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Sample records for partially pbl group

  1. 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…

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

    Directory of Open Access Journals (Sweden)

    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.

  3. PBL and CDIO

    DEFF Research Database (Denmark)

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

  4. 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....

  5. 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...

  6. 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…

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

    Science.gov (United States)

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

    2015-03-01

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

  8. 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.

  9. 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.

  10. 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.

  11. 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...

  12. 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.

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

    DEFF Research Database (Denmark)

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

    2012-01-01

    in 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...

  14. 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…

  15. 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

  16. 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

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

    DEFF Research Database (Denmark)

    Du, Xiangyun; Kolmos, Anette; Qvist, Palle

    2007-01-01

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

  18. 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.

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

    OpenAIRE

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

    2009-01-01

    Helping students in the professions apply conceptual ideas to the problems of practice is a key goal of problem-based learning (PBL). Because PBL is organized around small, collaborative groups, scaling up PBL to large, heterogeneous classes poses significant challenges for implementation. This study presents a hybrid model that mixes online and face-to-face PBL. The STELLAR system was developed to support online and hybrid PBL courses for pre-service teachers. It allows PBL to be implemented...

  20. 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

  1. 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...

  2. PBL Across Cultures

    DEFF Research Database (Denmark)

    asked for contributions on the following sub- themes: – Approaches to PBL – The learning process (cognitive studies) – Evaluating practice – models and approaches – Theorising practice – Management of change – Learning spaces – Teacher roles in PBL – Learning technologies for PBL – Student engagement...

  3. PBL3.0

    DEFF Research Database (Denmark)

    Zotou, Maria; Tambouris, Efthimios; Triantafyllou, Evangelia

    This paper presents the PBL3.0 project that aims at enhancing Problem Based Learning (PBL) with Learning Analytics (LA) and Learning Semantics (LS) in order to produce a new educational paradigm and pilot it to produce relevant policy recommendations. To this end, the project will reach the follo......This paper presents the PBL3.0 project that aims at enhancing Problem Based Learning (PBL) with Learning Analytics (LA) and Learning Semantics (LS) in order to produce a new educational paradigm and pilot it to produce relevant policy recommendations. To this end, the project will reach...

  4. PBL in Engineering Education

    DEFF Research Database (Denmark)

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

  5. PBL in Educational Psychology

    DEFF Research Database (Denmark)

    Szulevicz, Thomas; Jensen, Mogens

    2013-01-01

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

  6. APPLYING PBL AND ZUVIO TO ENHANCE ENGLISH LEARNING MOTIVATION

    Directory of Open Access Journals (Sweden)

    BOR-TYNG WANG

    2016-06-01

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

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

    DEFF Research Database (Denmark)

    Borhan, Mohamad Termizi Bin; Yassin, Sopia Md

    2013-01-01

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

  8. 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.

  9. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

  11. 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…

  12. 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…

  13. 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...

  14. 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)…

  15. 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

  16. 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...

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

    Science.gov (United States)

    Slattery, Karen L.

    2002-01-01

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

  18. PBL and the Postmodern Condition

    DEFF Research Database (Denmark)

    Ravn, Ole; Jensen, Annie Aarup

    2016-01-01

    . Through discussions of this alleged condition for university curricula development we investigate its connections to the PBL-model. Some of the explored conditions highlight strong potentials for the PBL-model but the postmodern condition also raises a number of changes and challenges in relation...... to the original PBL-model as an educational setting....

  19. 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...

  20. 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...

  1. 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...

  2. 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....

  3. 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....

  4. 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.

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

    Directory of Open Access Journals (Sweden)

    Yasutomo Oda

    2008-03-01

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

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

    Science.gov (United States)

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

    1999-11-01

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

  7. Problem-based Learning (PBL in Sociolinguistics as a Way of Encouraging Active Learning

    Directory of Open Access Journals (Sweden)

    Engku Ibrahim Engku Haliza

    2018-01-01

    Full Text Available The major concern of this paper is to advocate the integration of PBL strategies in classroom instruction as a way of promoting active learning. It is undoubted that the benefits of problem-based learning (PBL are numerous. In the sciences, PBL has been well integrated in the curriculum. This research reports of an experience of integrating problem-based learning in an introductory Sociolinguistics course for 60 undergraduates of a Bachelors of English programme through a semester that ran for 14 weeks. A focused group interview and questionnaire were used to find out the perceptions of the students undergoing the hybrid PBL course. The findings of this study reveal that students generally enjoyed the PBL approach and found that they had little choice but to become active learners. Some challenges faced by the learners were also highlighted. These findings have implications for the integration of PBL in the field of social sciences.

