03-01

The ability of health professionals to collaborate effectively has significant potential impact on patient safety and quality-care outcomes, especially given the increasingly complex and dynamic clinical practice environments of today. Educators of the health professions are faced with an immediate challenge to adapt curricula and traditional teaching methods to ensure graduates are equipped with the necessary interprofessional competencies and (inter)professional values for their future practice. The World Health Organization's "Framework for action in interprofessional education (IPE) and collaborative practice" promotes IPE as a key strategy to enhance patient outcomes by preparing a "collaborative practice-ready health workforce." Logistical and attitudinal barriers can hinder integration of IPE into curricula. Lessons learned through the implementation of a planned change to establish four interprofessional seminars (team communication, medical error communication, healthcare English, and small business management) at Heidelberg University Medical Faculty, Germany, are described. A key factor in successfully anchoring IPE seminars in the undergraduate curricula was the structured approach drawing on change management concepts.

Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: a prospective randomized study from China.

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Li, Jie; Li, Qing Ling; Li, Ji; Chen, Ming Liang; Xie, Hong Fu; Li, Ya Ping; Chen, Xiang

2013-01-01

The precise effect and the quality of different cases used in dermatology problem-based learning (PBL) curricula are yet unclear. To prospectively compare the impact of real patients, digital, paper PBL (PPBL) and traditional lecture-based learning (LBL) on academic results and student perceptions. A total of 120 students were randomly allocated into either real-patients PBL (RPBL) group studied via real-patient cases, digital PBL (DPBL) group studied via digital-form cases, PPBL group studied via paper-form cases, or conventional group who received didactic lectures. Academic results were assessed through review of written examination, objective structured clinical examination and student performance scores. A five-point Likert scale questionnaire was used to evaluate student perceptions. Compared to those receiving lectures only, all PBL participants had better results for written examination, clinical examination and overall performance. Students in RPBL group exhibited better overall performance than those in the other two PBL groups. Real-patient cases were more effective in helping develop students' self-directed learning skills, improving their confidence in future patient encounters and encouraging them to learn more about the discussed condition, compared to digital and paper cases. Both real patient and digital triggers are helpful in improving students' clinical problem-handling skills. However, real patients provide greater benefits to students.

Multi-Cultural Competency-Based Vocational Curricula. Food Service. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

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Hepburn, Larry; Shin, Masako

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on food service. This program is designed to run 24 weeks and cover 15 instructional areas: orientation, sanitation, management/planning, preparing food for cooking, preparing beverages, cooking eggs, cooking meat, cooking vegetables,…

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

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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 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.

Communication Curricula in the Multicultural University.

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Koester, Jolene; Lustig, Myron W.

1991-01-01

Argues in favor of developing and adapting curricula with a multicultural perspective. Presents typical problems facing students who are outside their cultural context. Describes the dominance of a United States Anglo perspective in communication skills, theory, and methods courses. Offers five suggestions for developing multicultural…

Conflicts of Interest in Medicine. A Systematic Review of Published and Scientifically evaluated Curricula

Directory of Open Access Journals (Sweden)

Weißkircher, Janosch

2017-08-01

Full Text Available Objective: Conflicts of interests resulting from interactions with pharmaceutical companies are pervasive in medicine and can result in an undue influence on physicians’ decision-making. The objective of this systematic review is to analyze published and scientifically evaluated curricula for medical students and residents regarding such conflicts of interest. We begin by describing the covered topics and teaching methods; afterwards we analyze the quality of the curricula using the published data on their evaluations and comparing the content with content recommended for such curricula.Methods: We searched Pubmed, PsycInfo, EMBASE, OECD, WISO, SOWI and googlescholar up to and including the 5th of September 2016. Publications describing curricula for residents or medical students on the topic of conflicts of interest in medicine and evaluating them for their effects on the participants’ learning were included. We analyzed the covered topics and the teaching methods used and compared them with recommendations by the American Medical Students’ Association (AMSA and Health Action International (HAI. Results: The literature search resulted in 20 publications that fulfilled our search criteria. In five trials, a control group was used, in no trial the participants were randomized to intervention or control group. 16/20 published curricula primarily covered marketing strategies by pharmaceutical companies, especially the interaction with pharmaceutical sales representatives (PSRs. Most curricula only covered a limited number of topics recommended by AMSA/HAI. The most frequent teaching method was a group discussion, which was used in 18/20 curricula; all curricula used at least one interactive teaching method. The evaluation of the curricula was heterogeneous in results as well as design. Some publications described a change of attitudes toward a stronger skepticism regarding interactions with pharmaceutical companies. Four publications

Conflicts of Interest in Medicine. A Systematic Review of Published and Scientifically evaluated Curricula.

Science.gov (United States)

Weißkircher, Janosch; Koch, Cora; Dreimüller, Nadine; Lieb, Klaus

2017-01-01

Objective: Conflicts of interests resulting from interactions with pharmaceutical companies are pervasive in medicine and can result in an undue influence on physicians' decision-making. The objective of this systematic review is to analyze published and scientifically evaluated curricula for medical students and residents regarding such conflicts of interest. We begin by describing the covered topics and teaching methods; afterwards we analyze the quality of the curricula using the published data on their evaluations and comparing the content with content recommended for such curricula. Methods: We searched Pubmed, PsycInfo, EMBASE, OECD, WISO, SOWI and googlescholar up to and including the 5th of September 2016. Publications describing curricula for residents or medical students on the topic of conflicts of interest in medicine and evaluating them for their effects on the participants' learning were included. We analyzed the covered topics and the teaching methods used and compared them with recommendations by the American Medical Students' Association (AMSA) and Health Action International (HAI). Results: The literature search resulted in 20 publications that fulfilled our search criteria. In five trials, a control group was used, in no trial the participants were randomized to intervention or control group. 16/20 published curricula primarily covered marketing strategies by pharmaceutical companies, especially the interaction with pharmaceutical sales representatives (PSRs). Most curricula only covered a limited number of topics recommended by AMSA/HAI. The most frequent teaching method was a group discussion, which was used in 18/20 curricula; all curricula used at least one interactive teaching method. The evaluation of the curricula was heterogeneous in results as well as design. Some publications described a change of attitudes toward a stronger skepticism regarding interactions with pharmaceutical companies. Four publications described improved knowledge

Promoting Science and Technology in Primary Education: A Review of Integrated Curricula

NARCIS (Netherlands)

Drs Rens Gresnigt; Koeno Gravemeijer; Hanno Keulen, van; Liesbeth Baartman; Ruurd Taconis

2014-01-01

Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focussed on integrated curricula in primary education from

Promoting science and technology in primary education : a review of integrated curricula

NARCIS (Netherlands)

Gresnigt, H.L.L.; Taconis, R.; Keulen, van Hanno; Gravemeijer, K.P.E.; Baartman, L.K.J.

2014-01-01

Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focused on integrated curricula in primary education from

Promoting science and technology in primary education : a review of integrated curricula

NARCIS (Netherlands)

Hanno van Keulen; Rens Gresnigt; Liesbeth Baartman; Ruurd Taconis; Koeno Gravemeijer

2014-01-01

Integrated curricula seem promising for the increase of attention on science and technology in primary education. A clear picture of the advantages and disadvantages of integration efforts could help curriculum innovation. This review has focussed on integrated curricula in primary education from

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

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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…

Multi-Cultural Competency-Based Vocational Curricula. Automotive Mechanics. Multi-Cultural Competency-Based Vocational/Technical Curricula Series.

Science.gov (United States)

Hepburn, Larry; Shin, Masako

This document, one of eight in a multi-cultural competency-based vocational/technical curricula series, is on automotive mechanics. This program is designed to run 36 weeks and cover 10 instructional areas: the engine; drive trains--rear ends/drive shafts/manual transmission; carburetor; emission; ignition/tune-up; charging and starting;…

Problem solving and intercultural dynamics in a PBL context: Challenges and solutions

DEFF Research Database (Denmark)

Brambini-Pedersen, Jan Vang; Brambini, Annalisa; Prætorius, Thim

2018-01-01

Recent years has witnessed an increased internationalization of universities including AAU Copenhagen’s study programs where 25% of the students are Non-Danish. This provides new opportunities and challenges for the students and teachers. This survey investigates if Danish and non-Danish students...... impact the forming phase negatively, which in turn increases the risk for intercultural conflicts. The student survey also indicates that group supervisors might be too task focused and that they need to pay more attention to group and intercultural dynamics. For developing the PBL model further...

Doing the Project and Learning the Content: Designing Project-Based Science Curricula for Meaningful Understanding

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Kanter, David E.

2010-01-01

Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better…

Telehealth Education in Nursing Curricula.

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Ali, Nagia S; Carlton, Kay Hodson; Ali, Omar S

2015-01-01

Telehealth care is a fast-growing avenue of providing health care services at a distance. A descriptive study was conducted to identify trends of telehealth education in 43 schools of nursing. Findings reflected inadequate integration of telehealth in classroom content, simulation, and clinical experiences. Interviews with 4 nursing leaders of telehealth provided some recommendations on how to integrate telehealth education in nursing curricula.

Patient safety in undergraduate radiography curricula: A European perspective

International Nuclear Information System (INIS)

England, A.; Azevedo, K.B.; Bezzina, P.; Henner, A.; McNulty, J.P.

2016-01-01

Purpose: To establish an understanding of patient safety within radiography education across Europe by surveying higher education institutions registered as affiliate members of the European Federation of Radiographer Societies (EFRS). Method: An online survey was developed to ascertain data on: programme type, patient safety definitions, relevant safety topics, specific areas taught, teaching and assessment methods, levels of teaching and curriculum drivers. Responses were identifiable in terms of educational institution and country. All 54 affiliated educational institutions were invited to participate. Descriptive and thematic analyses are reported. Results: A response rate of 61.1% (n = 33) was achieved from educational institutions representing 19 countries. Patient safety topics appear to be extremely well covered across curricula, however, topics including radiation protection and optimisation were not reported as being taught at an ‘advanced level’ by five and twelve respondents, respectively. Respondents identified the clinical department as the location of most patient safety-related teaching. Conclusions: Patient safety topics are deeply embedded within radiography curricula across Europe. Variations exist in terms of individual safety topics including, teaching and assessment methods, and the depth in which subjects are taught. Results from this study provide a baseline for assessing developments in curricula and can also serve as a benchmark for comparisons. - Highlights: • First European report on patient safety (PS). • PS deeply embedded within training curricula. • Terms and definitions largely consistent. • Some variety in the delivery and assessment methods. • Report provides baseline and opportunities for comparisons.

INFORMATION SYSTEMS AUDIT CURRICULA CONTENT MATCHING

Directory of Open Access Journals (Sweden)

Vasile-Daniel CARDOȘ

2014-11-01

Full Text Available Financial and internal auditors must cope with the challenge of performing their mission in technology enhanced environment. In this article we match the information technology description found in the International Federation of Accountants (IFAC and the Institute of Internal Auditors (IIA curricula against the Model Curriculum issued by the Information Systems Audit and Control Association (ISACA. By reviewing these three curricula, we matched the content in the ISACA Model Curriculum with the IFAC International Education Practice Statement 2 and the IIAs’ Global Model Internal Audit Curriculum. In the IFAC and IIA Curriculum there are 16 content elements, out of 19 possible, which match, in their description, the ISACA Model Curriculum’s content. We noticed that a candidate who graduates an IFAC or IIA compliant program acquire IS auditing competences similar to the specific content of the ISACA model curriculum but less than the requirements for a professional information systems auditor.

Cultural competence in medical education: aligning the formal, informal and hidden curricula.

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Paul, David; Ewen, Shaun C; Jones, Rhys

2014-12-01

The concept of cultural competence has become reified by inclusion as an accreditation standard in the US and Canada, in New Zealand it is demanded through an Act of Parliament, and it pervades discussion in Australian medical education discourse. However, there is evidence that medical graduates feel poorly prepared to deliver cross-cultural care (Weissman et al. in J Am Med Assoc 294(9):1058-1067, 2005) and many commentators have questioned the effectiveness of cultural competence curricula. In this paper we apply Hafferty's taxonomy of curricula, the formal, informal and hidden curriculum (Hafferty in Acad Med 73(4):403-407, 1998), to cultural competence. Using an example across each of these curricular domains, we highlight the need for curricular congruence to support cultural competence development among learners. We argue that much of the focus on cultural competence has been in the realm of formal curricula, with existing informal and hidden curricula which may be at odds with the formal curriculum. The focus of the formal, informal and hidden curriculum, we contend, should be to address disparities in health care outcomes. In conclusion, we suggest that without congruence between formal, informal and hidden curricula, approaches to addressing disparity in health care outcomes in medical education may continue to represent reform without change.

Cancer: Implications for pre-registration radiography curricula

International Nuclear Information System (INIS)

Paterson, Audrey

2012-01-01

The aim of this paper is to discuss pre-registration radiography education curricula in the context of cancer, changing healthcare delivery in the UK, and the considerable interaction of radiographers with people with cancer. The fitness for purpose of the long-standing curriculum model of alternating academic and clinical learning experiences is questioned and a view expressed that it is no longer sufficient to prepare student radiographers for practice and as professionals. A suggestion is made that curricula should be aligned with cancer (and other) care pathways although it is recognised that such a change would be difficult. It is concluded that the profession should explore what is the appropriate curriculum model given the development of the care pathway approach to healthcare delivery, and, if appropriate, make changes based on research evidence.

Perceptions of problem-based learning (PBL) group effectiveness in a socially-culturally diverse medical student population.

Science.gov (United States)

Singaram, V S; Dolmans, D H J M; Lachman, N; van der Vleuten, C P M

2008-07-01

A key aspect of the success of a PBL curriculum is the effective implementation of its small group tutorials. Diversity among students participating in tutorials may affect the effectiveness of the tutorials and may require different implementation strategies. To determine how students from diverse backgrounds perceive the effectiveness of the processes and content of the PBL tutorials. This study also aims to explore the relationship between students' perceptions of their PBL tutorials and their gender, age, language, prior educational training, and secondary schooling. Data were survey results from 244 first-year student-respondents at the Nelson Mandela School of Medicine at the University of KwaZulu-Natal in South Africa. Exploratory factor analysis was conducted to verify scale constructs in the questionnaire. Relationships between independent and dependent variables were investigated in an analysis of variance. The average scores for the items measured varied between 3.3 and 3.8 (scale value 1 indicated negative regard and 5 indicated positive regard). Among process measures, approximately two-thirds of students felt that learning in a group was neither frustrating nor stressful and that they enjoyed learning how to work with students from different social and cultural backgrounds. Among content measures, 80% of the students felt that they learned to work successfully with students from different social and cultural groups and 77% felt that they benefited from the input of other group members. Mean ratings on these measures did not vary with students' gender, age, first language, prior educational training, and the types of schools they had previously attended. Medical students of the University of KwaZulu-Natal, regardless of their backgrounds, generally have positive perceptions of small group learning. These findings support previous studies in highlighting the role that small group tutorials can play in overcoming cultural barriers and promoting unity and

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

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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…

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.

Engineering Education: Environmental and Chemical Engineering or Technology Curricula--A European Perspective

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Glavic, Peter; Lukman, Rebeka; Lozano, Rodrigo

2009-01-01

Over recent years, universities have been incorporating sustainable development (SD) into their systems, including their curricula. This article analyses the incorporation of SD into the curricula of chemical and environmental engineering or technology bachelor degrees at universities in the European Union (EU) and European Free Trade Association…

Mathematics Reform Curricula and Special Education: Identifying Intersections and Implications for Practice

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Sayeski, Kristin L.; Paulsen, Kim J.

2010-01-01

In many general education classrooms today, teachers are using "reform" mathematics curricula. These curricula emphasize the application of mathematics in real-life contexts and include such practices as collaborative, group problem solving and student-generated algorithms. Students with learning disabilities in the area of mathematics can…

Endeavoring to Contextualize Curricula Within an EBP Framework: A Grounded Theory Study.

Science.gov (United States)

Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

2018-01-01

Adopting evidence-based practice (EBP) principles in undergraduate education can facilitate nursing students' appreciation of EBP. Using grounded theory method, this study aimed to explore processes used by nurse academics while integrating EBP concepts in undergraduate nursing curricula across Australian universities. Twenty-three nurse academics were interviewed and nine were observed during teaching of undergraduate students. In addition, 20 unit/subject guides were analyzed using grounded theory approach of data analysis. The theory " On a path to success: Endeavoring to contextualize curricula within an EBP framework" reflects academics' endeavors toward linking EBP concepts to practice, aiming to contextualize curricula in a manner that engages students within an EBP framework. However, academics' journeys were influenced by several contextual factors which require strategies to accomplish their endeavors. In conclusion, initiatives to minimize barriers, faculty development, and provision of resources across educational and clinical settings are fundamental to achieving undergraduate curricula underpinned by EBP concepts.

Embedding Multiple Literacies into STEM Curricula

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Soules, Aline; Nielsen, Sarah; LeDuc, Danika; Inouye, Caron; Singley, Jason; Wildy, Erica; Seitz, Jeff

2014-01-01

In fall 2012, an interdisciplinary team of science, English, and library faculty embedded reading, writing, and information literacy strategies in Science, Technology, Engineering, and Mathematics (STEM) curricula as a first step in improving student learning and retention in science courses and aligning them with the Next Generation Science and…

Reflections on Remaining Obstacles in a Primary-Care Oriented Pure PBL Curriculum after Twelve Years of Implementation

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D'Ottavio, Alberto Enrique; Bassan, Norberto David

2014-01-01

A pioneer primary-care oriented pure PBL curriculum, based on constructivism and adult learning theories combined with Morin's complex thinking, was implemented in our medical school since 2002. Regardless of warnings opportunely made because the basic requirements for its successful implementation could not be fully fulfilled in practice, the…

Capacity building of skilled birth attendants: a review of pre-service education curricula.

Science.gov (United States)

Adegoke, Adetoro A; Mani, Safiyanu; Abubakar, Aisha; van den Broek, Nynke

2013-07-01

to assess the level, type and content of pre-service education curricula of health workers providing maternity services against the ICM global standards for Midwifery Education and Essential competencies for midwifery practice. We reviewed the quality and relevance of pre-service education curricula of four cadres of health-care providers of maternity care in Northern Nigeria. we adapted and used the ICM global standards for Midwifery Education and Essential competencies for midwifery practice to design a framework of criteria against which we assessed curricula for pre-service training. We reviewed the pre-service curricula for Nurses, Midwives, Community Health Extension Workers (CHEW) and Junior Community Health Extension Workers (JCHEW) in three states. Criteria against which the curricula were evaluated include: minimum entry requirement, the length of the programme, theory: practice ratio, curriculum model, minimum number of births conducted during training, clinical experience, competencies, maximum number of students allowable and proportion of Maternal, Newborn and Child Health components (MNCH) as part of the total curriculum. four pre-service education programmes were reviewed; the 3 year basic midwifery, 3 year basic nursing, 3 year Community Health Extension Worker (CHEW) and 2 year Junior Community Health Extension Worker (JCHEW) programme. Findings showed that, none of these four training curricula met all the standards. The basic midwifery curriculum most closely met the standards and competencies set out. The nursing curriculum showed a strong focus on foundations of nursing practice, theories of nursing, public health and maternal newborn and child health. This includes well-defined modules on family health which are undertaken from the first year to the third year of the programme. The CHEW and JCHEW curricula are currently inadequate with regard to training health-care workers to be skilled birth attendants. although the midwifery curriculum

Cultural Intelligence (CQ) in MBA Curricula

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Ahn, Mark J.; Ettner, Larry

2013-01-01

Purpose: The purpose of this paper is to investigate the role of cultural intelligence in MBA curricula. Shaping global corporate culture that manifests itself in powerful-shared values, group behavior, and persists despite changes in-group membership is decisive to organizational performance. In turn, cultural intelligence (CQ), defined, as an…

Implementation of problem-based learning (PBL) approach to improve student’s academic achievement and creativity on the topic of electrolyte and non-electrolyte solutions at vocational school

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Wahyu, W.; Kurnia; Syaadah, R. S.

2018-05-01

The purpose of study was to investigate the implementation of PBL to improve student’s academic achievement and creativity on the topic of electrolyte and non-electrolye solutions. This study was conducted as a descriptive method with case study design. Subject of this study consisted of 30 students in the class X. Instruments used in the study included tests and observation sheets. Student’s achievement changes is calculated using N-gain formula, hereafter, the data that have been processed then was analyzed descriptively. The results showed that generally academic achievement and creativity of students has increased as indicated by the value of N-gain (0.667; 0.656). The results of the study also showed that there was a correlation with the moderate category between the academic achievement and the student’s creative thinking as indicated by (r = 0.413), meanwhile, the relationship between academic achievement and creativity(r = 0.340) that belongs to the weak category. Implementation of PBL had a good response from students with percentage 80.3%. Based on these findings, PBL is recommended to be applied on the learning process for other chemistry topics that suitable in term of characteristics between learning materials and PBL stages in order to develop academic achievement and creativity of students.

Lesbian, gay, bisexual, transgendered, or intersexed content for nursing curricula.

Science.gov (United States)

Brennan, Ann Marie Walsh; Barnsteiner, Jane; Siantz, Mary Lou de Leon; Cotter, Valeri T; Everett, Janine

2012-01-01

There has been limited identification of core lesbian, gay, bisexual, transgendered, or intersexed (LGBTI) experience concepts that should be included in the nursing curricula. This article addresses the gap in the literature. To move nursing toward the goals of health equity and cultural humility in practice, education, and research, nursing curricula must integrate core LGBTI concepts, experiences, and needs related to health and illness. This article reviews LGBTI health care literature to address the attitudes, knowledge, and skills needed to address curricular gaps and provide content suggestions for inclusion in nursing curricula. Also considered is the need to expand nursing students' definition of diversity before discussing the interplay between nurses' attitudes and culturally competent care provided to persons who are LGBTI. Knowledge needed includes a life span perspective that addresses developmental needs and their impact on health concerns throughout the life course; health promotion and disease prevention with an articulation of unique health issues for this population; mental health concerns; specific health needs of transgender and intersex individuals; barriers to health care; interventions and resources including Internet sites; and legal and policy issues. Particular assessment and communication skills for LGBTI patients are identified. Finally, there is a discussion of didactic, simulation, and clinical strategies for incorporating this content into nursing curricula at the undergraduate and graduate levels. Copyright © 2012 Elsevier Inc. All rights reserved.

Teacher Education Curricula after the Bologna Process--A Comparative Analysis of Written Curricula in Finland and Estonia

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Jakku-Sihvonen, Ritva; Tissari, Varpu; Ots, Aivar; Uusiautti, Satu

2012-01-01

During the Bologna process, from 2003 to 2006, degree programmes, including teacher education curricula, were developed in line with the two-tier system--the European Credit Transfer and Accumulation System (ECTS) and modularization. The purpose of the present study is to contribute to the development of teacher education profiling measures by…

Introducing Cloud Computing Topics in Curricula

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Chen, Ling; Liu, Yang; Gallagher, Marcus; Pailthorpe, Bernard; Sadiq, Shazia; Shen, Heng Tao; Li, Xue

2012-01-01

The demand for graduates with exposure in Cloud Computing is on the rise. For many educational institutions, the challenge is to decide on how to incorporate appropriate cloud-based technologies into their curricula. In this paper, we describe our design and experiences of integrating Cloud Computing components into seven third/fourth-year…

Networked curricula: fostering transnational partnership in open and distance learning

Directory of Open Access Journals (Sweden)

María Luz Cacheiro-González

2013-05-01

Full Text Available Transnational Networked Curricula (TNC provides many benefits to the institutions that offer them as well as to the different stakeholders involved, not only the students but also the academics, the institutions as a whole, and the wider society. Supporting Higher Education Institutions in enhancing and implementing international networked practices in virtual campus building is the main aim of the NetCU project, which has been developed by the EADTU, in partnership with 14 member organizations, from 2009 to 2012. The project outcomes intend to facilitate the future set-up of networked curricula in Higher Education institutions and potentially lead to more transnational partnerships in Open and Distance Education (ODE and blended learning, showing challenges, obstacles and ways to overcome them. This paper presents the main products developed in the project, assesses its completeness and usage, and discusses on the challenges of curricula networking starting from the ideas and opinions shared in different stakeholders workshops organized under the NetCU project.