  8. 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...

  9. 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

  10. 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.

  11. 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...

  12. 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...

  13. 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

  14. [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.

  15. 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...

  16. 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...

  17. 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...

  18. 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...

  19. 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

  20. 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.

  1. 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.

  2. 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.

  3. 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.

  4. 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

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

    Science.gov (United States)

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

    2008-01-01

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

  6. 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...

  7. Partial Actions, Paradoxicality and Topological full Groups

    DEFF Research Database (Denmark)

    Scarparo, Eduardo

    uniform Roe algebra is finite. In Article C, we analyze the C*-algebra generated by the Koopman representation of a topological full group, showing, in particular, that it is not AF andhas real rank zero. We also prove that if G is a finitely generated, elementary amenable group, and C*(G) has real rank......We study how paradoxicality properties affect the way groups partially acton topological spaces and C*-algebras. We also investigate the real rank zero and AF properties for certain classes of group C*-algebras. Specifically, in article A, we characterize supramenable groups in terms of existence...... of invariant probability measures for partial actions on compact Hausdorff spaces and existence of tracial states on partial crossed products. These characterizations show that, in general, one cannot decompose a partial crossed product of a C*-algebra by a semidirect product of groups as two iterated...

  8. 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…

  9. 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.

  10. [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.

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

    Directory of Open Access Journals (Sweden)

    T.D. Setyaningsih

    2014-11-01

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

  12. 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...

  13. 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

  14. 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.

  15. 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…

  16. 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...

  17. 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....

  18. 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,…

  19. Group-wise partial least square regression

    NARCIS (Netherlands)

    Camacho, José; Saccenti, Edoardo

    2018-01-01

    This paper introduces the group-wise partial least squares (GPLS) regression. GPLS is a new sparse PLS technique where the sparsity structure is defined in terms of groups of correlated variables, similarly to what is done in the related group-wise principal component analysis. These groups are

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

    Directory of Open Access Journals (Sweden)

    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.

  1. 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…

  2. Metacognição em Grupos de Problem-based Learning (PBL

    Directory of Open Access Journals (Sweden)

    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.

  3. 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

  4. 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

  5. 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...

  6. 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

  7. 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。

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

    Science.gov (United States)

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

    2011-01-01

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

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

    Science.gov (United States)

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

    2015-07-21

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

  10. 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...

  11. 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

  12. 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…

  13. 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.

  14. 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…

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

    Directory of Open Access Journals (Sweden)

    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.

  16. More on PT-Symmetry in (Generalized Effect Algebras and Partial Groups

    Directory of Open Access Journals (Sweden)

    J. Paseka

    2011-01-01

    Full Text Available We continue in the direction of our paper on PT-Symmetry in (Generalized Effect Algebras and Partial Groups. Namely we extend our considerations to the setting of weakly ordered partial groups. In this setting, any operator weakly ordered partial group is a pasting of its partially ordered commutative subgroups of linear operators with a fixed dense domain over bounded operators. Moreover, applications of our approach for generalized effect algebras are mentioned.

  17. [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).

  18. 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....

  19. DNA damage focus analysis in blood samples of minipigs reveals acute partial body irradiation.

    Directory of Open Access Journals (Sweden)

    Andreas Lamkowski

    Full Text Available Radiation accidents frequently involve acute high dose partial body irradiation leading to victims with radiation sickness and cutaneous radiation syndrome that implements radiation-induced cell death. Cells that are not lethally hit seek to repair ionizing radiation (IR induced damage, albeit at the expense of an increased risk of mutation and tumor formation due to misrepair of IR-induced DNA double strand breaks (DSBs. The response to DNA damage includes phosphorylation of histone H2AX in the vicinity of DSBs, creating foci in the nucleus whose enumeration can serve as a radiation biodosimeter. Here, we investigated γH2AX and DNA repair foci in peripheral blood lymphocytes of Göttingen minipigs that experienced acute partial body irradiation (PBI with 49 Gy (± 6% Co-60 γ-rays of the upper lumbar region. Blood samples taken 4, 24 and 168 hours post PBI were subjected to γ-H2AX, 53BP1 and MRE11 focus enumeration. Peripheral blood lymphocytes (PBL of 49 Gy partial body irradiated minipigs were found to display 1-8 DNA damage foci/cell. These PBL values significantly deceed the high foci numbers observed in keratinocyte nuclei of the directly γ-irradiated minipig skin regions, indicating a limited resident time of PBL in the exposed tissue volume. Nonetheless, PBL samples obtained 4 h post IR in average contained 2.2% of cells displaying a pan-γH2AX signal, suggesting that these received a higher IR dose. Moreover, dispersion analysis indicated partial body irradiation for all 13 minipigs at 4 h post IR. While dose reconstruction using γH2AX DNA repair foci in lymphocytes after in vivo PBI represents a challenge, the DNA damage focus assay may serve as a rapid, first line indicator of radiation exposure. The occurrence of PBLs with pan-γH2AX staining and of cells with relatively high foci numbers that skew a Poisson distribution may be taken as indicator of acute high dose partial body irradiation, particularly when samples are available

  20. 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...