Political Ideology and Taiwanese School Curricula

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Su, Ya-Chen

2006-01-01

Taiwanese textbooks play a central role in Taiwanese education. In the wake of the political reform and social protest movements of the 1970s and 1980s that prompted Taiwanese educational reform, critics have charged that traditional curricula tend to reinforce the dominant national Chinese cultural identity. The purpose of this article is to…

An over-view of robot assisted surgery curricula and the status of their validation.

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Fisher, Rebecca A; Dasgupta, Prokar; Mottrie, Alex; Volpe, Alessandro; Khan, Mohammed S; Challacombe, Ben; Ahmed, Kamran

2015-01-01

Robotic surgery is a rapidly expanding field. Thus far training for robotic techniques has been unstructured and the requirements are variable across various regions. Several projects are currently underway to develop a robotic surgery curriculum and are in various stages of validation. We aimed to outline the structures of available curricula, their process of development, validation status and current utilization. We undertook a literature review of papers including the MeSH terms "Robotics" and "Education". When we had an overview of curricula in development, we searched recent conference abstracts to gain up to date information. The main curricula are the FRS, the FSRS, the Canadian BSTC and the ERUS initiative. They are in various stages of validation and offer a mixture of theoretical and practical training, using both physical and simulated models. Whilst the FSRS is based on tasks on the RoSS virtual reality simulator, FRS and BSTC are designed for use on simulators and the robot itself. The ERUS curricula benefits from a combination of dry lab, wet lab and virtual reality components, which may allow skills to be more transferable to the OR as tasks are completed in several formats. Finally, the ERUS curricula includes the OR modular training programme as table assistant and console surgeon. Curricula are a crucial step in global standardisation of training and certification of surgeons for robotic surgical procedures. Many curricula are in early stages of development and more work is needed in development and validation of these programmes before training can be standardised. Copyright © 2014 Surgical Associates Ltd. Published by Elsevier Ltd. All rights reserved.

The updated ESTRO core curricula 2011 for clinicians, medical physicists and RTTs in radiotherapy/radiation oncology

International Nuclear Information System (INIS)

Eriksen, Jesper G.; Beavis, Andrew W.; Coffey, Mary A.; Leer, Jan Willem H.; Magrini, Stefano M.; Benstead, Kim; Boelling, Tobias; Hjälm-Eriksson, Marie; Kantor, Guy; Maciejewski, Boguslaw; Mezeckis, Maris; Oliveira, Angelo; Thirion, Pierre; Vitek, Pavel

2012-01-01

Introduction: In 2007 ESTRO proposed a revision and harmonisation of the core curricula for radiation oncologists, medical physicists and RTTs to encourage harmonised education programmes for the professional disciplines, to facilitate mobility between EU member states, to reflect the rapid development of the professions and to secure the best evidence-based education across Europe. Material and methods: Working parties for each core curriculum were established and included a broad representation with geographic spread and different experience with education from the ESTRO Educational Committee, local representatives appointed by the National Societies and support from ESTRO staff. Results: The revised curricula have been presented for the ESTRO community and endorsement is ongoing. All three curricula have been changed to competency based education and training, teaching methodology and assessment and include the recent introduction of the new dose planning and delivery techniques and the integration of drugs and radiation. The curricula can be downloaded at (http://www.estro-education.org/europeantraining/Pages/EuropeanCurricula.aspx). Conclusion: The main objective of the ESTRO core curricula is to update and harmonise training of the radiation oncologists, medical physicists and RTTs in Europe. It is recommended that the authorities in charge of the respective training programmes throughout Europe harmonise their own curricula according to the common framework.

Course Design and Student Responses to an Online PBL Course in 3D Modelling for Mining Engineers

Science.gov (United States)

McAlpine, Iain; Stothard, Phillip

2005-01-01

To enhance a course in 3D Virtual Reality (3D VR) modelling for mining engineers, and to create the potential for off campus students to fully engage with the course, a problem based learning (PBL) approach was applied to the course design and all materials and learning activities were provided online. This paper outlines some of the theoretical…

Examining the core: relations among reading curricula, poverty, and first through third grade reading achievement.

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Crowe, Elizabeth Coyne; Connor, Carol McDonald; Petscher, Yaacov

2009-06-01

Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a consistent framework for instruction across schools. However, rarely have these curricula undergone rigorous comparative testing. Therefore, the purpose of this study was to compare the effects of six core reading curricula on oral reading fluency growth, while appraising whether these effects differ by grade level and for children living in lower socioeconomic (SES) households. Over 30,000 students in first through third grade Florida Reading First classrooms comprise this academically and economically diverse cross-sectional. Hierarchical Linear Modeling was used to model latent growth curves for students' reading fluency scores over the school year. Growth curves revealed differences across curricula as well as between students of lower and higher SES, suggesting that reading fluency growth trajectories for curricula varied depending on student SES and grade level. Findings indicate that while there are similarities among curricula, they sometimes differ in their ability to promote reading skill growth. Differences by grade level and SES were also detected. However, many of these differences were small. Implications for the use of curriculum as a conduit for improving reading instruction are discussed.

Quantitative Evaluation of Flexibility in Undergraduate Engineering Curricula in the United Arab Emirates

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Darwish, Naif A.; Qasim, Muhammad

2016-01-01

In academia, smooth progression of students significantly depends on the way curricula are developed and organized. Curricula or study plans with high degree of interconnectivity between courses, multiple prerequisites, and hierarchically structured courses tend to complicate the smooth progress of the enrolled students. In this work, a rigorous…

Interface between problem-based learning and a learner-centered paradigm

Directory of Open Access Journals (Sweden)

Karimi R

2011-05-01

Full Text Available Reza KarimiPacific University School of Pharmacy, Hillsboro, OR, USABackground: Problem-based learning (PBL has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm.Methods: The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator’s Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: “problem-based learning”, “medical education”, “traditional curriculum”, and one of the above four PBL objectives.Results: Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm.Conclusion: The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to

Interface between problem-based learning and a learner-centered paradigm.

Science.gov (United States)

Karimi, Reza

2011-01-01

Problem-based learning (PBL) has made a major shift in support of student learning for many medical school curricula around the world. Since curricular development of PBL in the early 1970s and its growth in the 1980s and 1990s, there have been growing numbers of publications providing positive and negative data in regard to the curricular effectiveness of PBL. The purpose of this study was to explore supportive data for the four core objectives of PBL and to identify an interface between the objectives of PBL and a learner-centered paradigm. The four core PBL objectives, ie, structuring of knowledge and clinical context, clinical reasoning, self-directed learning, and intrinsic motivation, were used to search MEDLINE, the Education Resources Information Center, the Educator's Reference Complete, and PsycINFO from January 1969 to January 2011. The literature search was facilitated and narrowed if the published study included the following terms: "problem-based learning", "medical education", "traditional curriculum", and one of the above four PBL objectives. Through a comprehensive search analysis, one can find supportive data for the effectiveness of a PBL curriculum in achieving the four core objectives of PBL. A further analysis of these four objectives suggests that there is an interface between PBL objectives and criteria from a learner-centered paradigm. In addition, this review indicates that promotion of teamwork among students is another interface that exists between PBL and a learner-centered paradigm. The desire of medical schools to enhance student learning and a need to provide an environment where students construct knowledge rather than receive knowledge have encouraged many medical schools to move into a learner-centered paradigm. Implementation of a PBL curriculum can be used as a prevailing starting point to develop not only a learner-centered paradigm, but also to facilitate a smooth curricular transition from a teacher-centered paradigm to a

Evidence-based practice in Physiotherapy curricula: A survey of Indian Health Science Universities

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VRUSHALI P PANHALE

2017-07-01

Full Text Available Introduction: Evidence-based practice (EBP is the conscientious, explicit and judicious use of the current evidence in clinical decision making. The physiotherapy profession has expressed a commitment to the development and use of evidence. However, very little is known about the extent to which EBP is integrated in physiotherapy curricula in India. The purpose of this study was to describe integration of EBP in Indian physiotherapy programs. Methods: An observational study was conducted where a review of curricula of all Health Science Universities (HSU in India, offering an undergraduate (UG and post-graduate (PG degree program in physical therapy was conducted using a data abstraction sheet. It gathered data on inclusion of research components of EBP in the curricula, content and hours of teaching EBP, and assessment methods. Data were analyzed descriptively. Results: Curricula of fifteen HSU offering physiotherapy programs were reviewed. Contents relevant to EBP were incorporated from the 2nd yr to final year. Common courses included research methodology (84.61%, research project (69.23% and clinical management subjects (57.14%. No guidelines were given about adopting EBP in clinical practice. Didactic lectures were the mode of teaching (81.81%. Preferred method for assessing research projects was viva (44.44%. Critical appraisal was least included in the entry level education. Contents relevant to all the five steps of EBP were included in PG curricula. Conclusions: Though physiotherapy programs are introducing EBP teaching at the entry level, it lacks structured systematic approach and is fragmented. There is inadequate emphasis on clinical oriented teaching of EBP and assessment methods. Moreover, there is adequate coverage of EBP content in PG curricula.

Evaluation of Laparoscopic Curricula in American Urology Residency Training: A 5-Year Update.

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Clements, Matthew B; Morrison, Kasey Y; Schenkman, Noah S

2016-03-01

Medical simulation offers the advantage of improving resident skill and comfort without impacting patient care. Five years ago, we identified trends in the use of robotic and laparoscopic simulation in 2008 and 2009 at American urology residency training programs. We seek to identify the changes in the use of simulators and the presence of formal curricula in the wake of technological advances and changes in graduate medical education. Attendees of the American Urological Association (AUA) Basic Sciences Course, mostly in their second or third year of residency, were surveyed on the availability and use of laparoscopic/robotic simulators at their program, the presence of a formal curriculum, and a Likert scale questionnaire regarding face and content validity. Over a 5-year period, the availability of virtual reality robotic simulators substantially increased from 14% to nearly 60% availability in 2013. Despite this increase, the frequency of simulator use remained unchanged (p = 0.40) and the reported presence of formal curricula decreased from 41% to 34.8%. There was no significant difference in simulator use between residents in programs with or without laparoscopic/robotic curricula (p = 0.95). There was also a decrease in the percentage of residents who felt official laparoscopic curricula (93%-81%) and simulators (82%-74%) should be involved in resident education. In the past 5 years, despite evidence supporting benefits from simulator use and increasing availability, self-reported resident use has remained unchanged and the reporting of presence of laparoscopic/robotic curricula has decreased. With more dedicated investment in formal curricula, residency training programs may receive greater returns on their simulator investments, improve resident skills and comfort, and ultimately improve the quality of patient care.

Educational Technologies in Problem-Based Learning in Health Sciences Education: A Systematic Review

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Jin, Jun

2014-01-01

Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for

Educational technologies in problem-based learning in health sciences education: a systematic review.

Science.gov (United States)

Jin, Jun; Bridges, Susan M

2014-12-10

As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education

Teachers' conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics.

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Jacobs, Johanna C G; van Luijk, Scheltus J; van der Vleuten, Cees P M; Kusurkar, Rashmi A; Croiset, Gerda; Scheele, Fedde

2016-09-21

Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school was the most important predictor, next to discipline, gender and teaching experience. Our research questions for the current study are (1) which specific elements of medical school explain the effect of medical school on teachers' conceptions of learning and teaching? How? and (2) which contextual and personal characteristics are related to conceptions of learning and teaching? How? Individual interviews were conducted with 13 teachers of the undergraduate curricula in two medical schools. Previously their conceptions of learning and teaching were assessed with the COLT questionnaire. We investigated the meanings they attached to context and personal characteristics, in relation to their conceptions of learning and teaching. We used a template analysis. Large individual differences existed between teachers. Characteristics mentioned at the medical school and curriculum level were 'curriculum tradition', 'support by educational department' and 'management and finances'. Other contextual characteristics were 'leadership style' at all levels but especially of department chairs, 'affordances and support', 'support and relatedness', and 'students' characteristics'. Personal characteristics were 'agency', 'experience with PBL (as a student or a teacher)','personal development', 'motivation and work engagement'and 'high content expertise'. Several context and personal characteristics associated with teachers' conceptions were identified, enabling a broader view on faculty development with attention for these characteristics, next to teaching skills.

A Place for Project Management in English Studies and Communication studies  curricula

DEFF Research Database (Denmark)

Kampf, Constance; Isohella, Suvi

2009-01-01

In this paper, we argue for a place for project management in the English Studies and Communication Studies curricula, often the home of Technical Communication programs, in order to offer students an opportunity to apply their language, discourse analysis, analytical skills, and creativity in a ...... of the project management genres are briefly discussed and related to key skills emerging from English studies and Technical Communication curricula.......In this paper, we argue for a place for project management in the English Studies and Communication Studies curricula, often the home of Technical Communication programs, in order to offer students an opportunity to apply their language, discourse analysis, analytical skills, and creativity...

Weather, Climate, Web 2.0: 21st Century Students Speak Climate Science Well

Science.gov (United States)

Sundberg, Cheryl White; Kennedy, Teresa; Odell, Michael R. L.

2013-01-01

Problem-based learning (PBL) and inquiry learning (IL) employ extensive scaffolding that results in cognitive load reduction and allows students to learn in complex domains. Hybrid teacher professional development models (PDM) using 21st century social collaboration tools embedding PBL and IL shows promise as a systemic approach for increasing…

[Analysis on application of PBL in teaching of Zhenjiuxue (science of acupuncture and moxibustion) and establishment of a new education model].

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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.

Do occupational therapy and physical therapy curricula teach critical thinking skills?

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Vogel, Kimberly A; Geelhoed, Michael; Grice, Kimatha O; Murphy, Douglas

2009-01-01

This study evaluated whether critical thinking ability can be improved through participation in occupational therapy (OT) and physical therapy (PT) curricula. The researchers compared levels of the critical thinking skills of OT and PT students at the beginning and end of their programs to determine whether changes occurred and to examine facets of the curricula that may have caused the differences. The curricula include teaching strategies of problem-based learning modules, small group discussion and problem-solving, case studies, clinical observation, and evidence-based practice assignments, as well as teaching about critical thinking as a process in itself. Fifty OT and PT students completed the Watson-Glaser Critical Thinking Appraisal at the beginning and end of 20 mos of the academic phase of their master's degree programs. Researchers analyzed the data using a one-way repeated-measures ANOVA. Results showed no differences between OT and PT students on the pretest or post-test and no differences for PT students between the pretest and post-test. OT students' scores increased significantly from pretest to post-test. The influence of the timing of teaching critical thinking skills in the resulting differences between the two curricula, as well as the validity of the Watson-Glaser Critical Thinking Appraisal is a valid measure of critical thinking changes in allied health students are discussed.

Initiating Tobacco Curricula in Dental Hygiene Education

Science.gov (United States)

Boyd, Linda D.; Fun, Kay; Madden, Theresa E.

2006-01-01

Two hours of tobacco instructions were incorporated into the baccalaureate dental hygiene curricula in a university in the Northwestern United States. Prior to graduation, all senior students were invited to complete anonymously a questionnaire surveying attitudes and clinical skills in providing tobacco services to their clinic patients. Twenty…

Recruitment of Hispanic Students into MIS Curricula

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McHaney, Roger; Martin, Dawne

2007-01-01

This paper provides several suggestions Hispanic student recruitment and retention in MIS or other business curricula. Cultural considerations like allocentrism and familialism are discussed along with the situation at K-State. It is believed that the recruitment and retention of Hispanic students can be influenced positively by considering…

Incorporating technical analysis in undergraduate curricula

Directory of Open Access Journals (Sweden)

Michael R. Melton

2017-11-01

Full Text Available Purpose – The purpose of this paper is to introduce instruction of technical analysis on the undergraduate level that can coincide with traditional teachings of fundamental analysis. Design/methodology/approach – Through examples using the latest in security analysis technology, this paper illustrates the importance of technical security analysis. Findings – This research illustrates how technical analysis techniques may be used to make more significant investment decisions. Originality/value – Kirkpatrick and Dahlquist define technical analysis as a security analysis discipline for forecasting future direction of prices through the study of past market data primarily price and volume This form of analysis has stood in direct contrast to the fundamental analysis approach whereby actual facts of the company its industry and sector may be ignored. Understanding this contrast, much of academia has chosen to continue to focus its finance curricula on fundamental analysis techniques. As more universities implement trading rooms to reflect that of industry, they must recognize that any large brokerage trading group or financial institution will typically have both a technical analysis and fundamental analysis team. Thus, the need to incorporate technical analysis into undergraduate finance curricula.

PENINGKATAN AKTIFITAS DAN HASIL BELAJAR DENGAN METODE PROBLEM BASIC LEARNING (PBL PADA MATA PELAJARAN TUNE UP MOTOR BENSIN SISWA KELAS XI DI SMK INSAN CENDEKIA TURI SLEMAN TAHUN AJARAN 2015/2016

Directory of Open Access Journals (Sweden)

Hermawan Budi Santoso

2017-06-01

Full Text Available The aim of this research is to know the increase of learning activityand result using Problem Based Learning in motorbike gasoline Tune-up lesson for students in grade XI SMK Insan Cendekia Sleman. This research is a kind of action research, which in the process applying the PBL method. This research has 4 steps, which are planning, application, observation and reflection. The observation of students activity in applying PBL learning is done by going to the class directly while the learning process is still ongoing. While, the result of student learning is measured by first assessment and final assessment. The result shows that after PBL method which is given to the students there is an increase of learning activity in amount 60%, while the increase of learning result in time of observation is approximately getting 6,5 for average mark First cycle, the average mark is 6,5, while for the second cycle 6,8 and 7,3 for third cycle. These evidences show PBL method application can increase the learning activity and result using Problem Based Learning in motorbike gasoline Tune-up lesson for students in grade XI SMK Insan Cendekia Sleman

Analysis Critical Thinking Stage of Eighth Grade in PBL-Scaffolding Setting To Solve Mathematical Problems

OpenAIRE

Nur Aisyah Isti; Arief Agoestanto; Ary Woro Kurniasih

2017-01-01

The purpose of this research was described critical thinking stage of students grade VIII in setting PBL and scaffolding to solve mathematics problems. Critical thinking stage consists of clarification, assesment, inference, and strategy/tactics. The subject were teo students in the level of capacity to think critical (uncritical, less critical, quite critical, and critical). So that this research subject was 8 students in VIII A One State Junior High School of Temanggung. The result showed a...

National Standards for High School Psychology Curricula

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American Psychologist, 2013

2013-01-01

The "National Standards for High School Psychology Curricula" attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best…

Effects of brevetoxin exposure on the immune system of loggerhead sea turtles.

Science.gov (United States)

Walsh, Catherine J; Leggett, Stephanie R; Carter, Barbara J; Colle, Clarence

2010-05-10

Blooms of the toxic dinoflagellate, Karenia brevis, occur almost annually off the Florida coast. These blooms, commonly called "red tides", produce a group of neurotoxins collectively termed brevetoxins. Many species of sealife, including sea turtles, are severely impacted by brevetoxin exposure. Effects of brevetoxins on immune cells were investigated in rescued loggerhead sea turtles, Caretta caretta, as well as through in vitro experiments using peripheral blood leukocytes (PBL) collected from captive sea turtles. In rescued animals, plasma brevetoxin concentrations were measured using a competitive ELISA. Plasma lysozyme activity was measured using a turbidity assay. Lysozyme activity correlated positively with plasma brevetoxin concentrations. Differential expression of genes affected by brevetoxin exposure was determined using two separate suppression subtractive hybridization experiments. In one experiment, genes from PBL collected from sea turtles rescued from red tide toxin exposure were compared to genes from PBL collected from healthy captive loggerhead sea turtles. In the second experiment, PBL from healthy captive loggerhead sea turtles were exposed to brevetoxin (500 ng PbTx-2/ml) in vitro for 18 h and compared to unexposed PBL. Results from the subtraction hybridization experiment conducted with red tide rescued sea turtle PBL indicated that genes involved in oxidative stress or xenobiotic metabolism were up-regulated. Using quantitative real-time PCR, a greater than 2-fold increase in superoxide dismutase and thioredoxin and greater than 10-fold increase in expression of thiopurine S-methyltransferase were observed. Results from the in vitro subtraction hybridization experiment indicated that genes coding for cytochrome c oxidases were the major up-regulated genes. Using quantitative real-time PCR, a greater than 8-fold increase in expression of beta-tubulin and greater than 3-fold increase in expression of ubiquinol were observed. Brevetoxin

A Comparison between the Effectiveness of PBL and LBL on Improving Problem-Solving Abilities of Medical Students Using Questioning

Science.gov (United States)

He, Yunfeng; Du, Xiangyun; Toft, Egon; Zhang, Xingli; Qu, Bo; Shi, Jiannong; Zhang, Huan; Zhang, Hui

2018-01-01

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…

ASSURING QUALITY IN FARM ANIMAL WELFARE CURRICULA: THE CASE OF WELFOOD CURRICULA

Directory of Open Access Journals (Sweden)

EVANGELIA N. SOSSIDOU

2009-10-01

Full Text Available The aim of the present study is to analyze virtual learning environments and to provide a framework for assuring quality in farm animal welfare curricula. The framework is constructed according to the experimental learning for a case study developed in the context of the Leonardo da Vinci Community Vocational Training Action Pilot Project entitled “WELFOOD-Promoting quality assurance in animal welfare-environment-food quality interaction studies through upgraded e-Learning”. WELFOOD addressed objectives such as improvement and competencies of the skills in vocational training to promote employability and facilitate integration and reintegration in terms of capabilities and knowledge, needed for improved technologies in animal husbandry and food industry.

Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.

Science.gov (United States)

Meo, Sultan Ayoub

2013-09-01

This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P schools.

Evaluation of sex education curricula: measuring up to the SIECUS guidelines. Sex Information and Education Council of the U.S.

Science.gov (United States)

Klein, N A; Goodson, P; Serrins, D S; Edmundson, E; Evans, A

1994-10-01

Most sexuality education curricula developed the past 20 years were not thoroughly evaluated. This study provides results from a content analysis of 10 sexuality education curricula for junior and senior high school students. Nine nationally available sexuality education curricula and one curriculum guide comprised the sample. The basis for analysis was the Guidelines for Comprehensive Sexuality Education, developed by the Sex Information and Education Council of the U.S. (SIECUS) and an instrument developed to measure bias in the curricula. Trained coders found that Sex Respect and Teen Aid addressed less than half the topics suggested by the SIECUS guidelines. Several of the curricula contained gender and sexual orientation bias. Certain key concepts such as "Sexual Behavior" and "Society and Culture" were not adequately addressed by most of the curricula. Findings indicate that of 10 curricula, only six are considered acceptable for educating junior and senior high school students.

Including Emotional Intelligence in Pharmacy Curricula to Help Achieve CAPE Outcomes.

Science.gov (United States)

Nelson, Michael H; Fierke, Kerry K; Sucher, Brandon J; Janke, Kristin K

2015-05-25

The importance of emotional intelligence (EI) for effective teamwork and leadership within the workplace is increasingly apparent. As suggested by the 2013 CAPE Outcomes, we recommend that colleges and schools of pharmacy consider EI-related competencies to build self-awareness and professionalism among students. In this Statement, we provide two examples of the introduction of EI into pharmacy curricula. In addition, we provide a 4-phase process based on recommendations developed by EI experts for structuring and planning EI development. Finally, we make 9 recommendations' to inform the process of including EI in pharmacy curricula.

History of nuclear engineering curricula

International Nuclear Information System (INIS)

Murphy, G.

1975-01-01

With the realization that nuclear energy had a vast potential for peacetime development, universities throughout the country began to develop courses in nuclear energy. A pioneering educational effort was necessary because there was an inadequate number of trained faculty, no established curricula, no textbooks, and very little suitable equipment. Nevertheless, by the early 1950's, several programs in nuclear science and engineering were beginning to provide instruction to potential nuclear engineers. At that time, the American Society for Engineering Education (ASEE) established a nuclear committee to cooperate with the U. S. Atomic Energy Commission (AEC) in nuclear education matters. With the financial support of the AEC, textbook material was developed, faculty training programs were instituted, and funds were made available for equipment. Because of the large interest shown in the field, many colleges and universities began to develop nuclear engineering curricula. After a few years, the need arose for general guidelines in curricular development. This led to the development of a Committee on Objective Criteria in Nuclear Engineering Education in which ASEE and the American Nuclear Society cooperated with the support of AEC. The committee report emphasized basic science, nuclear energy concepts, and nuclear technology, which have continued to be the significant components of a nuclear engineering curriculum. The last ten years have brought increased emphasis on BS programs, the introduction of extensive computer-based instruction, and an increasing emphasis on the engineering aspects of nuclear reactor power systems

Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

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Dole, Sharon F.; Bloom, Lisa A.; Doss, Kristy Kowalske

2016-01-01

This article reports the impact of a field experience in problem-based (PBL) and project-based learning (PjBL) on in-service teachers' conceptions of experiential learning. Participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL, and an experiential component in which they…

Female Intense Curricula: Fashion Merchandising in Home Economics and Associated Programs in Higher Education.

Science.gov (United States)

Mikitka, Kathleen Faith; Van Camp, Mary Lou

A study was done of higher education curricula with substantial enrollment by women (such as fashion merchandising and home economics) to examine the context and substance of the curricula, to identify infrastructures that have supported these programs, and to probe issues that face administrators, faculty and students engaged in such programs.…

Research Ethics Education in Post-Graduate Medical Curricula in I.R. Iran.

Science.gov (United States)

Nikravanfard, Nazila; Khorasanizadeh, Faezeh; Zendehdel, Kazem

2017-08-01

Research ethics training during post-graduate education is necessary to improve ethical standards in the design and conduct of biomedical research. We studied quality and quantity of research ethics training in the curricula of post-graduate programs in the medical science in I.R. Iran. We evaluated curricula of 125 post-graduate programs in medical sciences in I.R. Iran. We qualitatively studied the curricula by education level, including the Master and PhD degrees and analyzed the contents and the amount of teaching allocated for ethics training in each curriculum. We found no research ethics training in 72 (58%) of the programs. Among the 53 (42%) programs that considered research ethics training, only 17 programs had specific courses for research ethics and eight of them had detailed topics on their courses. The research ethics training was optional in 25% and mandatory in 76% of the programs. Post-graduate studies that were approved in the more recent years had more attention to the research ethics training. Research ethics training was neglected in most of the medical post-graduate programs. We suggest including sufficient amount of mandatory research ethics training in Master and PhD programs in I.R. Iran. Further research about quality of research ethics training and implementation of curricula in the biomedical institutions is warranted. © 2016 John Wiley & Sons Ltd.

Towards an Ecology of Participation: Process Philosophy and Co-Creation of Higher Education Curricula

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Taylor, Carol A.; Bovill, Catherine

2018-01-01

This article brings together the authors' previous work on co-created curricula (Bovill, 2013a, 2014; Bovill et al., 2011) and on partnership and ethics (Taylor, 2015; Taylor and Robinson, 2014), to develop the concept of co-created curricula as an ecology of participation. In doing so, it deploys Alfred North Whitehead's process philosophy to…

Curriculum: Integrating Health and Safety Into Engineering Curricula.

Science.gov (United States)

Talty, John T.

1985-01-01

National Institute for Occupational Safety and Health instituted a project in 1980 to encourage engineering educators to focus on occupational safety and health issues in engineering curricula. Progress to date is outlined, considering specific results in curriculum development, engineering society interaction, and formation of a teaching…

The Status of Fluid Mechanics in Bioengineering Curricula.

Science.gov (United States)

Miller, Gerald E.; Hyman, William A.

1981-01-01

Describes the status of fluid mechanics courses in bioengineering curricula. A survey of institutions offering bioengineering degrees indicates that over half do not require fluid mechanics courses. Suggests increasing number of mechanics courses to increase the quality of bioengineering students and to prepare students for graduate work and more…

Developing Holocaust Curricula: The Content Decision-Making Process

Science.gov (United States)

Lindquist, David H.

2008-01-01

The content decision-making process involved in developing Holocaust curricula is unusually complex and problematic. Educators must consider factors such as historical accuracy, selection of topics covered, potential teaching materials (such as textbooks and literary texts), and graphic materials (such as films and photographs) as they plan their…

Pengaruh Problem Based Learning (PBL Terhadap Kemampuan Heuristik Pemecahan Masalah dan Sikap Matematis Siswa Sekolah Dasar

Directory of Open Access Journals (Sweden)

Diding Ruchaedi

2016-07-01

Full Text Available Penelitian  ini  dilatarbelakangi  oleh rendahnya kemampuan heuristik pemecahan masalah dan  sikap  matematis  siswa  terhadap pelajaran  matematika.  Penelitian  ini  bertujuan  untuk  menelaah perbedaan peningkatan kemampuan pemecahan masalah dan sikap matematis siswa yang menggunakan Problem Based Learning (PBL dengan siswa yang menggunakan pembelajaran konvensional.  Metode  dalam  penelitian  ini menggunakan  desain  kuasi  eksperimen  dengan  subjek penelitian seluruh siswa kelas V SD Negeri Leuwikujang I sebagai kelas eksperimen dan seluruh siswa kelas V SD Negeri Rajawangi I sebagai kelas kontrol.  Instrumen  yang digunakan  adalah  tes  kemampuan  pemecahan masalah  dan  skala  sikap  matematis siswa.  Data  hasil  penelitian  berupa  skor   pra tes  dan  pasca tes  siswa  dianalisis  dengan menggunakan  uji  t  dan  uji  korelasi  Product  Moment  Pearson.  Berdasarkan  hasil analisis  data  diperoleh  kesimpulan  bahwa, siswa  yang mendapatkan  pembelajaran  Problem Based Learning (PBL mengalami  peningkatan  pada  kemampuan  strategi heuristic pemecahan masalah dan sikap matematis yang lebih  baik  dibandingkan  dengan  siswa  yang  mendapatkan  pembelajaran matematika  secara  konvensional.

Quantitative evaluation of flexibility in undergraduate engineering curricula in the United Arab Emirates

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Naif A. Darwish

2016-03-01

Full Text Available In academia, smooth progression of students significantly depends on the way curricula are developed and organized. Curricula or study plans with high degree of interconnectivity between courses, multiple prerequisites, and hierarchically structured courses tend to complicate the smooth progress of the enrolled students. In this work, a rigorous quantitative relaxation indicator, developed and published elsewhere by the first author, has been applied to quantify the degree of stiffness and rigidity in undergraduate engineering curricula at the American University of Sharjah (AUS, the University of Sharjah (UOS, United Arab Emirates University (UAEU, and the Petroleum Institute (PI, which are the leading universities in the United Arab Emirates. Results indicate high rigidity (low relaxation indices due to high degree of interconnectivity between courses, specifically in the second year of the study plans. The chemical engineering curriculum at PI exhibited the least flexibility due to very strong pre-and-co-requisite ties while the civil & environmental curriculum at UAEU showed the highest flexibility. The curricula considered require immediate attention and reorganization in order to facilitate smooth sequential progress of the students from one semester to another. A list of courses that require relaxation of strong pre-and corequisites ties has been presented for each curriculum.

Leadership and management in UK medical school curricula.

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Jefferies, Richard; Sheriff, Ibrahim H N; Matthews, Jacob H; Jagger, Olivia; Curtis, Sarah; Lees, Peter; Spurgeon, Peter C; Fountain, Daniel Mark; Oldman, Alex; Habib, Ali; Saied, Azam; Court, Jessica; Giannoudi, Marilena; Sayma, Meelad; Ward, Nicholas; Cork, Nick; Olatokun, Olamide; Devine, Oliver; O'Connell, Paul; Carr, Phoebe; Kotronias, Rafail Angelos; Gardiner, Rebecca; Buckle, Rory T; Thomson, Ross J; Williams, Sarah; Nicholson, Simon J; Goga, Usman

2016-10-10

Purpose Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues. Design/methodology/approach This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement. Findings Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods. Research limitations/implications There is widespread inclusion of MLM in UK medical schools' curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students' desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these. Originality/value This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.

Learning physics: A comparative analysis between instructional design methods

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Mathew, Easow

The purpose of this research was to determine if there were differences in academic performance between students who participated in traditional versus collaborative problem-based learning (PBL) instructional design approaches to physics curricula. This study utilized a quantitative quasi-experimental design methodology to determine the significance of differences in pre- and posttest introductory physics exam performance between students who participated in traditional (i.e., control group) versus collaborative problem solving (PBL) instructional design (i.e., experimental group) approaches to physics curricula over a college semester in 2008. There were 42 student participants (N = 42) enrolled in an introductory physics course at the research site in the Spring 2008 semester who agreed to participate in this study after reading and signing informed consent documents. A total of 22 participants were assigned to the experimental group (n = 22) who participated in a PBL based teaching methodology along with traditional lecture methods. The other 20 students were assigned to the control group (n = 20) who participated in the traditional lecture teaching methodology. Both the courses were taught by experienced professors who have qualifications at the doctoral level. The results indicated statistically significant differences (p traditional (i.e., lower physics posttest scores and lower differences between pre- and posttest scores) versus collaborative (i.e., higher physics posttest scores, and higher differences between pre- and posttest scores) instructional design approaches to physics curricula. Despite some slight differences in control group and experimental group demographic characteristics (gender, ethnicity, and age) there were statistically significant (p = .04) differences between female average academic improvement which was much higher than male average academic improvement (˜63%) in the control group which may indicate that traditional teaching methods

Capacity building of skilled birth attendants: A review of pre-service education curricula.

OpenAIRE

Adegoke, Adetoro; Mani, Safiyanu; Abubakar, Aisha; Van Den Broek, Nynke

2013-01-01

OBJECTIVE: to assess the level, type and content of pre-service education curricula of health workers providing maternity services against the ICM global standards for Midwifery Education and Essential competencies for midwifery practice. We reviewed the quality and relevance of pre-service education curricula of four cadres of health-care providers of maternity care in Northern Nigeria.\\ud DESIGN AND SETTING: we adapted and used the ICM global standards for Midwifery Education and Essential ...

Algebraic Concepts: What's Really New in New Curricula?

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Star, Jon R.; Herbel-Eisenmann, Beth A.; Smith, John P., III

2000-01-01

Examines 8th grade units from the Connected Mathematics Project (CMP). Identifies differences in older and newer conceptions, fundamental objects of study, typical problems, and typical solution methods in algebra. Also discusses where the issue of what is new in algebra is relevant to many other innovative middle school curricula. (KHR)

Commentary on Social Skills Training Curricula for Individuals with ASD: Social Interaction, Authenticity, and Stigma

Science.gov (United States)

Bottema-Beutel, Kristen; Park, Haerin; Kim, So Yoon

2018-01-01

By teaching social rules thought to be necessary for social competence, social skills training (SST) curricula aim to improve indicators of well-being for individuals with autism spectrum disorder (ASD), such as the attainment of meaningful friendships. However, several recent meta-analyses indicate that SST curricula may fall short of these…

A Study of the Programming Languages Used in Information Systems and in Computer Science Curricula

Science.gov (United States)

Russell, Jack; Russell, Barbara; Pollacia, Lissa F.; Tastle, William J.

2010-01-01

This paper researches the computer languages taught in the first, second and third programming courses in Computer Information Systems (CIS), Management Information Systems (MIS or IS) curricula as well as in Computer Science (CS) and Information Technology (IT) curricula. Instructors teaching the first course in programming within a four year…

Thrust joint manipulation curricula in first-professional physical therapy education: 2012 update.

Science.gov (United States)

Noteboom, J Timothy; Little, Christian; Boissonnault, William

2015-06-01

Descriptive online observational survey. To identify the extent of thrust joint manipulation (TJM) integration into first-professional physical therapy program curricula. The most recent survey of TJM curricula was published in 2004, with a wide variation in faculty responses noted. Since that time, faculty resources have been developed and TJM language in "A Normative Model of Physical Therapist Professional Education" from the American Physical Therapy Association has been updated, leaving the current status of TJM education in curricula unknown. Faculty from 205 accredited physical therapy programs were invited to participate in an anonymous 35-item electronic survey during the summer of 2012. Seventy-two percent of programs responded to the survey, with 99% of programs teaching TJM and 97% of faculty believing TJM to be an entry-level skill. Cervical spine TJM is still being taught at a lower rate than techniques for other body regions. Faculty deemed 91% and 77% of students, respectively, at or above entry-level competency for implementing TJM in their clinical practice upon graduation. Most respondents indicated that increased utilization of TJM during clinical affiliations (78%) and lab hours (78%) would be beneficial to the student's knowledge/application of TJM. The utilization of TJM and faculty perceptions in first-professional physical therapy programs in the United States have evolved over the past decade. With TJM content more fully integrated into educational curricula, programs can now look to refine teaching strategies that enhance learning outcomes.

Critical analysis of the Romanian Mathematics and Sciences school curricula based on the Romanian pupils’ results on international testing

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LILIANA CIASCAI

2009-01-01

Full Text Available Romania occupied a back position in the international tests on Mathematics and Sciences. Teachers stress out that one possible cause of this situation could be finding on the Mathematics and Sciences curricula. This paper presents the results of the comparisons of the Romanian curricula with the curricula promoted by the international testing (PISA 2000, 2003 and 2006, and TIMSS 1995, 1999, 2003, 2007 and the curricula of the countries occupied the first places in these tests. The comparisons underline those curricula approaches, which insure success on these tests and realize the reasons of the lack of success of the Romanian pupils. These results will be presented to the curriculum makers, universities and schools, to identify the specific and transferable competencies of the pupils with success in the above-mentioned disciplines.

An experimental study on the thermal-hydraulic phenomena in the Hybrid Safety Injection Tank using a separate effect test facility

International Nuclear Information System (INIS)

Ryu, Sung Uk; Ryu, Hyobong; Park, Hyun-Sik; Yi, Sung-Jae

2016-01-01

Highlights: • The experimental study on the pressure balancing between the Hybrid SIT and PZR. • The effects of different variables affecting the pressure balancing are investigated. • A sensitivity analysis on the pressure variations of the Hybrid SIT. - Abstract: This paper reports an experimental research for investigating thermal hydraulic phenomena of Hybrid Safety Injection Tank (Hybrid SIT) using a separate effect test facility in Korea Atomic Energy Research Institute (KAERI). The Hybrid SIT is a passive safety injection system that enables the safety injection water to be injected into the reactor pressure vessel throughout all operating pressures by connecting the top of the SIT and the pressurizer (PZR). The separate effect test (SET) facility of Hybrid SIT, which is designed based on the APR+ power plant, comprises a PZR, Hybrid SIT, pressure balancing line (PBL), injection line (IL), nitrogen gas line, and refueling water tank (RWT). Furthermore, the pressure loss range of the SET facility was analyzed and compared with that of the reference nuclear power plant. In this research, a condition for balancing the pressure between the Hybrid SIT and PZR is examined and the effects of different variables affecting the pressure balancing, which are flow rate, injection velocity of steam and initial water level, are also investigated. The condition for balancing the pressure between the Hybrid SIT and PZR was derived theoretically from a pressure network for the Hybrid SIT, pressurizer, and reactor pressure vessel. Additionally, a sensitivity analysis as a theoretical approach was conducted on the pressure variations in relation to the rate of steam condensation inside the Hybrid SIT. The results showed that pressure of the Hybrid SIT was predominantly determined by the rate of steam condensation. The results showed that if the rate of condensation increased or decreased by 10%, the Hybrid SIT pressure at the pressure balancing point decreased or

The Professionalization of Human Resource Management: Examining Undergraduate Curricula and the Influence of Professional Organizations

Science.gov (United States)

Parks-Leduc, Laura; Rutherford, Matthew A.; Becker, Karen L.; Shahzad, Ali M.

2018-01-01

This study explores the state of undergraduate human resource management (HRM) curricula worldwide in an effort to understand the extent to which there is an agreed-upon body of knowledge underpinning the field of HRM. We reviewed the undergraduate curricula for all business schools that were accredited by either the Association to Advance…

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

2016-01-01

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…

Geriatrics Curricula for Internal and Family Medicine Residents: Assessing Study Quality and Learning Outcomes.

Science.gov (United States)

Cheng, Huai Yong; Davis, Molly

2017-02-01

Prior reviews of geriatrics curricula for internal medicine (IM) and family medicine (FM) residents have not evaluated study quality or assessed learning objectives or specific IM or FM competencies. This review of geriatrics curricula for IM and FM residents seeks to answer 3 questions: (1) What types of learning outcomes were measured? (2) How were learning outcomes measured? and (3) What was the quality of the studies? We evaluated geriatrics curricula that reported learning objectives or competencies, teaching methods, and learning outcomes, and those that used a comparative design. We searched PubMed and 4 other data sets from 2003-2015, and assessed learning outcomes, outcome measures, and the quality of studies using the Medical Education Research Study Quality Instrument (MERSQI) and Best Evidence Medical Education (BEME) methods. Fourteen studies met inclusion criteria. Most curricula were intended for IM residents in the inpatient setting; only 1 was solely dedicated to FM residents. Median duration was 1 month, and minimum geriatrics competencies covered were 4. Learning outcomes ranged from Kirkpatrick levels 1 to 3. Studies that reported effect size showed a considerable impact on attitudes and knowledge, mainly via pretests and posttests. The mean MERSQI score was 10.5 (range, 8.5-13) on a scale of 5 (lowest quality) to 18 (highest quality). Few geriatrics curricula for IM and FM residents that included learning outcome assessments were published recently. Overall, changes in attitudes and knowledge were sizeable, but reporting was limited to low to moderate Kirkpatrick levels. Study quality was moderate.

Hidden in plain sight: the formal, informal, and hidden curricula of a psychiatry clerkship.

Science.gov (United States)

Wear, Delese; Skillicorn, Jodie

2009-04-01

To examine perceptions of the formal, informal, and hidden curricula in psychiatry as they are observed and experienced by (1) attending physicians who have teaching responsibilities for residents and medical students, (2) residents who are taught by those same physicians and who have teaching responsibilities for medical students, and (3) medical students who are taught by attendings and residents during their psychiatry rotation. From June to November 2007, the authors conducted focus groups with attendings, residents, and students in one midwestern academic setting. The sessions were audiotaped, transcribed, and analyzed for themes surrounding the formal, informal, and hidden curricula. All three groups offered a similar belief that the knowledge, skills, and values of the formal curriculum focused on building relationships. Similarly, all three suggested that elements of the informal and hidden curricula were expressed primarily as the values arising from attendings' role modeling, as the nature and amount of time attendings spend with patients, and as attendings' advice arising from experience and intuition versus "textbook learning." Whereas students and residents offered negative values arising from the informal and hidden curricula, attendings did not, offering instead the more positive values they intended to encourage through the informal and hidden curricula. The process described here has great potential in local settings across all disciplines. Asking teachers and learners in any setting to think about how they experience the educational environment and what sense they make of all curricular efforts can provide a reality check for educators and a values check for learners as they critically reflect on the meanings of what they are learning.

Citizenship Education Curricula: Comparing the Multiple Meanings of Supra-National Citizenship in Europe and Beyond

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Philippou, Stavroula; Keating, Avril; Ortloff, Debora Hinderliter

2009-01-01

This special issue of "JCS" has examined the changes and challenges facing citizenship education policy and curricula by way of case studies from Europe and beyond. It is indicated that European and/or global integration have had an impact on all of the citizenship curricula examined. However, it is also noted that each case…

Concept-Based Curricula: A National Study of Critical Concepts.

Science.gov (United States)

Brussow, Jennifer A; Roberts, Karin; Scaruto, Matthew; Sommer, Sheryl; Mills, Christine

2018-02-22

As nursing education struggles to address a rapidly changing health care system, overcrowded curricula, and an increased focus on clinical reasoning skills, many programs have adopted or transitioned to concept-based curricula (CBCs), which are structured around key concepts and exemplars. Despite CBC's promised benefits, the process of developing a CBC framework may pose a challenge to programs. To address this barrier, a national study was conducted to develop a representative list of concepts and exemplars. This initiative expands on prior work by suggesting a leveled approach to positioning exemplars within a curricular sequence.This is an open-access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License 4.0 (CCBY-NC-ND), where it is permissible to download and share the work provided it is properly cited. The work cannot be changed in any way or used commercially without permission from the journal.

Comparative Study of the academic performance between different curricula in Agricultural Engineering

Science.gov (United States)

Vazquez, J. L.; Serrano, A.; Caniego, J.

2012-04-01

Due to the introduction of new degrees on the College of Agricultural Engineering of the Technical University of Madrid adapted to the European Space for Higher Education (Bologna), we have made a comparative study of academic achievement obtained by the students during their first year at the Centre according to different curricula. We used data from 2 curricula leading to the degree in Agricultural Engineering, Curriculumn 74 (6 years and annual structure) and Curriculum 96 modified in 2006 (5 years with quarterly structure) and the new curriculum in grades (4 years semi-structured). It has been used as a data source, the qualifications of new students during the last three years prior to the extinction of the curriculum.The study shows that current rates of academic success or failure and dropout during the first year of college are very similar to those happening 12 years ago, when it was assumed that the preparation of students from high school was much higher than today. Keywords: Academic performance, curricula, Bologna.

Comparison of Elementary Social Studies Curricula of Turkey and the United States on Values Education

Science.gov (United States)

Merey, Zihni; Kus, Zafer; Karatekin, Kadir

2012-01-01

The purpose of this study is to compare the social studies teaching curricula of Turkey and the United States in terms of values education. The study is a model case study that relies upon one of the qualitative research methods. The data come from the elementary social studies curricula of both countries through the documents analysis method. The…

The evolution of global health teaching in undergraduate medical curricula.

Science.gov (United States)

Rowson, Mike; Smith, Abi; Hughes, Rob; Johnson, Oliver; Maini, Arti; Martin, Sophie; Martineau, Fred; Miranda, J Jaime; Pollit, Vicki; Wake, Rae; Willott, Chris; Yudkin, John S

2012-11-13

Since the early 1990s there has been a burgeoning interest in global health teaching in undergraduate medical curricula. In this article we trace the evolution of this teaching and present recommendations for how the discipline might develop in future years. Undergraduate global health teaching has seen a marked growth over the past ten years, partly as a response to student demand and partly due to increasing globalization, cross-border movement of pathogens and international migration of health care workers. This teaching has many different strands and types in terms of topic focus, disciplinary background, the point in medical studies in which it is taught and whether it is compulsory or optional. We carried out a survey of medical schools across the world in an effort to analyse their teaching of global health. Results indicate that this teaching is rising in prominence, particularly through global health elective/exchange programmes and increasing teaching of subjects such as globalization and health and international comparison of health systems. Our findings indicate that global health teaching is moving away from its previous focus on tropical medicine towards issues of more global relevance. We suggest that there are three types of doctor who may wish to work in global health - the 'globalised doctor', 'humanitarian doctor' and 'policy doctor' - and that each of these three types will require different teaching in order to meet the required competencies. This teaching needs to be inserted into medical curricula in different ways, notably into core curricula, a special overseas doctor track, optional student selected components, elective programmes, optional intercalated degrees and postgraduate study. We argue that teaching of global health in undergraduate medical curricula must respond to changing understandings of the term global health. In particular it must be taught from the perspective of more disciplines than just biomedicine, in order to reflect

Internationalizing curricula : Needs and wishes of alumni and employers with

NARCIS (Netherlands)

Jos Walenkamp; Joyce den Heijer; Anneke Schuurmans-Brouwer; A. (Andreas) Funk

2014-01-01

Internationalizing curricula. Needs and wishes of alumni and employers with regard to international competencies. Internationalization has become of great importance for universities acrossthe globe. The labour market is becoming international, with internationalopportunities and international

Importance of Cross-Cultural Counseling in Rehabilitation Counseling Curricula.

Science.gov (United States)

Watson, Albert L.

1988-01-01

Ninety-one members of the National Council on Rehabilitation Education were surveyed concerning the level of importance placed on cross-cultural content in rehabilitation counselor education curricula. Respondents rated 27 of 32 cross-cultural educational offerings as important, and identified seven additional offerings. Respondents' demographic…

A review of the available urology skills training curricula and their validation.

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Shepherd, William; Arora, Karan Singh; Abboudi, Hamid; Shamim Khan, Mohammed; Dasgupta, Prokar; Ahmed, Kamran

2014-01-01

The transforming field of urological surgery continues to demand development of novel training devices and curricula for its trainees. Contemporary trainees have to balance workplace demands while overcoming the cognitive barriers of acquiring skills in rapidly multiplying and advancing surgical techniques. This article provides a brief review of the process involved in developing a surgical curriculum and the current status of real and simulation-based curricula in the 4 subgroups of urological surgical practice: open, laparoscopic, endoscopic, and robotic. An informal literature review was conducted to provide a snapshot into the variety of simulation training tools available for technical and nontechnical urological surgical skills within all subgroups of urological surgery using the following keywords: "urology, surgery, training, curriculum, validation, non-technical skills, technical skills, LESS, robotic, laparoscopy, animal models." Validated training tools explored in research were tabulated and summarized. A total of 20 studies exploring validated training tools were identified. Huge variation was noticed in the types of validity sought by researchers and suboptimal incorporation of these tools into curricula was noted across the subgroups of urological surgery. The following key recommendations emerge from the review: adoption of simulation-based curricula in training; better integration of dedicated training time in simulated environments within a trainee's working hours; better incentivization for educators and assessors to improvise, research, and deliver teaching using the technologies available; and continued emphasis on developing nontechnical skills in tandem with technical operative skills. © 2013 Published by Association of Program Directors in Surgery on behalf of Association of Program Directors in Surgery.

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

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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.

Licensed physicians – competent physicians?: The new German licensure law as a basis for competency-based curricula

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Öchsner, Wolfgang

2005-01-01

Full Text Available Background: Competency-based curricula define their educational goals according to profession-specific roles and competencies. Thus, this type of curricula is outcome-oriented, in contrast to the traditional German curricula, which are mainly procedure-oriented. This study investigates the new licensure legislation in Germany, mandatory for all medical faculties, to see if it allows the development of competency-based curricula.Methods: For the first step we clustered all demands to roles. In step two we transformed the procedure-oriented demands into outcome-oriented competencies, according to the 6 roles found, pursuing strictly the wording of the law.Results: Although the principal goals in the new German licensure law are outcome-oriented, namely three abilities of a certified physician, still the majority of requirements and demands remain procedure-oriented. Clustering resulted in the following six roles: medical expert, health advocate, teamworker, manager, representative of the medical profession and, life-long learner. The relevant competencies for the six roles, we could derive from the standards set by the law.Conclusion: We were able to show that the new German licensure order comprises a useful framework for the development of outcome-oriented, competency-based curricula.

The Need and Curricula for Health Professions Education Graduate Programs

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Cervero, Ronald M.; Daley, Barbara J.

2018-01-01

This chapter provides an overview of the emerging social and organizational contexts for health professions education and the rationale for foundational adult and continuing education concepts to be included in the curricula of HPE graduate programs.

Teaching Renewable Energy Using Online PBL in Investigating Its Effect on Behaviour towards Energy Conservation among Malaysian Students: ANOVA Repeated Measures Approach

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Nordin, Norfarah; Samsudin, Mohd Ali; Harun, Abdul Hadi

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…

Learning from the problems of problem-based learning

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Epstein Richard

2004-01-01

Full Text Available Abstract Background The last decade has witnessed a rapid expansion of biomedical knowledge. Despite this, fashions in medical education over the same period have shifted away from factual (didactic teaching and towards contextual, or problem-based, learning (PBL. This paradigm shift has been justified by studies showing that PBL improves reasoning and communication while being associated with few if any detectable knowledge deficits. Discussion Analysis of the literature indicates that the recent rapid rise of PBL has closely paralleled the timing of the information explosion. The growing dominance of PBL could thus worsen the problems of information management in medical education via several mechanisms: first, by creating the impression that a defined spectrum of core factual knowledge suffices for clinical competence despite ongoing knowledge expansion (quality cost; second, by dissuading teachers from refining the educational utility of didactic modalities (improvement cost; and third, by reducing faculty time for developing reusable resources to impart factual knowledge more efficiently (opportunity cost. Summary These costs of PBL imply a need for strengthening the knowledge base of 21st-century medical graduates. New initiatives towards this end could include the development of more integrated cognitive techniques for facilitating the comprehension of complex data; the design of differentiated medical curricula for producing graduates with defined high-priority skill sets; and the encouragement of more cost-effective faculty teaching activities focused on the prototyping and testing of innovative commercializable educational tools.

Assessment of a Bioinformatics across Life Science Curricula Initiative

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Howard, David R.; Miskowski, Jennifer A.; Grunwald, Sandra K.; Abler, Michael L.

2007-01-01

At the University of Wisconsin-La Crosse, we have undertaken a program to integrate the study of bioinformatics across the undergraduate life science curricula. Our efforts have included incorporating bioinformatics exercises into courses in the biology, microbiology, and chemistry departments, as well as coordinating the efforts of faculty within…

Engagement in Science and Engineering through Animal-Based Curricula

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Mueller, Megan Kiely; Byrnes, Elizabeth M.; Buczek, Danielle; Linder, Deborah E.; Freeman, Lisa M.; Webster, Cynthia R. L.

2018-01-01

One of the persistent challenges in science, technology, engineering, and math (STEM) education is increasing interest, learning, and retention, particularly with regard to girls and students in underserved areas. Educational curricula that promote process and content knowledge development as well as interest and engagement in STEM are critical in…

Project-organized learning and the development of competences in Engineering Education for Sustainable Development

DEFF Research Database (Denmark)

Guerra, Aida; Holgaard, Jette Egelund; Kolmos, Anette

2013-01-01

by the complex and economically driven society and develop innovative technologies to solve and prevent sustainable problems. In this perspective, ESD experts have stressed sustainability aspects as well as cross-disciplinary competences, such as inter-disciplinarity, adaptability, problem solving, critical...... thinking, systems thinking, etc. It is argued that Problem-Based Learning (PBL) provides a suitable framework for developing the competences mentioned, but there is a lack of studies that investigate the room which PBL practice leaves for ESD. In this study, we aim to investigate the staff’s perception......The integration of Education for Sustainable Development (ESD) principles has been claimed for all levels and areas of formal education. The integration of new kinds of competences, skills and knowledge into the engineering curricula aims to prepare future engineers to face the challenges posed...

Can Hybrid Educational Activities of Team and Problem Based Learning Program be Effective for Japanese Medical Students?

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Iwata, Kentaro; Doi, Asako

2017-11-10

The purpose of this study is to investigate the medical students'perceptions of the Hybrid Educational Activities between team based learning (TBL) and problem based learning (PBL) Program (HEATAPP), a novel educational program that combines characteristics of PBL and TBL. A five-day HEATAPP on infectious diseases was provided to 4th year medical students at Kobe University School of Medicine, Kobe, Japan. After the program, a focus group discussion was held among 6 medical students who participated in HEATAPP. We qualitatively analyzed the recorded data to delineate the effectiveness of, and the perceptions on, HEATAPP. Some students considered HEATAPP being effective as an active learning, and in developing questions. However, some students found active learning difficult to execute, since they were so familiar with passive learning such as lectures and examinations. They also found it difficult to identify important points by reading authentic textbooks on given issues, particularly English textbooks. Even though active learning and group discussion are underscored as important in medicine, some Japanese medical students may be reluctant to shift towards these since they are so used to passive learning since childhood. English language is another barrier to active learning. The introduction of active learning in the earlier stages of education might be an effective solution. Teachers at medical schools in Japan should be mindful of the students'potentially negative attitudes towards active learning, which is claimed to be successful in western countries.

The Use of Virtual Patients in Medical School Curricula

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Cendan, Juan; Lok, Benjamin

2012-01-01

The demonstration of patient-based cases using automated technology [virtual patients (VPs)] has been available to health science educators for a number of decades. Despite the promise of VPs as an easily accessible and moldable platform, their widespread acceptance and integration into medical curricula have been slow. Here, the authors review…

Strategies for Leading Academics to Rethink Humanities and Social Sciences Curricula in the Context of Discipline Standards

Science.gov (United States)

Thomas, Theda; Wallace, Joy; Allen, Pamela; Clark, Jennifer; Jones, Adrian; Lawrence, Jill; Cole, Bronwyn; Sheridan Burns, Lynette

2017-01-01

The introduction of discipline standards in Australia has required a comprehensive rethinking of humanities and social science curricula from first year through to graduation. This paper proposes a model to facilitate academics' engagement with discipline standards and their implication for first-year curricula. The model supports…

Success factors of master of science curricula in business administration

NARCIS (Netherlands)

Bijker, Monique; Van der Klink, Marcel; Boshuizen, Els

2010-01-01

Bijker, M. M., Van der Klink, M. R., & Boshuizen, H. P. A. (2010, 25-27 August). Success factors of master of science curricula in business administration. Paper presented at the 5th EARLI-SIG14, Learning and Professional Development, Munich, Germany.

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

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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

Visual and Plastic Arts in Teaching Literacy: Null Curricula?

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Wakeland, Robin Gay

2010-01-01

Visual and plastic arts in contemporary literacy instruction equal null curricula. Studies show that painting and sculpture facilitate teaching reading and writing (literacy), yet such pedagogy has not been formally adopted into USA curriculum. An example of null curriculum can be found in late 19th - early 20th century education the USA…

The evolution of global health teaching in undergraduate medical curricula

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Rowson Mike

2012-11-01

Full Text Available Abstract Background Since the early 1990s there has been a burgeoning interest in global health teaching in undergraduate medical curricula. In this article we trace the evolution of this teaching and present recommendations for how the discipline might develop in future years. Discussion Undergraduate global health teaching has seen a marked growth over the past ten years, partly as a response to student demand and partly due to increasing globalization, cross-border movement of pathogens and international migration of health care workers. This teaching has many different strands and types in terms of topic focus, disciplinary background, the point in medical studies in which it is taught and whether it is compulsory or optional. We carried out a survey of medical schools across the world in an effort to analyse their teaching of global health. Results indicate that this teaching is rising in prominence, particularly through global health elective/exchange programmes and increasing teaching of subjects such as globalization and health and international comparison of health systems. Our findings indicate that global health teaching is moving away from its previous focus on tropical medicine towards issues of more global relevance. We suggest that there are three types of doctor who may wish to work in global health – the ‘globalised doctor’, ‘humanitarian doctor’ and ‘policy doctor’ – and that each of these three types will require different teaching in order to meet the required competencies. This teaching needs to be inserted into medical curricula in different ways, notably into core curricula, a special overseas doctor track, optional student selected components, elective programmes, optional intercalated degrees and postgraduate study. Summary We argue that teaching of global health in undergraduate medical curricula must respond to changing understandings of the term global health. In particular it must be taught from the

Developing a problem-based learning (PBL) curriculum for professionalism and scientific integrity training for biomedical graduate students.

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Jones, Nancy L; Peiffer, Ann M; Lambros, Ann; Guthold, Martin; Johnson, A Daniel; Tytell, Michael; Ronca, April E; Eldridge, J Charles

2010-10-01

A multidisciplinary faculty committee designed a curriculum to shape biomedical graduate students into researchers with a high commitment to professionalism and social responsibility and to provide students with tools to navigate complex, rapidly evolving academic and societal environments with a strong ethical commitment. The curriculum used problem-based learning (PBL), because it is active and learner-centred and focuses on skill and process development. Two courses were developed: Scientific Professionalism: Scientific Integrity addressed discipline-specific and broad professional norms and obligations for the ethical practice of science and responsible conduct of research (RCR). Scientific Professionalism: Bioethics and Social Responsibility focused on current ethical and bioethical issues within the scientific profession, and implications of research for society. Each small-group session examined case scenarios that included: (1) learning objectives for professional norms and obligations; (2) key ethical issues and philosophies within each topic area; (3) one or more of the RCR instructional areas; and (4) at least one type of moral reflection. Cases emphasised professional standards, obligations and underlying philosophies for the ethical practice of science, competing interests of stakeholders and oversight of science (internal and external). To our knowledge, this is the first use of a longitudinal, multi-semester PBL course to teach scientific integrity and professionalism. Both faculty and students endorsed the active learning approach for these topics, in contrast to a compliance-based approach that emphasises learning rules and regulations.

Asian dust outflow in the PBL and free atmosphere retrieved by NASA CALIPSO and an assimilated dust transport model

OpenAIRE

Y. Hara; K. Yumimoto; I. Uno; A. Shimizu; N. Sugimoto; Z. Liu; D. M. Winker

2009-01-01

International audience; Three-dimensional structures of Asian dust transport in the planetary boundary layer (PBL) and free atmosphere occurring successively during the end of May 2007 were clarified using results of space-borne backscatter lidar, Cloud-Aerosol Lidar with Orthogonal Polarization (CALIOP), and results simulated using a data-assimilated version of a dust transport model (RC4) based on a ground-based NIES lidar network. Assimilated results mitigated overestimation of dust concen...

Management education within pharmacy curricula: A need for innovation.

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Mospan, Cortney M

To encourage the academy to pursue innovative management education strategies within pharmacy curricula and highlight these experiences in a scholarly dialogue. Management has often been a dreaded, dry, and often neglected aspect of pharmacy curricula. With the release of Center for Advancement of Pharmacy Education (CAPE) Educational Outcomes 2013 as well as Entry-Level Competencies Needed for Community Pharmacy Practice by National Association of Chain Drug Stores (NACDS) Foundation, National Community Pharmacists Association (NCPA), and Accreditation Council for Pharmacy Education (ACPE) in 2012, managerial skills have seen a new emphasis in pharmacy education. Further, management has greater emphasis within ACPE "Standards 2016" through adoption of CAPE Educational Outcomes 2013 into the standards. Previous literature has shown success of innovative learning strategies in management education such as active learning, use of popular television shows, and emotional intelligence. The academy must build a more extensive scholarly body of work highlighting successful educational strategies to engage pharmacy students in an often-dreaded subject through applying the Scholarship of Teaching and Learning. Copyright © 2017 Elsevier Inc. All rights reserved.

Using constructive alignment theory to develop nursing skills curricula.

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Joseph, Sundari; Juwah, Charles

2012-01-01

Constructive alignment theory has been used to underpin the development of curricula in higher education for some time (Biggs and Tang, 2007), however, its use to inform and determine skills curricula in nursing is less well documented. This paper explores the use of constructive alignment theory within a study of undergraduate student nurses undertaking clinical skill acquisition in the final year of a BSc (Hons) Nursing course. Students were followed up as newly qualified nurses (NQN) (n = 58) to ascertain the impact of skill acquisition in this way. Comparisons were made with newly qualified nurses who did not participate in a constructively aligned curriculum. This mixed methods study reported skill identification within the immediate post-registration period and evaluated the constructively aligned curriculum as having positive benefits for NQNs in terms of confidence to practice. This was supported by preceptors' views. The study recommends two process models for nursing skills curriculum development and reports that constructive alignment is a useful theoretical framework for nurse educators. Copyright © 2011 Elsevier Ltd. All rights reserved.

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...... 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...

An international strategic plan to preserve and restore vision: four curricula of ophthalmic education.

Science.gov (United States)

Tso, Mark O M; Goldberg, Morton F; Lee, Andrew G; Selvarajah, Sivaguru; Parrish, Richard K; Zagorski, Zbigniew

2007-05-01

To highlight the four International Curricula of Ophthalmic Education developed by the Task Forces of the International Council of Ophthalmology, published in Klinische Monatsblätter für Augenheilkunde in November 2006. A global perspective of developing educational curricula as tools to improve eye care. Review of the experience and conclusions of the four international panels. The Task Force on Resident and Specialist Education developed a curriculum consisting of 15 topics in basic, standard, and advanced levels to provide flexibility of educational programs of the ophthalmic specialist in different locations across the world. The curricula were designed to be an educational tool to stimulate multiple levels of training of the ophthalmic specialist. The Task Force on Ophthalmic Education of Medical Students designed a curriculum covering 11 topics and provides illustrative materials for teachers and students. The Task Force strongly advocates the ophthalmology curriculum to be part of the core program of general medical schools education. The Task Force on Para-ophthalmic Vision Specialist Education developed a curriculum to highlight the importance of a team approach to eye care, consisting of ophthalmic specialists and paraophthalmic personnel to produce maximum efficiency. The Task Force on Continuing Medical Education (CME) designed a curriculum exploring the principles, elements, categories, and administration of CME activities in a variety of topics. These curricula shifted the traditional apprentice system of education to a curriculum-based training program in which goals, expectations, competencies, and technical training are defined to improve eye care worldwide.

9/11 and the War on Terror in Curricula and in State Standards Documents. CIRCLE Fact Sheet

Science.gov (United States)

Stoddard, Jeremy; Hess, Diana

2011-01-01

This Fact Sheet reports findings from an ongoing study of the representation of 9/11 and terrorism in curricula, textbooks, and state standards documents. The study was conducted in three stages. The first two stages focused on how supplemental curricula and best-selling social studies textbooks published between 2002-2010 present the events of…

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.

A Model for the Development of University Curricula in Nanoelectronics

Science.gov (United States)

Bruun, E.; Nielsen, I.

2010-01-01

Nanotechnology is having an increasing impact on university curricula in electrical engineering and in physics. Major influencers affecting developments in university programmes related to nanoelectronics are discussed and a model for university programme development is described. The model takes into account that nanotechnology affects not only…

Teaching the Culturally Different: A Multicultural Framework for School Curricula.

Science.gov (United States)

Whalon, Constance; Karr-Kidwell, PJ

A multicultural framework for school curricula directed toward the culturally different was developed for implementation of court ordered multicultural education goals at the H. S. Thompson Learning Center of the Dallas (Texas) Independent School District. The philosophy of multicultural education suggests that ethnic diversity and cultural…

Indian medical students' perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all.

Science.gov (United States)

Nanda, Bijli; Manjunatha, Shankarappa

2013-01-01

Problem-based learning (PBL) is a well-established method for facilitating the learning of basic science concepts in the context of clinical cases. Relevant evidence is lacking regarding PBL's effectiveness and acceptability as perceived by students accustomed to classical traditional teaching in India. Hence, this study gathered students' opinions on PBL versus Traditional teaching methods to generate a foundation for institutional policymaking and ultimately, changes in the policy of regulatory bodies. A total of 773 first year medical students admitted from 2007-2010 in Kasturba Medical College Manipal, Manipal University, India were asked to respond to a 15-item questionnaire evaluating their preferences for PBL or traditional methods such as lectures after undergoing a systematically conducted PBL session in physiology. Their responses were analyzed with an unpaired t-test. Their comments were also collected. PBL scored significantly higher for most items in the questionnaire for "learning efficiency" and "student-teacher relationship". The students' comments highlighted the importance of a trained tutor/facilitator to enhance the learning process. Our students are willing to adapt to the PBL method, although they recognize certain benefits of traditional pedagogy. For learning efficiency and the student-teacher relationship, the students feel that neither method holds an advantage. We recommend that the future medical curriculum in India be a hybrid form of PBL and traditional methods with specific training on the unfamiliar PBL approach for both faculty and students.

Holistic Development of Computer Engineering Curricula Using Y-Chart Methodology

Science.gov (United States)

Rashid, Muhammad; Tasadduq, Imran A.

2014-01-01

The exponential growth of advancing technologies is pushing curriculum designers in computer engineering (CpE) education to compress more and more content into the typical 4-year program, without necessarily paying much attention to the cohesiveness of those contents. The result has been highly fragmented curricula consisting of various…

Assessing the Curricula of Political Sciences’ Programs at the Palestinian Universities in Accordance with the Academic Standards of Political Sciences

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Alaa H. A . Aburedwan

2017-11-01

Full Text Available The study aimed at answering the following key question: Are academic standards of political sciences fulfilled in the curricula of political science programs at the Palestinian universities? Accordingly, the study included a theoretical section that explained the basic concepts of quality in education, and some international experiences adopted for quality assurance of political sciences programs. Then the study analyzed, according to the standard criteria, the curricula of four departments that grant a bachelor's degree in political sciences, based on information published on the departments’ sites on the internet, and according to the academic guidebook of each department. The study concluded that the mission and objectives of three departments are clear, while the findings of the analysis showed that there is mismatch of requirements in the Palestinian curricula with academic standards. Most programs are rich with major materials, but need a little adjustment to conform to the standards. The findings also showed a number of negative points in study plans, which do not contain enough credit hours for scientific research, computer applications, and field training, while they have extra credit hours for university requirements. The study made several recommendations to address the problems of the curricula, including: Inviting departments to form committees to ensure quality, to modify the curricula, and develop it in accordance with international standards. Keywords: Academic program, Academic standards, Curricula assessment, Political sciences.

Application of scl - pbl method to increase quality learning of industrial statistics course in department of industrial engineering pancasila university

Science.gov (United States)

Darmawan, M.; Hidayah, N. Y.

2017-12-01

Currently, there has been a change of new paradigm in the learning model in college, ie from Teacher Centered Learning (TCL) model to Student Centered Learing (SCL). It is generally assumed that the SCL model is better than the TCL model. The Courses of 2nd Industrial Statistics in the Department Industrial Engineering Pancasila University is the subject that belongs to the Basic Engineering group. So far, the applied learning model refers more to the TCL model, and field facts show that the learning outcomes are less satisfactory. Of the three consecutive semesters, ie even semester 2013/2014, 2014/2015, and 2015/2016 obtained grade average is equal to 56.0; 61.1, and 60.5. In the even semester of 2016/2017, Classroom Action Research (CAR) is conducted for this course through the implementation of SCL model with Problem Based Learning (PBL) methods. The hypothesis proposed is that the SCL-PBL model will be able to improve the final grade of the course. The results shows that the average grade of the course can be increased to 73.27. This value was then tested using the ANOVA and the test results concluded that the average grade was significantly different from the average grade value in the previous three semesters.

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

Constructivism theory analysis and application to curricula.

Science.gov (United States)

Brandon, Amy F; All, Anita C

2010-01-01

Today's nursing programs are struggling to accommodate the changing needs of the health care environment and need to make changes in how students are taught. Using constructivism theory, whereby learning is an active process in which learners construct new ideas or concepts based upon their current or past knowledge, leaders in nursing education can make a paradigm shift toward concept-based curricula. This article presents a summary and analysis of constructivism and an innovative application of its active-learning principles to curriculum development, specifically for the education of nursing students.

A review of the modern operations management curricula for a new ...

African Journals Online (AJOL)

a revision and design of the POM function curricula and to promote ... the factory or production unit is a long-standing primary laboratory for developing ... given to providing for the manufacture of goods and/or for rendering of services. POM.

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.

Matrices to Revise Crop, Soil, and Environmental Sciences Undergraduate Curricula

Science.gov (United States)

Savin, Mary C.; Longer, David; Miller, David M.

2005-01-01

Undergraduate curricula for natural resource and agronomic programs have been introduced and revised during the past several decades with a desire to stay current with emerging issues and technologies relevant to constituents. For the past decade, the Department of Crop, Soil, and Environmental Sciences (CSES) faculty at the University of Arkansas…

The benefit of introducing audit software into curricula for computer ...

African Journals Online (AJOL)

The benefit of introducing audit software into curricula for computer auditing students: a student perspective from the University of Pretoria. ... willing to sacrifice more of their time for practical computer classes because they are aware of the beneficial impact on their understanding of the subject as well as their future careers.

Curricula and Organization of Primary Care Residencies in Internal Medicine.

Science.gov (United States)

Eisenberg, John M.

1980-01-01

The organization and curricula of internal medicine residencies programs that emphasize primary care are described and compared with traditional residencies in internal medicine. It is noted that primary care residents spend more time in ambulatory care and are allowed more electives in specialties outside of internal medicine. Out-of-hospital…

The Current Landscape of the School Librarianship Curricula in USA

Science.gov (United States)

Yi, Kwan; Turner, Ralph

2014-01-01

The current landscape of the School Librarianship educational programs and curricula of master's degrees in the USA has been explored. The master's programs are currently offered in the following four venues: (1) programs that are American Library Association (ALA) accredited but not American Association of School Librarians (AASL) recognized,…

The history of psychology course in Spanish psychology curricula: Past, present, future.

Science.gov (United States)

Chisvert-Perales, Mauricio; Monteagudo-Soto, María J; Mestre, Vicenta

2016-05-01

Since the university education of psychologists began in Spain in 1954, the history of psychology course has been included in the curriculum. In the first few years, only half of the curricula offered the course. From 1973 to 2007, the universities' organization and regulation underwent successive reforms that involved changes in the curricula, decreeing specific national guidelines for each degree and establishing a minimum set of common required courses, called core courses, including the history of psychology. In 2007, the European Higher Education Area was set up, transforming the 5-year bachelor's degrees into 4-year degrees and eliminating the required guidelines, with each university being able to define the content of their curricula. The Dean's Conference for Psychology agreed on some recommendations related to core courses, which continued to include the history of psychology and were adopted by the majority of the universities. In 2015, the government established a new national regulation that makes it possible for each university to voluntarily reduce the length of the bachelor's degree to 3 years. Some psychology historians believe that this hypothetical reduction in the length of the degree, along with the already existing general tendency to prioritize applied or practical courses over basic or fundamental ones, could produce an appropriate scenario for the disappearance of the history of psychology course in some universities. (c) 2016 APA, all rights reserved).

Chemistry education for sustainability: Assessing the chemistry curricula at Cardiff University

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Lozano, R.; Watson, M.K.

2013-01-01

As more universities become interested in, and engaged with, sustainability, there has been a growing need to assess how their curricula addresses sustainable development and its myriad issues. Different tools and assessment exercises have looked at course descriptors. This paper presents the

Engineering Faculty Attitudes to General Chemistry Courses in Engineering Curricula

Science.gov (United States)

Garip, Mehmet; Erdil, Erzat; Bilsel, Ayhan

2006-01-01

A survey on the attitudes of engineering faculty to chemistry, physics, and mathematics was conducted with the aim of clarifying the attitudes of engineering faculty to chemistry courses in relation to engineering education or curricula and assessing their expectations. The results confirm that on the whole chemistry is perceived as having a…

Sustainability Champions? Academic Identities and Sustainability Curricula in Higher Education

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Wood, Bronwyn E.; Cornforth, Sue; Beals, Fiona; Taylor, Mike; Tallon, Rachel

2016-01-01

Purpose: The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy. Design/Methodology/Approach: The focus of this paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability…

Medical students' preferences for problem-based learning in relation to culture and personality: a multicultural study.

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Holen, Are; Manandhar, Kedar; Pant, Devendra S; Karmacharya, Biraj M; Olson, Linda M; Koju, Rajendra; Mansur, Dil I

2015-07-19

The aim of this study was to explore positive and negative preferences towards problem-based learning in relation to personality traits and socio-cultural context. The study was an anonymous and voluntary cross-sectional survey of medical students (N=449) in hybrid problem-based curricula in Nepal, Norway and North Dakota. Data was collected on gender, age, year of study, cohabitation and medical school. The PBL Preference Inventory identified students' positive and negative preferences in relation to problem-based learning; the personality traits were detected by the NEO Five-Factor Inventory. The determinants of the two kinds of preferences were analyzed by hierarchical multiple linear regressions. Positive preferences were mostly determined by personality; associations were found with the traits Extra-version, Openness to experience, Conscientiousness and Neuroticism; the first three are related to sociability, curiosity and orderliness, the last, to mental health. The learn-ing environments of such curricula may be supportive for some and unnerving for others who score high on Neuroticism. Negative preferences were rather determined by culture, but also, they correlated with Neuroticism and Conscientiousness. Negative preferences were lower among females and students living in symmetrical relationships. Some high on Conscientiousness disliked group work, and the negative correlation with Agreeableness indicated that less sociable students were not predisposed to this kind of learning activity. Preferences related to problem-based learning were significantly and independently determined both by personality traits and culture. More insights into the nature of students' preferences may guide aspects of curriculum modifications and the daily facilitation of groups.

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards.

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Shernoff, David J; Sinha, Suparna; Bressler, Denise M; Schultz, Dawna

2017-01-01

In this study, we conducted a model of teacher professional development (PD) on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs), and evaluated the impact of the PD on teacher participants' development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL) in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges), provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an "accomplished novice" following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers obtained a basic

Professional field involvement in ICT curricula at the Dutch UaS

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Frederik, J.A.; Brodnik, A.; Lewin, C.

2015-01-01

This paper analyses Dutch accreditation reports in the field of information and communication technology (ICT) to assess the degree of reported involvement of the professional field in the curricula of universities of applied sciences. Qualitative content analysis of the reports of all the ICT

Terrain Analysis in the Course Curricula of the South African Army ...

African Journals Online (AJOL)

The research reported here examined the engineer occupational course curricula presented by the South African Army School of Engineers. Methodology involved examination of all enabling learning objectives for the Corps Training Course (701 ENGR 006), the Troop Officers Course (701 ENGR 103), the Troop ...

Chinese Curricula of Medical Science in the Context of Globalization

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Zeng, Jinyuan

2018-01-01

As China runs towards the forefront of global economic power, people begin to pay growing attention to the quality of life and medical education that play a significant role in sustaining the development by providing healthier labor force. It is evident that in the process of globalization new curricula in line with international standards top…

Honors Thesis Preparation: Evidence of the Benefits of Structured Curricula

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Engel, Steven

2016-01-01

A recent study of honors curricula across the nation indicates that 75.6% of honors programs and colleges at four-year institutions have thesis or capstone requirements (Savage and Cognard-Black). In addition to institutions with thesis requirements, many more also have the option for students to complete theses. For example, an earlier study…

The Nation, Europe, and Migration: A Comparison of Geography, History, and Citizenship Education Curricula in Greece, Germany, and England

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Faas, Daniel

2011-01-01

National curricula are being challenged and transformed by the impact of migration and European integration. This paper examines how cultural diversity and Europe are intertwined in geography, history, and citizenship education curricula in Greece, Germany, and England. This question is explored using quantitative and qualitative methods through a…

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

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.

Indian medical students’ perspectives on problem-based learning experiences in the undergraduate curriculum: One size does not fit all

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Bijli Nanda

2013-10-01

Full Text Available Purpose: Problem-based learning (PBL is a well-established method for facilitating the learning of basic science concepts in the context of clinical cases. Relevant evidence is lacking regarding PBL’s effectiveness and acceptability as perceived by students accustomed to classical traditional teaching in India. Hence, this study gathered students’ opinions on PBL versus Traditional teaching methods to generate a foundation for institutional policymaking and ultimately, changes in the policy of regulatory bodies. Methods: A total of 773 first year medical students admitted from 2007-2010 in Kasturba Medical College Manipal, Manipal University, India were asked to respond to a 15-item questionnaire evaluating their preferences for PBL or traditional methods such as lectures after undergoing a systematically conducted PBL session in physiology. Their responses were analyzed with an unpaired t-test. Their comments were also collected. Results: PBL scored significantly higher for most items in the questionnaire for “learning efficiency” and “student-teacher relationship”. The students’ comments highlighted the importance of a trained tutor/facilitator to enhance the learning process. Conclusion: Our students are willing to adapt to the PBL method, although they recognize certain benefits of traditional pedagogy. For learning efficiency and the student-teacher relationship, the students feel that neither method holds an advantage. We recommend that the future medical curriculum in India be a hybrid form of PBL and traditional methods with specific training on the unfamiliar PBL approach for both faculty and students.

National Curricula in Norway and Finland: The Role of Learning Outcomes

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Mølstad, Christina Elde; Karseth, Berit

2016-01-01

The core curricular category of "learning outcomes" has entered the educational policy scene in Europe. While content-oriented curricula have dominated the Nordic countries, a shift towards outcomes can also be observed. In this article, we describe the fundamental distinctions between "Didaktik" and learning outcomes and…

Integrating Social Determinants of Health into Dental Curricula: An Interprofessional Approach.

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Sabato, Emily; Owens, Jessica; Mauro, Ann Marie; Findley, Patricia; Lamba, Sangeeta; Fenesy, Kim

2018-03-01

Approaching patient care from a holistic perspective, incorporating not only the patient's medical and dental history but also psychosocial history, improves patient outcomes. Practitioners should be trained to provide this style of care through inclusive education, including training working on interprofessional teams. A component of this education must incorporate social determinants of health into the treatment plan. Social determinants of health include income, race/ethnicity, education level, work opportunities, living conditions, and access to health care. Education regarding social determinants of health should be woven throughout dental curricula, including hands-on application opportunities. This education must extend to patient care situations rather than be limited to didactic settings. This article explains the need to incorporate social determinants of health into dental education and illustrates how social determinants education is being addressed in two U.S. dental schools' curricula, including how to weave social determinants of health into interprofessional education. These descriptions may serve as a model for curricular innovation and faculty development across the dental education community.

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.

Diagnostic imaging in pregraduate integrated curricula; Radiologie in einem praegraduellen problembasiert-integrierten Medizincurriculum

Energy Technology Data Exchange (ETDEWEB)

Kainberger, F.; Kletter, K. [Universitaetsklinik fuer Radiodiagnostik, Medizinische Univ. Wien (Austria)

2007-11-15

Pregraduate medical curricula are currently undergoing a reform process that is moving away from a traditional discipline-related structure and towards problem-based integrated forms of teaching. Imaging sciences, with their inherently technical advances, are specifically influenced by the effects of paradigm shifts in medical education. The teaching of diagnostic radiology should be based on the definition of three core competencies: in vivo visualization of normal and abnormal morphology and function, diagnostic reasoning, and interventional treatment. On the basis of these goals, adequate teaching methods and e-learning tools should be implemented by focusing on case-based teaching. Teaching materials used in the fields of normal anatomy, pathology, and clinical diagnosis may help diagnostic radiology to play a central role in modern pregraduate curricula. (orig.)

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.

Moral Reasoning in College Students: Effects of Two General Education Curricula.

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Mustapha, Sherry L.; Seybert, Jeffrey A.

1991-01-01

Two different approaches to the undergraduate general education and liberal arts curricula were studied in terms of moral reasoning for 188 college students. Results reveal more advanced levels of moral reasoning for students in the integrated curriculum organized around decision making than for those in the traditional curriculum. (SLD)

The New Curricula: How Media Literacy Education Transforms Teaching and Learning

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Jolls, Tessa

2015-01-01

As new online and cellular technologies advance, the implications for the traditional textbook model of curricular instruction are profound. The ability to construct, share, collaborate on and publish new instructional materials marks the beginning of a global revolution in curricula development. Research-based media literacy frameworks can be…

The effects of higher education mergers on the resultant curricula of ...

African Journals Online (AJOL)

When institutions merge, numerous aspects such as the curriculum, efficiency, equity, staffing, students, organizational integration and physical integration effects can be either negatively or positively affected.1 This article will focus only on what happens to the curricula of the merged institutions? And what are the effects ...

Unexpected attitudinal growth in a course combining reformed curricula

Directory of Open Access Journals (Sweden)

Michael M. Hull

2016-01-01

Full Text Available In this paper, we show data from the Colorado Learning Attitudes about Science Survey that suggests that Georgetown physics majors become increasingly expert in their attitudes towards physics learning and knowing after taking a course that combines two reformed curricula, Matter and Interactions (M&I and Tutorials in Introductory Physics (TIPs. This occurs even though the two curricula do not send a consistent epistemological message to students. We analyze interview video data of two of these students to illustrate examples of this growth. We examine video data of one of these students in a tutorial session to describe a possible mechanism that may have contributed to the growth. Finally, we compare this qualitative video data with quantitative data from the newly developed Perceptions of Physics Classes survey and discuss aggregate responses to this survey in considering the ways in which other students developed more expertlike attitudes in this course. We conclude that the attitudinal growth observed cannot be explained simply “as the result of” either M&I or of TIPs but rather find the most plausible explanation to be that the growth is an emergent phenomena produced by M&I and TIPs working together in concert with other factors.

Added value and constraints of transdisciplinary case studies in environmental science curricula

NARCIS (Netherlands)

Bootsma, Margien C.; Vermeulen, Walter J V; Van Dijk, Jerry; Schot, Paul P.

2014-01-01

Sustainable development issues are characterised by their multidisciplinary character, and the fact they are not merely an academic exercise but pertain to real-world problems. Academic sustainable development curricula should therefore not only focus on developing the analytical and research skills

Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula

OpenAIRE

Campos-Sánchez, Antonio; López-Núñez, Juan Antonio; Carriel, Víctor; Martín-Piedra, Miguel-Ángel; Sola, Tomás; Alaminos, Miguel

2014-01-01

Background: The students' motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade-motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Methods: Glynn Science Motivation Questionnaire ...

Integrating Online GIS into the K-12 Curricula: Lessons from the Development of a Collaborative GIS in Michigan

Science.gov (United States)

Henry, Paul; Semple, Hugh

2012-01-01

GIS has shown promise in Project Based Learning (PBL) environments, but many obstacles exist in its integration into school curriculums. This article discusses the development and utilization of an online GIS tool that was created to illustrate that the perceptual gap between relevance and ease of use of GIS software can be bridged at the K-12…

Current state of the effectiveness of problem-based learning in prosthodontics: a systematic review.

Science.gov (United States)

Eslami, Ehsan; Bassir, Seyed Hossein; Sadr-Eshkevari, Pooyan

2014-05-01

The aim of this study was to systematically review the available literature on the effectiveness of problem-based learning (PBL) in prosthodontics. Both electronic and manual searches were performed by two reviewers. Of the 440 studies identified, ten met the inclusion criteria (Kappa=0.83). Various assessment tools such as standardized examinations (National Board Dental Examination and North East Regional Board of Dental Examiners exam) (22 percent), tutor evaluation (practical and examinations performance) (20 percent), curriculum time (20 percent) and number of units (10 percent), peer evaluation (10 percent), and self-evaluation (100 percent) were used in the included studies. Thirty percent of the studies adopted a control group for all measurements, 30 percent did for only some measurements, and the others lacked any control group. Although 30 percent of the studies implemented a hybrid PBL, the other studies did not mention the type of PBL. Based on the Effective Public Health Practice Project (EPHPP), all of the included studies were rated as being of weak quality. Heterogeneity across these studies in outcome variables, study designs, levels of PBL intervention, and study population limits any attempt to generalize the outcomes. The generally poor quality assessment outcomes warrant further studies on the effectiveness of PBL in prosthodontics education compared to a non-PBL curriculum.

Experiencing the Implementation of New Inquiry Science Curricula

Science.gov (United States)

Ower, Peter S.

Using a phenomenological methodology, a cohort of four experienced science teachers was interviewed about their experience transitioning from traditional, teacher and fact-centered science curricula to inquiry-based curricula. Each teacher participated in two interviews that focused on their teaching backgrounds, their experience teaching the prior traditional curriculum, and their experience teaching the new inquiry-based curriculum. The findings are presented as a narrative of each teachers' experience with the new curriculum implementation. Analyzing the data revealed four key themes. 1) The teachers felt trapped by the old curriculum as it did not align with their positive views of teaching science through inquiry. 2) The teachers found a way to fit their beliefs and values into the old and new curriculum. This required changes to the curriculum. 3) The teachers attempted to make the science curriculum as meaningful as possible for their students. 4) The teachers experienced a balancing act between their beliefs and values and the various aspects of the curriculum. The revealed essence of the curriculum transition is one of freedom and reconciliation of their beliefs. The teachers experienced the implementation of the new curriculum as a way to ensure their values and beliefs of science education were embedded therein. They treated the new curriculum as a malleable structure to impart their grander ideas of science education (e.g. providing important skills for future careers, creating a sense of wonder, future problem solving) to the students. Their changes were aligned with the philosophy of the curriculum kits they were implementing. Thus, the fidelity of the curriculum's philosophy was not at risk even though the curriculum kits were not taught as written. This study showed that phenomenological methods are able to reveal the relationship between a teacher's prior experiences, values and beliefs and their current instructional philosophy in science

The Role of Comparative Religion Curricula in Intra-Inter Civilizational Dialogue

Science.gov (United States)

Ibrahim, Haslina; Khambali @ Hambali, Khadijah Mohd; Sintang, Suraya; Senin, Nurhanisah; Shaharud-din, Suhaida; Ahmad, Mahmud; Nor, Mohd Roslan Mohd; Kadir, Nor Adina Abdul

2013-01-01

Comparative Religion is seen as an important curricula because it could serve as a mechanism for enhancing cross-cultural religious communication. The authors seek to examine the role of Comparative Religion as an important science for enhancing dialogue skills. Such a communication skill, however, must be developed from both intra- and…

Examining the importance of incorporating emergency preparedness and disaster training core competencies into allied health curricula.

Science.gov (United States)

Curtis, Tammy

2015-01-01

Preparation for responding to emergency events that does not warrant outside help beyond the local community resources or responding to disaster events that is beyond the capabilities of the local community both require first responders and healthcare professionals to have interdisciplinary skills needed to function as a team for saving lives. To date, there is no core emergency preparedness and disaster planning competencies that have been standardized at all levels across the various allied health curricula disciplines. To identify if emergency preparedness and disaster training content are currently being taught in allied health program courses, to identify possible gaps within allied health curricula, and to explore the perceptions of allied health college educators for implementing emergency preparedness and disaster training core competencies into their existing curricula, if not already included. A quantitative Internet-based survey was conducted in 2013. Convenient sample. Fifty-one allied health college educators completed the survey. Descriptive statistics indicated that the majority of allied health college instructors do not currently teach emergency preparedness and disaster training core competency content within their current allied health discipline; however, their perceived level of importance for inclusion of the competencies was high. The results of this study supported the need for developing and establishing a basic national set of standardized core emergency preparedness and disaster planning competencies at all levels across various allied health curricula disciplines to ensure victims receive the best patient care and have the best possible chance of survival.

Problembased learning (PBL) including drama games as a motivating learning approach in interprofessional education (IPE)

DEFF Research Database (Denmark)

Hansen, Bodil Winther; Hatt, Camusa

The university have years of experience with interprofessional student groups, from seven different health professions, learning through participating in an interprofessional module. Evaluations have shown a continuos massive challenge concerning the student´s motivation for learning...... and their level of participation in this three-week course of “Conflict management”. To meet these challenges the university started a project within the frame of problembased learning and drama games. The idea was to develop strategies to motivate students and create a dynamic and stimulating learning...... as an important aspect of carrying out a successful PBL course. Among the students, there was a significantly higher level of satisfaction in the experimental classes than in the comparison classes, regarding 10 out of 12 questions asked about both academic achievement and satisfaction with the learning...

Problem-Based Learning at the Faculty of Medicine of the Université de Montréal: A Situated Cognition Perspective.

Science.gov (United States)

Ntyonga-Pono, Marie-Pierrette

2006-12-01

This study describes the typical case of problem-based learning (PBL) application at the Faculty of Medicine of the Université de Montréal and its analysis from the perspective of situated cognition. I used a typical case study to determine the general model of PBL application and performed my analysis by a global processing of information, against to the conceptual model of situated cognition. A typical PBL tutorial case consists of a meeting of a group of about 8 students with a tutor to discuss a medical problem. Learning objectives are predetermined by faculty and recorded in the tutor's handbook. Broadly speaking, the analysis revealed a certain kind of scaffolding within a "zone of proximal development" (ZPD). The adaptation of PBL at the Faculty of Medicine of the University of Montreal is hybrid, original, and can be related to the model of cognitive apprenticeship, but the tutor's role, however, does not fit the model of cognitive apprenticeship completely.

Making the invisible, visible: challenging the knowledge structures inherent in International Relations Theory in order to create knowledge plural curricula

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Jacqueline de Matos-Ala

2018-02-01

Full Text Available Abstract This article problematizes the lack of plurality of knowledges in International Relations theory curricula. The increase in knowledges and scholarship from the South has not seemingly filtered into International Relations theory curricula significantly. Thus Western knowledges still dominates the narrative. It investigates how knowledge structures inherent in the discipline coupled with Western centric ontology and epistemology function to exclude or marginalize knowledge that does not conform to specific criteria. I demonstrate how the third year IR theory curriculum at Wits University, has engaged with discipline’s knowledge structures as well as its ontology and epistemology to develop a knowledge plural curricula.

Training in radiological protection: Curricula and programming

International Nuclear Information System (INIS)

1964-01-01

An important activity of the International Atomic Energy Agency is the promotion of training in radiological protection. Through its organized training courses, its fellowship training programme and its field experts, the Agency has assisted many Member States to train an essential group of scientists in radiological protection. Many Member States are now developing their own national training programmes in radiological protection and this report has been prepared to provide the guidance that may be required in this development. In the report the various types of training which are encountered in a radiological protection programme are fully discussed, curricula are suggested and examples of established training courses are annexed

The treatment of differences in developmental, psychomotor and critical curricula for physical education

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Pedro Xavier Russo Bonetto

2017-05-01

Full Text Available Difference, as cultural identity, appears as an urgent demand in the curricula for all school subjects. Therefore, this paper aims at identifying the treatment given to differences by some of the most relevant proposals in the physical education area. Three Brazilian works were analyzed for having influenced the dissemination of psychomotor (FREIRE, 1989, developmental (TANI et al., 1988 and critical-overcoming (SOARES et al., 1992 curricula. The results revealed a conservative perspective based (a on the assimilation of differences or (b on the humanistic appropriation supported by the belief of the equality principle disregarding issues such as ethnicity, genre or sexuality. The conclusion is that, in both cases, integrating the different cultural groups to the dominant culture is sought so that everybody can compete as equals in the modern capitalist society.

National Kitchen Research Survey. A Report to the Curricula Advisory Committee.

Science.gov (United States)

National Craft Curricula and Certification Board for the Hotel, Catering and Tourism Industry, Dublin (Ireland).

In 1983, as part of its overall review of craft catering education and training in Ireland, the National Craft Curricula and Certification Board commissioned a nationwide research study of the trends and developments in professional kitchen practice in all sectors of the hotel and catering industry. The study was conducted through interviews with…

Palliative care nursing education features more prominently in 2015 than 2005: Results from a nationwide survey and qualitative analysis of curricula.

Science.gov (United States)

Martins Pereira, Sandra; Hernández-Marrero, Pablo

2016-10-01

Making palliative care accessible to all citizens who are in need of this type of care requires effective policies and education. Moreover, healthcare professionals have an ethical and legal responsibility to ensure quality palliative care. Nevertheless, palliative care has had traditionally a limited emphasis in healthcare professionals' undergraduate education. To study the current status of palliative care education in nursing undergraduate curricula and compare 2005 and 2015 findings. An online survey was sent to all state schools providing nursing undergraduate education in Portugal (N = 21). The survey assessed if and how palliative care was included in the curricula, and whether or not national and international recommendations for palliative care nursing education were followed. Further analysis included the content of available curricula/syllabi. A total of 19 schools completed the survey (90% of response rate). These institutions are geographically dispersed and representative of state nursing educational institutions in Portugal. In 2015, all participant schools integrated palliative care in their curricula; nine schools had palliative care as an independent curricular unit (an 800% increase compared to 2005). While in 2005, only 14 out of 23 (61%) schools included palliative care explicitly in their curricula; in 2015, all 19 participant schools did so. National and international recommendations were followed. The inclusion of palliative care within nursing undergraduate curricula strongly increased from 2005 to 2015. Further research is needed to understand the contribution of education in the access, care provision, quality and development of palliative care in this country. © The Author(s) 2016.

Financial Education Through Mathematics and IT Curricula: Pocket Money Management

OpenAIRE

Gortcheva, Iordanka

2013-01-01

Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2013 Mathematics and IT classes in the Bulgarian school provide various opportunities for developing students’ logical, mathematical, and technological thinking. Being an important part of mathematical literacy, financial literacy can be systematically built in the frame of national mathematics and IT curricula. Following that objective, exemplary word problems ...

Comparing large lecture mechanics curricula using the Force Concept Inventory: A five thousand student study

Science.gov (United States)

Caballero, Marcos D.; Greco, Edwin F.; Murray, Eric R.; Bujak, Keith R.; Jackson Marr, M.; Catrambone, Richard; Kohlmyer, Matthew A.; Schatz, Michael F.

2012-07-01

The performance of over 5000 students in introductory calculus-based mechanics courses at the Georgia Institute of Technology was assessed using the Force Concept Inventory (FCI). Results from two different curricula were compared: a traditional mechanics curriculum and the Matter & Interactions (M&I) curriculum. Both were taught with similar interactive pedagogy. Post-instruction FCI averages were significantly higher for the traditional curriculum than for the M&I curriculum; the differences between curricula persist after accounting for factors such as pre-instruction FCI scores, grade point averages, and SAT scores. FCI performance on categories of items organized by concepts was also compared; traditional averages were significantly higher in each concept. We examined differences in student preparation between the curricula and found that the relative fraction of homework and lecture topics devoted to FCI force and motion concepts correlated with the observed performance differences. Concept inventories, as instruments for evaluating curricular reforms, are generally limited to the particular choice of content and goals of the instrument. Moreover, concept inventories fail to measure what are perhaps the most interesting aspects of reform: the non-overlapping content and goals that are not present in courses without reform.

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

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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…

A Comprehensive Survey of Preclinical Microbiology Curricula Among US Medical Schools.

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Melber, Dora J; Teherani, Arianne; Schwartz, Brian S

2016-07-15

A strong foundational understanding of microbiology is crucial for the 21st century physician. Given recent major advances in medical microbiology, curricular changes will likely be needed. Before transforming curricula, we must first obtain a comprehensive understanding of contemporary medical student microbiology education. We disseminated a 38-question survey to microbiology course directors and curriculum deans at 142 US medical schools accredited by the Liason Committee on Medical Education. Survey questions focused on course leadership, curricular structure, course content, and educator perceptions about microbiology education locally and nationally. One hundred and four (73%) of 142 schools completed the survey. Ninety-four (90%) schools identified a course director. Of these, 48% were led by microbiologists alone, 23% co-led by a microbiologist and a clinician, 20% by a clinician alone, and 8% by a laboratory medicine physician with or without a co-director. At 55 (53%) schools, the curricula were organized in a single block or course and at 47 (45%) it was integrated into other curricula. Areas of emerging importance, such as antimicrobial stewardship, global health, infection control, and the microbiome, were addressed at 66%, 65%, 64%, and 47% of institutions, respectively. Respondents reported the following concerns: challenges integrating microbiology into other courses, reduced total teaching hours, and difficulty balancing basic and clinical science topics. Preclinical microbiology course directors report significant challenges in meeting the needs of changing curriculum structure and content. Enhanced local collaboration between microbiologists and clinicians, as well as national collaboration among relevant societies to design best practices and support research, may be strategies for future success. © The Author 2016. Published by Oxford University Press for the Infectious Diseases Society of America. All rights reserved. For permissions, e

First simultaneous measurements of peroxyacetyl nitrate (PAN) and ozone at Nam Co in the central Tibetan Plateau: impacts from the PBL evolution and transport processes

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Xu, Xiaobin; Zhang, Hualong; Lin, Weili; Wang, Ying; Xu, Wanyun; Jia, Shihui

2018-04-01

Both peroxyacetyl nitrate (PAN) and ozone (O3) are key photochemical products in the atmosphere. Most of the previous in situ observations of both gases have been made in polluted regions and at low-altitude sites. Here we present the first simultaneous measurements of PAN and O3 at Nam Co (NMC; 30°46' N, 90°57' E, 4745 m a.s.l.), a remote site in the central Tibetan Plateau (TP). The observations were made during summer periods in 2011 and 2012. The PAN levels averaged 0.36 ppb (range: 0.11-0.76 ppb) and 0.44 ppb (range: 0.21-0.99 ppb) during 17-24 August 2011 and 15 May to 13 July 2012, respectively. The O3 level varied from 27.9 to 96.4 ppb, with an average of 60.0 ppb. Profound diurnal cycles of PAN and O3 were observed with minimum values around 05:00 LT, steep rises in the early morning, and broader platforms of high values during 09:00-20:00 LT. The evolution of the planetary boundary layer (PBL) played a key role in shaping the diurnal patterns of both gases, particularly the rapid increases of PAN and O3 in the early morning. Air entrainment from the free troposphere into the PBL seemed to cause the early-morning increase and be a key factor for sustaining the daytime high concentrations of both gases. The days with higher daytime PBL (about 3 km) showed stronger diurnal variations in both gases and were mainly distributed in the drier pre-monsoon period, while those with shallower daytime PBL (about 2 km) showed minor diurnal variations and were mainly distributed in the humid monsoon period. Episodes of higher PAN levels were occasionally observed at NMC. These PAN episodes were caused either by rapid downward transport of air masses from the middle/upper troposphere or by long-range transport of PAN plumes from north India, north Pakistan, and Nepal. The maximum PAN level in the downward transport cases ranged from 0.5 to 0.7 ppb. In the long-range transport case, the PAN level varied in the range of 0.3-1.0 ppb, with an average of 0.6 ppb. This long

Perbedaan hasil belajar fisika siswa antara model pembelajaran Problem Based Learning (PBL dengan model pembelajaran Prediction, Observation, and Explanation (POE di kelas X SMA Negeri 5 Lubuklinggau

Directory of Open Access Journals (Sweden)

Tri Ariani

2016-11-01

Full Text Available Penelitian ini bertujuan untuk mengetahui Perbedaan Hasil Belajar Fisika Siswa antara Model Pembelajaran Problem Based Learning (PBL dengan Model Pembelajaran Prediction, Observation, And Explanation (POE di Kelas X SMA Negeri 5 Lubuklinggau Tahun Pelajaran 2015/2016. Jenis penelitian ini adalah penelitian kuantitatif dengan metode penelitian eksperimen semu yang dilaksanakan dengan membandingkan kelompok eksperimen I dan kelompok eksperimen II desain penelitian  ini pre-test post-test group design. Populasi penelitian ini adalah seluruh siswa kelas X SMA Negeri 5 Lubuklinggau Tahun Pelajaran 2015/2016, yang terdiri dari 314 siswa dari 9 kelas. Pengambilan sampel dilakukan secara acak (Simple Random Sampling dengan cara pengundian nomor kelas populasi. Pengumpulan data berupa tes, data tes yang sudah dianalisis dengan uji-t, pada taraf  a= 0,05, diperoleh thitung > ttabel (2,17 > 2,00. Rata-rata akhir hasil belajar fisika kelas eksperimen I sebesar 73,4 sedangkan pada kelas kelas eksperimen II  sebesar 69,14. Sehingga dapat disimpulkan ada Perbedaan Hasil Belajar Fisika Siswa antara Model Pembelajaran Problem Based Learning (PBL Dengan Model Pembelajaran Prediction, Observation, And Explanation (POE Di Kelas X SMA Negeri 5 Lubuklinggau Tahun Pelajaran 2015/2016. The aim of this research was to find out the Comparative Results Between Students Studying Physics Learning Model Problem Based Learning (PBL with Learning Model Prediction, Observation, And Explanation (POE in the Class X SMAN 5 Lubuklinggau 2015/2016 Academic Year . This research was a quantitative research methods of experimental research conducted by comparing the experimental group I and group II experimental research design was a pre-test post-test group design. As the population in this research were all students of class X SMA Negeri 5 Lubuklinggau Academic Year 2015/2016, consisting of 314 students from the ninth grade. Sampling is done randomly (Simple Random Sampling by

Thoughts About Nursing Curricula: Dark Clouds and Bright Lights.

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Turkel, Marian C; Fawcett, Jacqueline; Amankwaa, Linda; Clarke, Pamela N; Dee, Vivien; Eustace, Rosemary; Hansell, Phyllis Shanley; Jones, Dorothy A; Smith, Marlaine C; Zahourek, Rothlyn

2018-04-01

In this essay, several nurse scholars who are particularly concerned about the contemporary state of nursing science present their concerns about the inclusion of nursing conceptual models and theories in the curricula of nursing programs (dark clouds) and ways in which the concerns have been addressed (bright lights). This essay is the second of two essays that were catalyzed by Barrett's paper, "Again, What Is Nursing Science?" The first essay was published in the previous issue of Nursing Science Quarterly.

Tale of Two Curricula: The Performance of 2000 Students in Introductory Electromagnetism

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Kohlmyer, Matthew A.; Caballero, Marcos D.; Catrambone, Richard; Chabay, Ruth W.; Ding, Lin; Haugan, Mark P.; Marr, M. Jackson; Sherwood, Bruce A.; Schatz, Michael F.

2009-01-01

The performance of over 2000 students in introductory calculus-based electromagnetism (E&M) courses at four large research universities was measured using the Brief Electricity and Magnetism Assessment (BEMA). Two different curricula were used at these universities: a traditional E&M curriculum and the Matter & Interactions (M&I)…

Teaching of ophthalmology in undergraduate curricula: a survey of Australasian and Asian medical schools.

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Fan, Jennifer C; Sherwin, Trevor; McGhee, Charles N J

2007-01-01

Despite established international guidelines on preferred teaching components for ophthalmology in undergraduate curricula, with increasingly less specialty-based undergraduate teaching within curricula, teaching of core ophthalmology knowledge and skills may become marginalized. This survey aims to evaluate the current state of undergraduate ophthalmology teaching in Australasia and proximate Asian medical schools. A questionnaire was developed to determine the content and extent of ophthalmology teaching in the undergraduate medical curriculum. The questionnaire was sent to 25 medical schools throughout Australasia and Asia. Nineteen of the 25 questionnaires were returned (76% response rate). Ophthalmology teaching programmes ranged from 2 to 20 days: five (26%) medical schools having one ophthalmology attachment; six schools (32%) two attachments; and the remainder three or more. Only seven of the schools taught all 13 ophthalmology topics recommended in current curriculum guidelines. Ocular examination (100%), lens and cataract (95%) and ocular manifestations of systemic disease (95%) were the most commonly taught topics, with intraocular tumours only covered by 10 schools (53%). Students in 14 schools (74%) attended ophthalmology operating theatre, but only two schools (11%) offered attendance at optometry clinics. Ten schools (53%) required a pass in ophthalmology to complete the academic year. Ophthalmology may increasingly be a small, or even absent, component of undergraduate medical curricula. Despite established international ophthalmology curriculum guidelines, this survey highlights significant lack of uniformity in their implementation.

Preparing educators for problem-based and community-based curricula: a student's experiences.

Science.gov (United States)

Dana, N

1997-03-01

The Department of Nursing at the University of Natal Durban (UND) introduced a one year Masters Degree in Progressive Education for Health Professionals in 1996, the aim of which is to prepare educators of health professionals to understand better innovative methods of teaching, learning and more specifically problem-based learning (PBL) and community-based education (CBE). The author of this paper is a registered nurse and this paper focuses on her experiences as a student in this programme. Most of the experiences gained are related to the use of a Personal and Academic Development Portfolio, which covered activities from both her own classes and those related to facilitation of basic student's learning.

A survey of anthropometry and physical accommodation in ergonomics curricula.

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Garneau, Christopher J; Parkinson, Matthew B

2016-01-01

The size and shape of users are an important consideration for many products and environments. Designers and engineers in many disciplines must often accommodate these attributes to meet objectives such as fit and safety. When practitioners have academic training in addressing these issues, it is typically through courses in Human Factors/Ergonomics (HF/E). This paper investigates education related to physical accommodation and offers suggestions for improvement. A survey was conducted wherein 21 instructors at 18 universities in the United States provided syllabi for 29 courses, which were analysed to determine topics related to anthropometry and resources used for the courses. The results show that within the U.S., anthropometry is covered in the majority of courses discussing physical ergonomics, but important related concepts were often omitted (e.g., digital human modelling, multivariate accommodation and variability across global populations). Curricula could be improved by incorporating more accurate anthropometry, multivariate problems and interactive online tools. This paper describes a study investigating collegiate ergonomics courses within the U.S. in the area of physical accommodation. Course schedules and texts were studied for their treatment of several topics related to accommodating the spatial requirements (anthropometry) of users. Recommendations are made for improving course curricula.

A Study of the FEPAC Accredited Graduate Forensic Science Programs' Curricula

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Rushton, Catherine Genice

2016-01-01

The National Institute of Justice (1999) and the National Academy of Sciences (2009) recommended that forensic science training shift from on-the-job training to formal education; however, the reports cited inconsistencies in the curricula of the forensic science degree programs as an impediment to this. The Forensic Science Education Programs…

Introduction of Life Cycle Assessment and Sustainability Concepts in Chemical Engineering Curricula

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Gallego-Schmid, Alejandro; Schmidt Rivera, Ximena C.; Stamford, Laurence

2018-01-01

Purpose: The implementation of life cycle assessment (LCA) and carbon footprinting represents an important professional and research opportunity for chemical engineers, but this is not broadly reflected in chemical engineering curricula worldwide. This paper aims to present the implementation of a coursework that is easy to apply, free of cost,…

Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review

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Carnahan, Heather; Herold, Jodi

2015-01-01

ABSTRACT Purpose: To review the literature on simulation-based learning experiences and to examine their potential to have a positive impact on physiotherapy (PT) learners' knowledge, skills, and attitudes in entry-to-practice curricula. Method: A systematic literature search was conducted in the MEDLINE, CINAHL, Embase Classic+Embase, Scopus, and Web of Science databases, using keywords such as physical therapy, simulation, education, and students. Results: A total of 820 abstracts were screened, and 23 articles were included in the systematic review. While there were few randomized controlled trials with validated outcome measures, some discoveries about simulation can positively affect the design of the PT entry-to-practice curricula. Using simulators to provide specific output feedback can help students learn specific skills. Computer simulations can also augment students' learning experience. Human simulation experiences in managing the acute patient in the ICU are well received by students, positively influence their confidence, and decrease their anxiety. There is evidence that simulated learning environments can replace a portion of a full-time 4-week clinical rotation without impairing learning. Conclusions: Simulation-based learning activities are being effectively incorporated into PT curricula. More rigorously designed experimental studies that include a cost–benefit analysis are necessary to help curriculum developers make informed choices in curriculum design. PMID:25931672

Evolution of Canadian nursing curricula: a critical retrospective analysis of power and caring.

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Anthony, Susan E; Landeen, Janet

2009-01-01

The evolution of Canadian nursing curricula has mutually influenced and reflected nursing's historical course: nursing practice and education are inextricably linked. This paper is a critical retrospective analysis of the evolution of nursing curricula in Canada from the 20th century to the present. Falk Rafael's (1996) dialectic exploration of power and caring in nursing guides the analysis. An ordered, assimilated, and empowered curriculum development framework results. Foucault's (1980) work in the sociology of knowledge and Belenky, Clinchy, Goldberger, and Tarule's (1986) epistemological conceptualization of women's knowledge development are incorporated. The intricacies of the relationship between nursing curriculum development and Canadian history, the navigation of societal paradoxes that mutually drive and inform education and practice, and the instrumental need for nursing education research are considered. A fourth and new dialectic layer is suggested that places nursing on the inter-professional team of architects of a co-constructed emancipatory curriculum.

A set of vertically integrated inquiry-based practical curricula that develop scientific thinking skills for large cohorts of undergraduate students.

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Zimbardi, Kirsten; Bugarcic, Andrea; Colthorpe, Kay; Good, Jonathan P; Lluka, Lesley J

2013-12-01

Science graduates require critical thinking skills to deal with the complex problems they will face in their 21st century workplaces. Inquiry-based curricula can provide students with the opportunities to develop such critical thinking skills; however, evidence suggests that an inappropriate level of autonomy provided to underprepared students may not only be daunting to students but also detrimental to their learning. After a major review of the Bachelor of Science, we developed, implemented, and evaluated a series of three vertically integrated courses with inquiry-style laboratory practicals for early-stage undergraduate students in biomedical science. These practical curricula were designed so that students would work with increasing autonomy and ownership of their research projects to develop increasingly advanced scientific thinking and communication skills. Students undertaking the first iteration of these three vertically integrated courses reported learning gains in course content as well as skills in scientific writing, hypothesis construction, experimental design, data analysis, and interpreting results. Students also demonstrated increasing skills in both hypothesis formulation and communication of findings as a result of participating in the inquiry-based curricula and completing the associated practical assessment tasks. Here, we report the specific aspects of the curricula that students reported as having the greatest impact on their learning and the particular elements of hypothesis formulation and communication of findings that were more challenging for students to master. These findings provide important implications for science educators concerned with designing curricula to promote scientific thinking and communication skills alongside content acquisition.

Future Directions of Management Science and Operations Management in Business School Curricula

Science.gov (United States)

Fuller, Jack A.; Denton, James W.

2006-01-01

The fields of Management Science (MS) and Operations Management (OM) have co-existed in business school curricula for over a half century. This paper examines five trends that point toward a bright future for Operations Management in the business curriculum. These trends include an increasing emphasis on global competition, the growth of the…

Conceptual Demand of Science Curricula: A Study at the Middle School Level

Science.gov (United States)

Calado, Sílvia; Neves, Isabel P.; Morais, Ana M.

2013-01-01

This article addresses the issue of the level of conceptual demand of science curricula by analysing the case of the current Portuguese Natural Sciences curriculum for middle school. Conceptual demand is seen in terms of the complexity of cognitive skills, the complexity of scientific knowledge and the intra-disciplinary relations between distinct…

Bioinformatics in Middle East Program Curricula--A Focus on the Arabian Gulf

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Loucif, Samia

2014-01-01

The purpose of this paper is to investigate the inclusion of bioinformatics in program curricula in the Middle East, focusing on educational institutions in the Arabian Gulf. Bioinformatics is a multidisciplinary field which has emerged in response to the need for efficient data storage and retrieval, and accurate and fast computational and…

Development of a Pedagogical Model to Help Engineering Faculty Design Interdisciplinary Curricula

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Navarro, Maria; Foutz, Timothy; Thompson, Sidney; Singer, Kerri Patrick

2016-01-01

The purpose of this study was to develop a model to help engineering faculty overcome the challenges they face when asked to design and implement interdisciplinary curricula. Researchers at a U.S. University worked with an Interdisciplinary Consultant Team and prepared a steering document with Guiding Principles and Essential Elements for the…

An Evaluation of Health and Sexuality Education in Turkish Elementary School Curricula

Science.gov (United States)

Bikmaz, Fatma Hazir; Guler, Duygu S.

2007-01-01

Research was undertaken to evaluate whether and to what extent the health-related domains, including sexuality education, specified by the Development of Health Awareness in Adolescent Project Science Committee overlapped with the goals and objectives of the 2002/03 elementary school curricula (grades one to eight; ages 7-14 years) in Turkey. For…

The Nature of Science in Science Curricula: Methods and Concepts of Analysis

Science.gov (United States)

Ferreira, Sílvia; Morais, Ana M.

2013-01-01

The article shows methods and concepts of analysis of the nature of science in science curricula through an exemplary study made in Portugal. The study analyses the extent to which the message transmitted by the Natural Science curriculum for Portuguese middle school considers the nature of science. It is epistemologically and sociologically…

A Review of the School Science Curricula in Eleven High Achieving Jurisdictions

Science.gov (United States)

Hollins, Martin; Reiss, Michael J.

2016-01-01

The last two decades have seen unprecedented interest in science curricula, with many governments seeing improvements in the performance of their school students in science as key to future economic prosperity. We present the results of an analysis of the curriculum documents for primary and secondary science in Australia (New South Wales and…

Trends in violence education in family medicine residency curricula.

Science.gov (United States)

Cronholm, Peter F; Singh, Vijay; Fogarty, Colleen T; Ambuel, Bruce

2014-09-01

Violence is a significant public health issue with far-reaching implications for the health of individuals and their communities. Our objective was to describe trends in violence-related training in family medicine residency programs since the last national survey was conducted in 1997. Surveys were sent to 337 US family medicine residency programs with the program director having active Society of Teachers of Family Medicine (STFM) membership. Measures included residency setting and characteristics, violence-related curricular content, teaching techniques and personnel, timing of content, and impact of changes in Residency Review Committee (RRC) and Accreditation Council for Graduate Medical Education (ACGME) requirements. Descriptive statistics and bivariate analyses comparing measures across time were used. A total of 201 (60%) surveys were completed. The most common violence curricula was child (83%) and elder abuse (76%), and the most common teachers of violence-related content were family physicians, psychologists, and social workers. The most common teaching methods were clinical precepting (94%), lectures (90%), case vignettes (71%), and intimate partner violence (IPV) shelter experiences (67%). ACGME and RRC changes were not reflected in self-reported measures of curricular emphasis or time. Violence curricular content and number of hours has been constant in family medicine residencies over time. An increase in the reported use of active learning strategies was identified as a trend across surveys. Next steps for violence curricula involve assessment of residents' competency to identify and intervene in violence.

Carnegie Learning Curricula and Cognitive Tutor[R] Software. What Works Clearinghouse Intervention Report

Science.gov (United States)

What Works Clearinghouse, 2010

2010-01-01

The combination of "Carnegie Learning Curricula and Cognitive Tutor[R] Software" merges algebra textbooks with interactive software developed around an artificial intelligence model that identifies strengths and weaknesses in an individual student's mastery of mathematical concepts. The software customizes prompts to focus on areas in…

National standards for high school psychology curricula.

Science.gov (United States)

2013-01-01

The National Standards for High School Psychology Curricula attempts to represent current knowledge in the field of psychology in developmentally appropriate ways. Psychology is a popular high school course, one that can introduce students to scientific ideas and engage students in the learning process. However, it is difficult for even the best of teachers to present all of psychology in a single course for students who begin with virtually no formal knowledge of psychology. The standards presented here constitute the first of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These standards provide curricular benchmarks for student learning in the high school course.

The Preparation of Students from National Science Foundation-Funded and Commercially Developed High School Mathematics Curricula for their First University Mathematics Course

Science.gov (United States)

Harwell, Michael; Post, Thomas R.; Cutler, Arnie; Maeda, Yukiko; Anderson, Edwin; Norman, Ke Wu; Medhanie, Amanuel

2009-01-01

The selection of K-12 mathematics curricula has become a polarizing issue for schools, teachers, parents, and other educators and has raised important questions about the long-term influence of these curricula. This study examined the impact of participation in either a National Science Foundation-funded or commercially developed mathematics…

"Europe" as an Alibi: An Overview of Twenty Years of Policy, Curricula and Textbooks in the Republic of Cyprus--and Their Review

Science.gov (United States)

Philippou, Stavroula

2012-01-01

This article compares discourses on "Europe" in Greek-Cypriot policy, curricula and textbooks over approximately the last twenty years, from the early 1990s, when Cyprus applied for European Union (EU) membership, until 2011-12, the school year during which the recently revised curricula were gradually introduced to schools for…

Medien im Lehramtsstudium für die Sekundarstufe in Österreich. Eine quantitativ-inhaltsanalytische Lehrplananalyse von vier Curricula.

Directory of Open Access Journals (Sweden)

Christian Swertz

2015-12-01

Full Text Available Medien sind für Erziehung und Unterricht notwendig sowie im Alltag, in der Politik und der Ökonomie relevant. Daher ist zu erwarten, dass Medien in den Curricula für die Lehramtsausbildung im Sekundarbereich vorkommen. Ob diese Erwartung zutrifft, wird an vier Curricula für den Sekundarbereich mit einem quantitativen inhaltsanalytischen Verfahren untersucht. Die Ergebnisse zeigen, dass Medien im Allgemeinen und Medienpädagogik, Medienkompetenz und Mediendidaktik im Besonderen nur selten vorkommen und die meisten der seltenen Vorkommnisse irrelevant sind.

Teacher Perceptions of Their Curricular and Pedagogical Shifts: Outcomes of a Project-Based Model of Teacher Professional Development in the Next Generation Science Standards

Directory of Open Access Journals (Sweden)

David J. Shernoff

2017-06-01

Full Text Available In this study, we conducted a model of teacher professional development (PD on the alignment of middle and high school curricula and instruction to the Next Generation Science Standards (NGSSs, and evaluated the impact of the PD on teacher participants’ development. The PD model included a 4-day summer academy emphasizing project-based learning (PBL in the designing of NGSS-aligned curricula and instruction, as well as monthly follow-up Professional Learning Community meetings throughout the year providing numerous opportunities for teachers to develop and implement lesson plans, share results of lesson writing and implementation (successes and challenges, provide mutual feedback, and refine curricula and assessments. Following the summer academy, six female teachers were interviewed about their current conceptualizations of NGSS, the extent of curricular shifts made that are required by NGSS, their self-perceptions regarding their level of accomplishment in curriculum writing, and the benefits of the PD in reaching their goals related to NGSS. Interviews were supplemented with an analysis of lesson plans written while participating in the PD program. The interviewed teachers suggested that they had made important conceptual and pedagogical shifts required by NGSS as they participated in the PD, and also noted a variety of challenges as they made this shift. While all teachers were relative novices at NGSS curriculum writing before the PD, most of the teachers interviewed felt that they had achieved the status of an “accomplished novice” following the summer academy. An analysis of their written lessons suggested a great range in the extent to which teachers effectively applied their understanding of NGSS to write lessons aligned to NGSS. Interviewed teachers believed that the PD model was helpful to their development as science teachers, and all reported that there were no aspects of the PD that were not helpful. Even though most teachers

Nursing philosophy: A review of current pre registration curricula in the UK.

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Mackintosh-Franklin, Carolyn

2016-02-01

Nursing in the UK has been subject to criticism for failing to provide care and compassion in practice, with a series of reports highlighting inadequacies in care. This scrutiny provides nursing with an ideal opportunity to evaluate the underpinning philosophy of nursing practice, and for nurse educators to use this philosophy as the basis for programmes which can inculcate neophyte student nurses with a fundamental understanding of the profession, whilst providing other health care professionals and service users with a clear representation of professional nursing practice. The key word philosophy was used in a systematic stepwise descriptive content analysis of the programme specifications of 33 current undergraduate programme documents, leading to an undergraduate award and professional registration as a nurse. The word philosophy featured minimally in programme specification documents, with 12 (36%) documents including it. Its use was superficial in 3 documents and focused on educational philosophy in a further 3 documents. 2 programme specifications identified their philosophy as the NMC (2010) standards for pre-registration nurse education. 2 programme specifications articulated a philosophy specific to that programme and HEI, focusing on caring, and 2 made reference to underpinning philosophies present in nursing literature; the Relationship Centred Care Approach, and The Humanising Care Philosophy. The philosophy of nursing practice is not clearly articulated in pre-registration curricula. This failure to identify the fundamental nature of nursing is detrimental to the development of the profession, and given this lack of direction it is not surprising that some commentators feel nursing has lost its way. Nurse educators must review their current curricula to ensure that there is clear articulation of nursing's professional philosophical stance, and use this as the framework for pre-registration curricula to support the development of neophyte nursing

Account of the contribution of the Netherlands Environmental Assessment Agency (PBL) to the Working Group 'Broad Reconsideration Energy and Climate'

International Nuclear Information System (INIS)

2010-04-01

In twenty policy areas various working groups have studied variants that can lead to a 20% budget cut in the government budgets of the Netherlands, which must be realized in 2015. The aim of the reconsiderations is to use less government means to realize the same results, or even better results if possible. The broad reconsideration in the field of energy and climate focuses on the expenditure for renewable energy and energy efficiency, mitigating (inter)national climate policy and fiscal benefits. In this report the PBL gives account of its contribution to the Working Group 'Broad Reconsideration Energy and Climate'. [nl

Using the SOLO Taxonomy to Analyze Competence Progression of University Science Curricula

Science.gov (United States)

Brabrand, Claus; Dahl, Bettina

2009-01-01

During 2007 all Danish university curricula were reformulated to explicitly state course objectives due to the adoption of a new Danish national grading scale which stipulated that grades were to be given based on how well students meet explicit course objectives. The Faculties of Science at University of Aarhus and University of Southern Denmark…

Holocaust Education: Analysis of Curricula and Frameworks: A Case Study of Illinois

Science.gov (United States)

Ragland, Rachel G.; Rosenstein, Daniel

2014-01-01

This article addresses how far educational institutions have come in designing authentic and meaningful curricula for teaching the Holocaust at the secondary level. Examined in this article are the historical development of Holocaust education in the United States, with a focus on the state of Illinois as a case study, what contributes to the…

Redesigning Curricula in Geology and Geophysics

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Sparks, D. W.; Ewing, R. C.; Fowler, D.; Macik, M.; Marcantonio, F.; Miller, B.; Newman, J.; Olszewski, T.; Reece, R.; Rosser, S.

2015-12-01

In the summer of 2014, the Texas A&M Department of Geology and Geophysics partnered with the Texas A&M Center for Teaching Excellence to implement TAMU's curriculum revision process: a data-informed, faculty-driven, educational-developer-supported rebuilding of our degree programs and course offerings. The current curricula (B.S. and B.A. in Geology, B.S. in Geophysics) were put into place in 1997, following the merger of two separate departments. The needs and capabilities of the Department and the student body have changed significantly since that time: more than 50% turnover of the faculty, a rapidly-changing job climate for geologists and geophysicists, and a nearly five-fold increase in the undergraduate population to over 500 majors in Fall 2015. Surveys of former students, employers and faculty at other universities revealed more reasons to address the curriculum. Some of the most desired skills are also those at which our graduates feel and are perceived to be least prepared: oral communication and the ability to learn software packages (skills that are most challenging to teach with growing class sizes). The challenge facing the Department is to accommodate growing student numbers while maintaining strength in traditional instructor-intensive activities such as microscopy and field mapping, and also improving our graduates' non-geological skills (e.g., communication, software use, teamwork, problem-solving) to insulate them from volatility in the current job market. We formed the Curriculum Study Group, consisting of faculty, graduate students, advisors and curriculum experts, to gather and analyze data and define the knowledge and skill base a graduate of our department must have. In addition to conducting external surveys, this group interviewed current students and faculty to determine the strengths and weaknesses of our program. We developed program learning goals that were further specified into over fifty criteria. For each criteria we defined

First simultaneous measurements of peroxyacetyl nitrate (PAN and ozone at Nam Co in the central Tibetan Plateau: impacts from the PBL evolution and transport processes

Directory of Open Access Journals (Sweden)

X. Xu

2018-04-01

Full Text Available Both peroxyacetyl nitrate (PAN and ozone (O3 are key photochemical products in the atmosphere. Most of the previous in situ observations of both gases have been made in polluted regions and at low-altitude sites. Here we present the first simultaneous measurements of PAN and O3 at Nam Co (NMC; 30°46′ N, 90°57′ E, 4745 m a.s.l., a remote site in the central Tibetan Plateau (TP. The observations were made during summer periods in 2011 and 2012. The PAN levels averaged 0.36 ppb (range: 0.11–0.76 ppb and 0.44 ppb (range: 0.21–0.99 ppb during 17–24 August 2011 and 15 May to 13 July 2012, respectively. The O3 level varied from 27.9 to 96.4 ppb, with an average of 60.0 ppb. Profound diurnal cycles of PAN and O3 were observed with minimum values around 05:00 LT, steep rises in the early morning, and broader platforms of high values during 09:00–20:00 LT. The evolution of the planetary boundary layer (PBL played a key role in shaping the diurnal patterns of both gases, particularly the rapid increases of PAN and O3 in the early morning. Air entrainment from the free troposphere into the PBL seemed to cause the early-morning increase and be a key factor for sustaining the daytime high concentrations of both gases. The days with higher daytime PBL (about 3 km showed stronger diurnal variations in both gases and were mainly distributed in the drier pre-monsoon period, while those with shallower daytime PBL (about 2 km showed minor diurnal variations and were mainly distributed in the humid monsoon period. Episodes of higher PAN levels were occasionally observed at NMC. These PAN episodes were caused either by rapid downward transport of air masses from the middle/upper troposphere or by long-range transport of PAN plumes from north India, north Pakistan, and Nepal. The maximum PAN level in the downward transport cases ranged from 0.5 to 0.7 ppb. In the long-range transport case, the PAN level varied in the

Programs that Internationalize Nursing Curricula in Baccalaureate Schools of Nursing in the United States.

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Lindquist, Gay J.

1986-01-01

Results of a national survey of baccalaureate nursing programs are presented concerning programs for study abroad, international exchange programs, and other approaches to internationalizing nursing curricula, including courses dealing with health care and nursing in foreign countries. (Author/MSE)

Implementation of Large-Scale Science Curricula: A Study in Seven European Countries

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Pilling, G. M.; Waddington, D. J.

2005-01-01

The Salters Chemistry courses, context-led curricula for 13-16 and 17-18 year old students, first developed by the Science Education Group at the University of York in the UK, have now been translated and/or adapted in seven other European countries. This paper describes and discusses the different reasons for taking up the courses, the ways in…

A pilot comparison of standardized online surgical curricula for use in low- and middle-income countries.

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Goldstein, Seth D; Papandria, Dominic; Linden, Allison; Azzie, Georges; Borgstein, Eric; Calland, James Forrest; Finlayson, Samuel R G; Jani, Pankaj; Klingensmith, Mary; Labib, Mohamed; Lewis, Frank; Malangoni, Mark A; O'Flynn, Eric; Ogendo, Stephen; Riviello, Robert; Abdullah, Fizan

2014-04-01

Surgical conditions are an important component of global disease burden, due in part to critical shortages of adequately trained surgical providers in low- and middle-income countries. To assess the use of Internet-based educational platforms as a feasible approach to augmenting the education and training of surgical providers in these settings. Access to two online curricula was offered to 75 surgical faculty and trainees from 12 low- and middle-income countries for 60 days. The Surgical Council on Resident Education web portal was designed for general surgery trainees in the United States, and the School for Surgeons website was built by the Royal College of Surgeons in Ireland specifically for the College of Surgeons of East, Central and Southern Africa. Participants completed an anonymous online survey detailing their experiences with both platforms. Voluntary respondents were daily Internet users and endorsed frequent use of both print and online textbooks as references. Likert scale survey questionnaire responses indicating overall and content-specific experiences with the Surgical Council on Resident Education and School for Surgeons curricula. Survey responses were received from 27 participants. Both online curricula were rated favorably, with no statistically significant differences in stated willingness to use and recommend either platform to colleagues. Despite regional variations in practice context, there were few perceived hurdles to future curriculum adoption. Both the Surgical Council on Resident Education and School for Surgeons educational curricula were well received by respondents in low- and middle-income countries. Although one was designed for US surgical postgraduates and the other for sub-Saharan African surgical providers, there were no significant differences detected in participant responses between the two platforms. Online educational resources have promise as an effective means to enhance the education of surgical providers in low

Implementation of new technologies in U.S. dental school curricula.

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Brownstein, Sheri A; Murad, Aseel; Hunt, Ronald J

2015-03-01

With dentistry rapidly evolving as new technologies are developed, this study aimed to identify the penetration of emerging dental technologies into the curricula of U.S. dental schools and to explore whether certain school characteristics affected adoption of these technologies. A 19-question survey was sent to the academic deans of all 62 U.S. dental schools. In addition to questions about characteristics of the school, the survey asked respondents to indicate where in their curricula the technology was incorporated: preclinical didactic, preclinical laboratory, clinical didactic, and/or clinical patient experience. Of 62 eligible schools, 33 useable responses were received, for a 52% response rate. The results showed that the greatest overall penetration of dental technologies was in preclinical didactic courses and the lowest was in the preclinical laboratory. Specific technologies implemented in the largest percentage of responding schools were digital radiography and rotary endodontics. The technologies with the lowest penetration were CAD/CAM denture fabrication and hard tissue lasers. These results suggest that the incorporation of technology into dental schools is following that of private practice as the most widely adopted technologies were those with the greatest acceptance and use in private practice. Among the respondents, factors such as class size and age of the school had greater impact on incorporation of technology than funding source and geographic location.

Rocket to Creativity: A Field Experience in Problem-Based and Project-Based Learning

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Sharon F. Dole

2016-11-01

Full Text Available The purpose of this article is to examine the impact of a field experience in problem-based (PBL and project-based learning (PjBL on pre-service and in-service teachers’ conceptions of experiential learning. In our study, participants had been enrolled in a hybrid class that included an online component in which they learned about PBL and PjBL and an experiential component in which they facilitated PBL and PjBL with children in grades 1-9 during a one-week field experience on a university campus. The goal of the field experience is for teachers to change their practice from didactic to inquiry and to promote critical and creative thinking in their students. We used a case study method that involved data derived from six different sources: online structured interviews, follow-up telephone interviews, discussion board posts, reflections, course feedback, and observations. The main theme that emerged from the data analysis was the critical role the field experience played in applying theory to practice. Sub-themes included understanding the process of implementing PBL and PjBL, mastering the logistics of PBL and PjBL, becoming facilitators, and collaborating with partners. Results showed that the field experience gave the teachers the “courage” to experiment with a student-centered methodology.

Comparison of Primary School Foreign Language Curricula of Turkey, Germany and the Netherlands

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Aslan, Yasin

2016-01-01

Foreign language education at early ages involves a broad spectrum of communication skills using communication, culture, connections, comparisons and community. The aim of this study is to compare the primary foreign language curricula of Turkey, Germany and the Netherlands in terms of objectives, content, teaching processes and evaluation…

The Content of Educational Technology Curricula: A Cross-Curricular State of the Art

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Aesaert, Koen; Vanderlinde, Ruben; Tondeur, Jo; van Braak, Johan

2013-01-01

The purpose of this study is to analyze the content features of educational technology curricula for primary education developed by national governments. A qualitative cross-case document analysis of the national educational technology curriculum of Norway, Flanders and England was conducted. The analysis focuses on the underlying visions,…

The impact of curricula and lesson planning in the teaching process

OpenAIRE

Majlinda Lika

2017-01-01

Lesson planning is at the core of teaching. It allows teachers to create an orientation path in the process of teaching, taking into consideration, many elements such as, students’ styles of learning, previous knowledge, types of intelligences, interests etc. Effective curricula plans are characterized by principles of coherence, flexibility, integration of knowledge etc. Effective lesson plans strongly rely on previous information gathered through different forms of assessment, and provide i...

A cross-sectional survey on the inclusion of tobacco prevention/cessation, nutrition/ diet, and exercise physiology/fitness education in medical school curricula.

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Torabi, Mohammad R; Tao, Ran; Jay, Stephen J; Olcott, Courtney

2011-05-01

Chronic diseases are currently the major cause of death and disability worldwide. Addressing the main causes of chronic diseases from a preventive perspective is imperative for half ing a continual increase in premature deaths. Physicians occupy a unique position to assist individuals with chronic disease prevention. Hence, medical school is an opportunity to prepare physicians for preventive interventions with patients at risk for developing chronic diseases. This study asserts that education on chronic disease prevention that targets tobacco cessation/prevention, nutrition/ diet, and exercise physiology/fitness is a key aspect of medical school curricula. However, many US medical schools do not include all 3 components in their curricula. This study investigates the extent to which medical school curricula include the above 3 areas. Two methods were utilized for the study: (1) a cross-sectional survey was given to the associate dean of academic affairs of 129 US medical schools and (2) relevant data were retrieved from the Association of American Medical Colleges. Findings support the notion that medical schools are in need of increased curricula covering tobacco prevention/cessation, nutrition/diet, and exercise physiology/fitness. Results indicate that exercise physiology/fitness was the area receiving the least attention in medical schools. Ultimately, this study's purpose was to provide a basis for determining whether inclusion of these 3 subjects in medical school curricula has any significant effect on training future doctors to meet the needs of growing numbers of individuals with chronic disease.

Management Science in U.S. AACSB International-Accredited Core Undergraduate Business School Curricula

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Palocsay, Susan W.; Markham, Ina S.

2014-01-01

In 2003, accreditation standards were revised to require coverage of management science (MS) after previously removing it in 1991. Meanwhile, increasing awareness of the value of business analytics stimulated a renewed interest in MS. To examine its present status in undergraduate core business curricula, the authors conducted two studies to…

Learning Biology through Innovative Curricula: A Comparison of Game- and Nongame-Based Approaches

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Sadler, Troy D.; Romine, William L.; Menon, Deepika; Ferdig, Richard E.; Annetta, Leonard

2015-01-01

This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: One built around a computer-based game, and the other built around a narrative…

Pengembangan Paket Nekamedia Matematika Kurikulum 2013 Menggunakan Model Problem Based Learning (Pbl) pada Materi Bangun Ruang Sisi Datar Kelas VIII SMP di Kota Surakarta

OpenAIRE

Anggraini, Putri Nurika; Budiyono, Budiyono; Slamet, Isnandar

2016-01-01

This study was aimed to obtain 2013 Curriculum of mathematics mutlimedia kit using Problem Based Learning (PBL) model in plane geometry lesson of eighth grade junior high school in Surakarta which is considered as a valid, practical, and effective to be applied for learning. Furthermore, the goal was to discover whether the student's achievement of plane geometry lesson using the developed mutlimedia kit is better than using the prior product. The study type was Research and Development (R &a...

Evidence-based practice in speech-language pathology curricula: a scoping study.

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Togher, Leanne; Yiannoukas, Corina; Lincoln, Michelle; Power, Emma; Munro, Natalie; Mccabe, Patricia; Ghosh, Pratiti; Worrall, Linda; Ward, Elizabeth; Ferguson, Alison; Harrison, Elisabeth; Douglas, Jacinta

2011-12-01

This scoping study investigated how evidence-based practice (EBP) principles are taught in Australian speech-language pathology (SLP) teaching and learning contexts. It explored how Australian SLP university programs: (1) facilitate student learning about the principles of EBP in academic and clinical settings, and (2) self-evaluate their curricula in relation to EBP. The research involved two surveys. Survey 1 respondents were 131 academic staff, program coordinators, and on-campus and off-campus clinical educators. This survey gathered information about EBP teaching and learning in SLP programs as well as future EBP curriculum plans. Survey 2 investigated how clinical educators incorporated EBP into the way they taught clinical decision-making to students. Surveys responses from 85 clinical educators were analysed using descriptive and non-parametric statistics and thematic grouping of open-ended qualitative responses. Both surveys revealed strengths and gaps in integrating EBP into Australian SLP curricula. Perceived strengths were that respondents were positive about EBP, most had EBP training and access to EBP resources. The perceived gaps included the academic staff's perceptions of students' understanding and application of EBP, respondents' understanding of research methodologies, communication and collaboration between academic staff and clinical educators, and a lack of explicit discussion by clinical educators and students of EBP in relation to clients.

Comparative evaluation of perceptions of dental students to three methods of teaching in Ile-Ife, Nigeria.

Science.gov (United States)

Esan, T A; Oziegbe, E O

2015-12-01

The World Health Organization in 1994 recommended that dental education should be problem based, socially and culturally relevant, and community oriented. To explore the perceptions of Pre-phase II (pre-clinical II) dental students on three methods of teaching used during two academic sessions. All part IV dental students in two consecutive sessions undergoing pre phase II course in the Faculty of Dentistry, Obafemi Awolowo University, Ile-Ife were recruited into the study. Three different modes of teaching that is, Problem based learning (PBL), hybrid PBL and traditional teaching were used to teach the students. A twenty two itemed anonymous questionnaire on a five point Likert scale was administered to the students at the end of the course. Six perceived factors were extracted from the questionnaire using factor analysis. There was a statistically significant difference (p method compared to the other methods of teaching. The perceived factor "communication with peers" had the highest mean score for PBL in both sessions (4.57 ± 0.58 and 4.09 ± 0.93 respectively). However, PBL method was very helpful in all the six perceived factors while the students perceived that the traditional method of teaching was not helpful in "interaction with tutors" and "challenge to critical thinking". The findings showed that students preferred the PBL method to other forms of teaching. PBL enhanced the students' communication skill, was very useful as pedagogic tool and improved their critical thinking.

Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula.

Science.gov (United States)

Campos-Sánchez, Antonio; López-Núñez, Juan Antonio; Carriel, Víctor; Martín-Piedra, Miguel-Ángel; Sola, Tomás; Alaminos, Miguel

2014-03-10

The students' motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Glynn Science Motivation Questionnaire II was used to compare students' motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students' levels and types of motivation into the processes of planning, delivery and evaluation of medical education.

Integrating Earth System Science Data Into Tribal College and University Curricula

Science.gov (United States)

Tilgner, P. J.; Perkey, D. J.

2007-12-01

Universities Space Research Association and Sinte Gleska University (SGU) have teamed with eight Tribal Colleges and Universities (TCUs) to participate in a NASA Earth Science funded project, TRibal Earth Science and Technology Education (TRESTE) project which focuses on TCU faculty teaching undergraduate Earth science courses to non-science and science students, with particular attention to TCU faculty teaching K-12 pre- and in- service teachers. The eight partner TCUs are: Blackfeet Community College (BCC), Browning, MT, Fond du Lac Tribal and Community College, Cloquet, MN, Fort Berthold Community College, New Town, ND, Little Priest Tribal College, Winnebago, NE, Oglala Lakota College, Pine Ridge, SD, Sitting Bull College, Fort Yates, ND, Turtle Mountain Community College, Belcourt, ND, United Tribes Technical College (UTTC), Bismarck, ND. The goal of this 3-year project is to promote the use of NASA Earth science data and products in the classroom thereby enabling faculty to inspire undergraduate students to careers in Earth system science, the physical sciences, and related fields of science and engineering. To accomplish this goal we are targeting three areas: (1) course content - enhance the utilization of Earth system science and physical science concepts, (2) teaching methodology - develop problem-based learning (PBL) methods, and (3) tools and technology - increase the utilization of GIS and remote sensing in the classroom. We also have enlisted ESRI, NativeView and the USGS as collaborators. To date we have held an introductory "needs" workshop at the USGS EROS Data Center and two annual workshops, one at UTTC and the second at BCC. During these annual workshops we have divided our time among the three areas. We have modeled the workshops using the PBL or Case Study approach by starting with a story or current event. Topics for the annual workshops have been Drought and Forest and Grassland Fires. These topics led us into the solar radiation budget

Including Emotional Intelligence in Pharmacy Curricula to Help Achieve CAPE Outcomes

OpenAIRE

Nelson, Michael H.; Fierke, Kerry K.; Sucher, Brandon J.; Janke, Kristin K.

2015-01-01

The importance of emotional intelligence (EI) for effective teamwork and leadership within the workplace is increasingly apparent. As suggested by the 2013 CAPE Outcomes, we recommend that colleges and schools of pharmacy consider EI-related competencies to build self-awareness and professionalism among students. In this Statement, we provide two examples of the introduction of EI into pharmacy curricula. In addition, we provide a 4-phase process based on recommendations developed by EI exper...

Profiling coaching training: what is a suitable coaching training curricula?

OpenAIRE

Farinha, Carolina Gomes

2016-01-01

This study aims to shed some light into the debate of what is a suitable coaching training curricula, specifically in Portugal. We conducted a Delphi study with 5 coaching experts to analyse: i) what is the minimum academic training for a future coach, ii) what is the minimum of hours required for a coaching training program, iii) which competencies should it develop, iv) which contents should the training address, v) which are the requisites for one to be a coaching trainer and, vi) what ...

Undergraduate medical students' perspectives of skills, uses and preferences of information technology in medical education: A cross-sectional study in a Saudi Medical College.

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Khamis, Nehal; Aljumaiah, Rawabi; Alhumaid, Alla; Alraheem, Hiba; Alkadi, Dalal; Koppel, Cristina; Abdulghani, Hamza Mohammad

2018-05-07

Information technology (IT) is widely used in medical education. However, there are not enough studies about IT uses and preferences among traditional and problem-based learning (PBL) medical students. To compare IT skills, uses and preferences for education between traditional and PBL medical students'. A cross-sectional study; a modified Educause Center for Analysis and Research online survey was sent to traditional curriculum 5th and PBL 4th year medical students of King Saud University. Most of the responding 176 students prefer mobile devices and moderate amount of IT in education. Fourth and fifth year students perceived high academic value of Google (94.2 vs. 86.7%, p = 0.34), YouTube (90.7 vs. 92.2%, p = 0.83) and PubMed (83.7 vs. 86.7%, p = 0.06). More 4th year than 5th year students rated themselves as skilled in learning management system (54.7 vs. 21.1%, p = 0.0001) and Smartboard use (40.7 vs. 23.3%, p = 0.04). Most students rated faculty IT skills as effective. Students agreed that technology helps working faster (95.5%) and make learning creative (85.9%). More integration of information literacy and IT training in medical curricula is needed to enhance better utilization of full features of IT resources available for learning and problem solving. National multi-institutional studies are recommended.

Developing a Foundation for Constructing New Curricula in Soil, Crop, and Turfgrass Sciences

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Jarvis, Holly D.; Collett, Ryan; Wingenbach, Gary; Heilman, James L.; Fowler, Debra

2012-01-01

Some soil and crop science university programs undergo curricula revision to maintain relevancy with their profession and/or to attract the best students to such programs. The Department of Soil and Crop Sciences at Texas A&M University completed a thorough data gathering process as part of its revision of the undergraduate curriculum and…

Meeting report of the consultancy meeting on comparison of curricula in nuclear engineering within the ANENT countries

International Nuclear Information System (INIS)

2007-01-01

The participants of the Meeting have agreed to conclude: 1. The participants have been acquainted with the following: a. Curricula on nuclear science and nuclear engineering of the host country - Russia, as well as of the Republic of Korea, India and Vietnam; b. Nuclear education activities of the World Nuclear University (WNU); c. Nuclear education facilities at Moscow Engineering Physics Institute (MEPhI). 2. Discussions and analysis were made on the curricula in nuclear engineering education in the Region. 3. Main efforts were focused on developing a draft of the ANENT Reference Curricula for Master's Degree in Nuclear Engineering. The skeleton of the first draft of the Reference Curricula was created. 4. The idea about the ANENT Master's Degree in Nuclear Engineering (ANENT MDNE) was discussed. Realization of such degree would strongly and directly enhance and heighten the regional educational level in nuclear engineering in the near future. It is also expected to facilitate credit transfer and mutual recognition of degrees within the ANENT member countries in line with the ANENT's long term goals. 5. It was suggested to conduct an intensive exchange of opinions between experts and educators in the ANENT member countries to develop the ANENT MDNE further based on the skeleton of the draft. 6. It was preferable to start more extensive discussion about the idea of the ANENT MDNE and how to realize it effectively and reasonably as soon as possible. 7. The ANENT members were encouraged to discuss about ANENT Activity 4 at the next Meeting of the ANENT Coordination Committee. 8. The participants expressed their heartfelt thanks to the collective of Moscow Engineering Physics Institute (MEPhI) - the Host Organization - and to all the members of the Local Organizing Committee of the Meeting, as well as to the ANENT Scientific Secretary, for the warm atmosphere and perfect conditions provided for the success of the Meeting

An Ecological Inventory Approach to Developing Curricula for Rural Areas of Developing Countries

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Baine, David; Puhan, Biranchi; Puhan, Gautam; Puhan, Siba

2000-05-01

The paper describes a curriculum development pilot study in a rural village in India. The purpose of the study was to develop and test application of an ecological inventory approach to curriculum development integrating academic and functional skill training. Ecologically valid curricula teach the knowledge, skills, attitudes and values required by students to function effectively in current and future environments (e.g., urban and/or rural, academic, vocational, domestic, community and recreational) in which the students perform. The discussion illustrates application of ecological inventories and describes several related data collection instruments and procedures. The paper also describes an Integrated Core Curriculum Structure (ICCS) as a guide for designing curricula based on ecological inventories. An example is provided of a practical Thematic Unit Plan derived from the ICCS and integrating a variety of functional and academic skills into a guide for instruction and evaluation. The discussion provides a clear insight into many of the problems faced by students, school leavers and graduates in rural areas of developing countries, both in their daily lives and as they plan for their futures.

International cooperation in veterinary public health curricula using web-based distance interactive education.

Science.gov (United States)

Lipman, Len J; Barnier, Valérie M; de Balogh, Katalin K

2003-01-01

The expanding field of Veterinary Public Health places new demands on the knowledge and skills of veterinarians. Veterinary curricula must therefore adapt to this new profile. Through the introduction of case studies dealing with up-to-date issues, students are being trained to solve (real-life) problems and come up with realistic solutions. At the Department of Public Health and Food Safety of the Veterinary Faculty at the University of Utrecht in the Netherlands, positive experiences have resulted from the new opportunities offered by the use of information and communication technology (ICT) in education. The possibility of creating a virtual classroom on the Internet through the use of WebCT software has enabled teachers and students to tackle emerging issues by working together with students in other countries and across disciplines. This article presents some of these experiences, through which international exchange of ideas and realities were stimulated, in addition to consolidating relations between universities in different countries. Long-distance education methodologies provide an important tool to achieve the increasing need for international cooperation in Veterinary Public Health curricula.

Incorporating Unmanned Aircraft Systems (UAS) into High School Curricula in Hawaii

Science.gov (United States)

McGillivary, P. A.; Lukaczyk, T.; Brendan, B.; Tomita, M.; Ralston, T.; Purdy, G.

2016-12-01

The availability of low-cost unmanned aircraft systems (UAS) permits their integration in educational programs. We report on experiences and future opportunities for incorporating UAS into High School curricula in Hawaii. We first review existing high school UAS programs and teaching material to highlight curricula options and needs. By working on the privately owned Island of Lana'i, we had permission for extensive UAS operation. Our initial focus of UAS educational outreach was on coastal ecosystems where erosion of overgrazed lands affects coral reefs and traditional coastal Hawaiian fishpond restoration projects which include high school students. We provide results of our classroom approach allowing students to learn to fly small, inexpensive UAS and discuss the different results at different grade levels. In addition to providing basic concepts of flight aeronautics, we reviewed information on safe and legal operation of UAS, as well as data management issues including geo-registration and imaging mosaics. We recommend science projects where UAS can study short-term events (e.g. storm runoff) or can be used for routine environmental monitoring over longer periods. Additionally, by linking students with local drone and drone racing clubs student participation and interest in UAS was extended beyond the classroom in a complementary manner. We propose inclusion of UAS into a future high school curriculum via a program called the Moonshot Laboratory which strives to repurpose traditional education structures toward design thinking, making use of individual and group collaborations to address self-selected projects relevant to local community interests. A Moonshot facility allows students to spend a portion of their week in a technology equipped makerspace, with access to university, business and community mentors, both local and remote. UAS projects are expected to address basic student questions, such as: how can I build a drone to take water samples?; how can I

Hybrid mimics and hybrid vigor in Arabidopsis

Science.gov (United States)

Wang, Li; Greaves, Ian K.; Groszmann, Michael; Wu, Li Min; Dennis, Elizabeth S.; Peacock, W. James

2015-01-01

F1 hybrids can outperform their parents in yield and vegetative biomass, features of hybrid vigor that form the basis of the hybrid seed industry. The yield advantage of the F1 is lost in the F2 and subsequent generations. In Arabidopsis, from F2 plants that have a F1-like phenotype, we have by recurrent selection produced pure breeding F5/F6 lines, hybrid mimics, in which the characteristics of the F1 hybrid are stabilized. These hybrid mimic lines, like the F1 hybrid, have larger leaves than the parent plant, and the leaves have increased photosynthetic cell numbers, and in some lines, increased size of cells, suggesting an increased supply of photosynthate. A comparison of the differentially expressed genes in the F1 hybrid with those of eight hybrid mimic lines identified metabolic pathways altered in both; these pathways include down-regulation of defense response pathways and altered abiotic response pathways. F6 hybrid mimic lines are mostly homozygous at each locus in the genome and yet retain the large F1-like phenotype. Many alleles in the F6 plants, when they are homozygous, have expression levels different to the level in the parent. We consider this altered expression to be a consequence of transregulation of genes from one parent by genes from the other parent. Transregulation could also arise from epigenetic modifications in the F1. The pure breeding hybrid mimics have been valuable in probing the mechanisms of hybrid vigor and may also prove to be useful hybrid vigor equivalents in agriculture. PMID:26283378

Determining New Trends with Regard to the Studies in Curricula and Instruction Field

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Hursen, Cigdem; Koruroglu, Ayten; Bahali, Sultan; Mercan, Naziyet

2016-01-01

The aim of this study is to determine the new trends concerning curricula and instruction. The articles that are published in journals of SSCI and ERIC databases are taken into the scope of this study. The new trends regarding relevant literature are tried to be identified by analysing 3079 articles in total through the content analysis method.…

Motivational component profiles in university students learning histology: a comparative study between genders and different health science curricula

Science.gov (United States)

2014-01-01

Background The students’ motivation to learn basic sciences in health science curricula is poorly understood. The purpose of this study was to investigate the influence of different components of motivation (intrinsic motivation, self-determination, self-efficacy and extrinsic -career and grade- motivation) on learning human histology in health science curricula and their relationship with the final performance of the students in histology. Methods Glynn Science Motivation Questionnaire II was used to compare students’ motivation components to learn histology in 367 first-year male and female undergraduate students enrolled in medical, dentistry and pharmacy degree programs. Results For intrinsic motivation, career motivation and self-efficacy, the highest values corresponded to medical students, whereas dentistry students showed the highest values for self-determination and grade motivation. Genders differences were found for career motivation in medicine, self-efficacy in dentistry, and intrinsic motivation, self-determination and grade motivation in pharmacy. Career motivation and self-efficacy components correlated with final performance in histology of the students corresponding to the three curricula. Conclusions Our results show that the overall motivational profile for learning histology differs among medical, dentistry and pharmacy students. This finding is potentially useful to foster their learning process, because if they are metacognitively aware of their motivation they will be better equipped to self-regulate their science-learning behavior in histology. This information could be useful for instructors and education policy makers to enhance curricula not only on the cognitive component of learning but also to integrate students’ levels and types of motivation into the processes of planning, delivery and evaluation of medical education. PMID:24612878

Gendered Distribution of 'Knowledge Required for Empowerment' in Swedish Vocational Education Curricula?

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Ledman, Kristina; Rosvall, Per-Åke; Nylund, Mattias

2018-01-01

Sweden is internationally commended for a high degree of gender equality, but many divisions in Swedish society, including the labour market, disadvantage women. This paper addresses gendered divisions of preparation for civic participation in the vocational upper secondary national curricula, which may participate in reproduction of the pattern.…

Business Communication Skills in Information Systems (IS) Curricula: Perspectives of IS Educators and Students

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Alshare, Khaled A.; Lane, Peggy L.; Miller, Donald

2011-01-01

As the importance of communication skills for students, regardless of their disciplines, becomes evident, it is important to determine whether colleges provide students with adequate opportunities to acquire such skills. The authors compared information systems (IS) educator and student perceptions of communication skills in IS curricula. Gender,…

Comparing Student Success and Understanding in Introductory Statistics under Consensus and Simulation-Based Curricula

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Hldreth, Laura A.; Robison-Cox, Jim; Schmidt, Jade

2018-01-01

This study examines the transferability of results from previous studies of simulation-based curriculum in introductory statistics using data from 3,500 students enrolled in an introductory statistics course at Montana State University from fall 2013 through spring 2016. During this time, four different curricula, a traditional curriculum and…

Promoting Problem-Based Learning in Retailing and Services Marketing Course Curricula with Reality Television

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Rosenbaum, Mark S.; Otalora, Mauricio Losada; Ramírez, Germán Contreras

2015-01-01

This research provides business educators who teach retailing and services courses with an innovative way to encourage students to engage in problem-based learning solving by incorporating reality television into their curricula. The authors explore the reality television genre from several theoretical perspectives to lend support to the…

Filling the Frame. Adult Education and Vocational Training Institute Guidelines for the Implementation of Integrated Curricula within the Certificates of General Education for Adults Framework.

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New South Wales Dept. of Corrective Services, Sydney (Australia).

This document contains learning modules for adult basic education courses in Australia, along with teacher information for integrating curricula, using integrated themes, and planning curricula. The learning modules contain learning activities in the following areas: job search skills; occupational health and safety; life skills; ceramics;…

Competencies for first year residents - physicians' views from medical schools with different undergraduate curricula.

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Fürstenberg, Sophie; Schick, Kristina; Deppermann, Jana; Prediger, Sarah; Berberat, Pascal O; Kadmon, Martina; Harendza, Sigrid

2017-09-07

Frameworks like the CanMEDS model depicting professional roles and specific professional activities provide guidelines for postgraduate education. When medical graduates start their residency, they should possess certain competencies related to communication, management and professionalism while other competencies will be refined during postgraduate training. Our study aimed to evaluate the relevance of different competencies for a first year resident required for entrustment decision from the perspective of physicians from medical faculties with different undergraduate medical curricula. Nine hundred fifty-two surgeons and internists from three medical schools with different undergraduate medical curricula were invited to rank 25 competencies according to their relevance for first year residents. The rankings were compared between universities, specialties, physicians' positions, and gender. Two hundred two physicians participated, 76 from Hamburg University, 44 from Oldenburg University, and 82 from Technical University Munich. No significant differences were found regarding the top 10 competencies relevant for first year residents between the universities. 'Responsibility' was the competency with the highest rank overall. Internists ranked 'Structure, work planning and priorities' higher while surgeons ranked 'Verbal communication with colleagues and supervisors' higher. Consultants evaluated 'Active listening to patients' more important than department directors and residents. Female physicians ranked 'Verbal communication with colleagues and supervisors' and 'Structure, work planning and priorities' significantly higher while male physicians ranked 'Scientifically and empirically grounded method of working' significantly higher. Physicians from universities with different undergraduate curricula principally agreed on the competencies relevant for first year residents. Some differences between physicians from different positions, specialties, and gender were

Teaching pharmacology to medical students in an integrated problem-based learning curriculum:an Australian perspective

Institute of Scientific and Technical Information of China (English)

Owen L WOODMAN; Agnes E DODDS; Albert G FRAUMAN; Mosepele MOSEPELE

2004-01-01

The world-wide move away from the didactic teaching of single disciples to integrated Problem-based Learning (PBL) curricula in medical education has posed challenges for the basic sciences. In this paper we identify two major challenges. The first challenge is the need to describe a core disciplinary curriculum that can be articulated and mapped onto the new structure. We illustrate how the British Pharmacological Society (BPS) Guidelines are used to evaluate the curriculum coverage in the medical course at The University of Melbourne. The second challenge is to ensure that foundational concepts are given adequate emphasis within the new structure, and in particular, that students have the opportunity to pursue these concepts in their self-directed learning. We illustrate one approach to teaching important pharmacological concepts in an integrated curriculum with a case study from the first year curriculum at The University of Melbourne. Finally, we propose the features of an integrated curriculum that facilitates the learning of basic pharmacology in a situation where PBL and integration sets the curriculum framework.

A Comparative Analysis of PISA Scientific Literacy Framework in Finnish and Thai Science Curricula

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Sothayapetch, Pavinee; Lavonen, Jari; Juuti, Kalle

2013-01-01

A curriculum is a master plan that regulates teaching and learning. This paper compares Finnish and Thai primary school level science curricula to the PISA 2006 Scientific Literacy Framework. Curriculum comparison was made following the procedure of deductive content analysis. In the analysis, there were four main categories adopted from PISA…

Evaluation of how a real time pre-registration health care curricula was managed through the application of a newly designed Change Management Model: A qualitative case study.

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Chowthi-Williams, Annette

2018-02-01

Curricula change in nurse education is of international importance. The pace of such change has been continuous and has triggered criticisms of inadequate preparation of practitioners. There are no change formulae for managing curricula change and despite a raft of change methods, globally change success remains low. A lack of a unified voice, undue focus on cognition, and arguably no existing models for academia and a literature gap contribute to change challenge. A new Change Management Model designed from research with emotion as its underpinning philosophy is evaluated. Evaluation of a newly designed Change Management Model through a real time pre-registration health care curricula change. A qualitative case study was adopted. The single case study was the new pre-registration health care curricula. This study took place in a Faculty of Health and Social care in one HEI in the UK. Four senior academics and fifteen academics across professions and specialisms involved in the curricula change took part in the study. The findings suggested that leadership operated differently throughout the organisation. Distributive and collective leadership created a critical mass of people to help deliver the new curricula but academics felt excluded at the strategic level. Emotion at the strategic level inhibited innovation but boosted engagement, emotional relationships and creativity at the operational level. Face to face communication was favoured for its emotional connection. A top down approach created an emotional disconnect and impacted inclusiveness, engagement, empowerment, vision and readiness for change. Testing the new model widely not only in organisations, practice and team changes but personal change in improving health and wellbeing could be beneficial. The continuing gap in knowledge on the link between emotion and curricula change, practice and organisational change and therapeutic value of the model also warrants further research. Crown Copyright © 2017

Problem-Based Learning and Creative Instructional Approaches for Laboratory Exercises in Introductory Crop Science

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Teplitski, Max; McMahon, Margaret J.

2006-01-01

The implementation of problem-based learning (PBL) and other inquiry-driven educational techniques is often resisted by both faculty and students, who may not be comfortable with this learning/instructional style. We present here a hybrid approach, which combines elements of expository education with inquiry-driven laboratory exercises and…

Global Warming in Schools: An Inquiry about the Competing Conceptions of High School Social Studies and Science Curricula and Teachers

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Meehan, Casey R.

Despite the scientific consensus supporting the theory of anthropogenic (human-induced) global warming, whether global warming is a serious problem, whether human activity is the primary cause of it, and whether scientific consensus exists at all are controversial questions among the U.S. lay-public. The cultural theory of risk perception (Schwarz and Thompson, 1990) serves as the theoretical framework for this qualitative analysis in which I ask the question how do U.S. secondary school curricula and teachers deal with the disparity between the overwhelming scientific consensus and the lay-public's skepticism regarding global warming? I analyzed nine widely used social studies and science textbooks, eight sets of supplemental materials about global warming produced by a range of not-for-profit and governmental organizations, and interviewed fourteen high school teachers who had experience teaching formal lessons about global warming in their content area. Findings suggest: 1) the range of global warming content within social studies and science textbooks and supplemental curricula reflects the spectrum of conceptualizations found among members of the U.S. public; 2) global warming curricula communicate only a narrow range of strategies for dealing with global warming and its associated threats; and 3) social studies and science teachers report taking a range of stances about global warming in their classroom, but sometimes the stance they put forth to their students does not align with their personal beliefs about global warming. The findings pose a troubling conundrum. Some of the global warming curricula treat the cause of global warming--a question that is not scientifically controversial--as a question with multiple and competing "right" answers. At the same time, much of curricula position how we should address global warming--a question that is legitimately controversial--as a question with one correct answer despite there being many reasonable responses

Capacity Building through Geospatial Education in Planning and School Curricula

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Kumar, P.; Siddiqui, A.; Gupta, K.; Jain, S.; Krishna Murthy, Y. V. N.

2014-11-01

Geospatial technology has widespread usage in development planning and resource management. It offers pragmatic tools to help urban and regional planners to realize their goals. On the request of Ministry of Urban Development, Govt. of India, the Indian Institute of Remote Sensing (IIRS), Dehradun has taken an initiative to study the model syllabi of All India Council for Technical Education for planning curricula of Bachelor and Master (five disciplines) programmes. It is inferred that geospatial content across the semesters in various planning fields needs revision. It is also realized that students pursuing planning curricula are invariably exposed to spatial mapping tools but the popular digital drafting software have limitations on geospatial analysis of planning phenomena. Therefore, students need exposure on geospatial technologies to understand various real world phenomena. Inputs were given to seamlessly merge and incorporate geospatial components throughout the semesters wherever seems relevant. Another initiative by IIRS was taken to enhance the understanding and essence of space and geospatial technologies amongst the young minds at 10+2 level. The content was proposed in a manner such that youngsters start realizing the innumerable contributions made by space and geospatial technologies in their day-to-day life. This effort both at school and college level would help in not only enhancing job opportunities for young generation but also utilizing the untapped human resource potential. In the era of smart cities, higher economic growth and aspirations for a better tomorrow, integration of Geospatial technologies with conventional wisdom can no longer be ignored.

Similarities and differences in curricula of a bachelor’s degree in oceanology at the universities in St Petersburg, Klaipeda, and Kaliningrad

Directory of Open Access Journals (Sweden)

Gritsenko Vladimir

2012-12-01

Full Text Available Conducting a multi-aspect comparative analysis of curricula of bachelor’s degree programmes in oceanology offered at universities in St Petersburg, Klaipeda and Kaliningrad, the authors trace similarities between the existing variants of oceanologist training in the context of competence modules, disciplines, the so-called academic practices, and the number of hours and credits stipulated in the existing curricula. A formal comparison of generalised quantitative indicators without analysing the content of curriculum components demonstrated certain similarities in all indicators in terms of workload, the number of disciplines (50, 56 and 45 and academic practices. The clustering of competence modules and disciplines at each university within generalised academic areas — physics and mathematics, philosophy, informatics and computers, geoecology, measurement disciplines, etc. — made a more detailed comparison possible. The results of research demonstrate considerable similarities in the curricula used at the given universities in terms of all variants of comparison. The strongest similarity is observed in the areas of basic and professional disciplines.

Integrating Family as a Discipline by Providing Parent Led Curricula: Impact on LEND Trainees' Leadership Competency.

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Keisling, Bruce L; Bishop, Elizabeth A; Roth, Jenness M

2017-05-01

Background While the MCH Leadership Competencies and family as a discipline have been required elements of Leadership Education in Neurodevelopmental and related Disabilities (LEND) programs for over a decade, little research has been published on the efficacy of either programmatic component in the development of the next generation of leaders who can advocate and care for Maternal and Child Health (MCH) populations. Objective To test the effectiveness of integrating the family discipline through implementation of parent led curricula on trainees' content knowledge, skills, and leadership development in family-centered care, according to the MCH Leadership Competencies. Methods One hundred and two long-term (≥ 300 h) LEND trainees completed a clinical and leadership training program which featured intensive parent led curricula supported by a full-time family faculty member. Trainees rated themselves on the five Basic and Advanced skill items that comprise MCH Leadership Competency 8: Family-centered Care at the beginning and conclusion of their LEND traineeship. Results When compared to their initial scores, trainees rated themselves significantly higher across all family-centered leadership competency items at the completion of their LEND traineeship. Conclusions The intentional engagement of a full-time family faculty member and parent led curricula that include didactic and experiential components are associated with greater identification and adoption by trainees of family-centered attitudes, skills, and practices. However, the use of the MCH Leadership Competencies as a quantifiable measure of program evaluation, particularly leadership development, is limited.

Decolonising medical curricula through diversity education: lessons from students.

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Nazar, Mahdi; Kendall, Kathleen; Day, Lawrence; Nazar, Hamde

2015-04-01

The General Medical Council (GMC) expects that medical students graduate with an awareness of how the diversity of the patient population may affect health outcomes and behaviours. However, little guidance has been provided on how to incorporate diversity teaching into medical school curricula. Research highlights the existence of two different models within medical education: cultural competency and cultural humility. The Southampton medical curriculum includes both models in its diversity teaching, but little was known about which model was dominant or about the students' experience. Fifteen semi-structured, in-depth interviews were carried out with medical students at the University of Southampton. Data were analysed thematically using elements of grounded theory and constant comparison. Students identified early examples of diversity teaching consistent with a cultural humility approach. In later years, the limited diversity teaching recognised by students generally adopted a cultural competency approach. Students tended to perceive diversity as something that creates problems for healthcare professionals due to patients' perceived differences. They also reported witnessing a number of questionable practices related to diversity issues that they felt unable to challenge. The dissonance created by differences in the largely lecture based and the clinical environments left students confused and doubting the value of cultural humility in a clinical context. Staff training on diversity issues is required to encourage institutional buy-in and establish consistent educational and clinical environments. By tackling cultural diversity within the context of patient-centred care, cultural humility, the approach students valued most, would become the default model. Reflective practice and the development of a critical consciousness are crucial in the improvement of cultural diversity training and thus should be facilitated and encouraged. Educators can adopt a

Graduate Ethics Curricula for Future Geospatial Technology Professionals (Invited)

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Wright, D. J.; Dibiase, D.; Harvey, F.; Solem, M.

2009-12-01

Professionalism in today's rapidly-growing, multidisciplinary geographic information science field (e.g., geographic information systems or GIS, remote sensing, cartography, quantitative spatial analysis), now involves a commitment to ethical practice as informed by a more sophisticated understanding of the ethical implications of geographic technologies. The lack of privacy introduced by mobile mapping devices, the use of GIS for military and surveillance purposes, the appropriate use of data collected using these technologies for policy decisions (especially for conservation and sustainability) and general consequences of inequities that arise through biased access to geospatial tools and derived data all continue to be challenging issues and topics of deep concern for many. Students and professionals working with GIS and related technologies should develop a sound grasp of these issues and a thorough comprehension of the concerns impacting their use and development in today's world. However, while most people agree that ethics matters for GIS, we often have difficulty putting ethical issues into practice. An ongoing project supported by NSF seeks to bridge this gap by providing a sound basis for future ethical consideration of a variety of issues. A model seminar curriculum is under development by a team of geographic information science and technology (GIS&T) researchers and professional ethicists, along with protocols for course evaluations. In the curricula students first investigate the nature of professions in general and the characteristics of a GIS&T profession in particular. They hone moral reasoning skills through methodical analyses of case studies in relation to various GIS Code of Ethics and Rules of Conduct. They learn to unveil the "moral ecologies" of a profession through actual interviews with real practitioners in the field. Assignments thus far include readings, class discussions, practitioner interviews, and preparations of original case