  1. 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

  2. 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.

  3. 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…

  4. 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…

  5. 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...

  6. 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.

  7. 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).

  8. 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

  9. The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia.

    Science.gov (United States)

    Win, Ni Ni; Nadarajah, Vishna Devi V; Win, Daw Khin

    2015-01-01

    Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students' perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students' motivation, cognitive skills, and perceived pressure to work (Plearning resources increased motivation and cognitive skills (Plearning resources.

  10. 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…

  11. 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…

  12. 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.

  13. 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....

  14. 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

  15. 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.

  16. 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.

  17. 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...

  18. 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.

  19. 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.

  20. 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…

  1. 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...

  2. 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).

  3. 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.

  4. 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.

  5. Problem Based Learning as a Shared Musical Journey – Group Dynamics, Communication and Creativity

    Directory of Open Access Journals (Sweden)

    Charlotte Lindvang

    2015-06-01

    Full Text Available The focus of this paper is how we can facilitate problem based learning (PBL more creatively. We take a closer look upon the connection between creative processes and social communication in the PBL group including how difficulties in the social interplay may hinder creativity. The paper draws on group dynamic theory, and points out the importance of building a reflexive milieu in the group. Musical concepts are used to illustrate the communicative and creative aspects of PBL and the paper uses the analogy between improvising together and do a project work together. We also discuss the role of the supervisor in a PBL group process. Further we argue that creativity is rooted deep in our consciousness and connected to our ability to work with a flexible mind. In order to enhance the cohesion as well as the creativity of the group a model of music listening as a concrete intervention tool in PBL processes is proposed.

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

    Directory of Open Access Journals (Sweden)

    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.

  7. Do Dental Students' Personality Types and Group Dynamics Affect Their Performance in Problem-Based Learning?

    Science.gov (United States)

    Ihm, Jung-Joon; An, So-Youn; Seo, Deog-Gyu

    2017-06-01

    The aim of this study was to determine whether the personality types of dental students and their group dynamics were linked to their problem-based learning (PBL) performance. The Myers-Briggs Type Indicator (MBTI) instrument was used with 263 dental students enrolled in Seoul National University School of Dentistry from 2011 to 2013; the students had participated in PBL in their first year. A four-session PBL setting was designed to analyze how individual personality types and the diversity of their small groups were associated with PBL performance. Overall, the results showed that the personality type of PBL performance that was the most prominent was Judging. As a group became more diverse with its different constituent personality characteristics, there was a tendency for the group to be higher ranked in terms of PBL performance. In particular, the overperforming group was clustered around three major profiles: Extraverted Intuitive Thinking Judging (ENTJ), Introverted Sensing Thinking Judging (ISTJ), and Extraverted Sensing Thinking Judging (ESTJ). Personality analysis would be beneficial for dental faculty members in order for them to understand the extent to which cooperative learning would work smoothly, especially when considering group personalities.

  8. 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…

  9. 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

  10. 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

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

    Science.gov (United States)

    Hosseinzadeh, N.; Hesamzadeh, M. R.

    2012-01-01

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

  12. 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

  13. 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...

  14. 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...

  15. 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…

  16. Medical student perceptions of factors affecting productivity of problem-based learning tutorial groups: does culture influence the outcome?

    Science.gov (United States)

    Das Carlo, Mandira; Swadi, Harith; Mpofu, Debbie

    2003-01-01

    The popularization of problem-based learning (PBL) has drawn attention to the motivational and cognitive skills necessary for medical students in group learning. This study identifies the effect of motivational and cognitive factors on group productivity of PBL tutorial groups. A self-administered questionnaire was completed by 115 students at the end of PBL tutorials for 4 themes. The questionnaire explored student perceptions about effect of motivation, cohesion, sponging, withdrawal, interaction, and elaboration on group productivity. We further analyzed (a) differences in perceptions between male and female students, (b) effect of "problems," and (c) effect of student progress over time on group productivity. There were linear relations between a tutorial group's success and the factors studied. Significant differences were noted between male and female student groups. Students and tutors need to recognize symptoms of ineffective PBL groups. Our study emphasizes the need to take into account cultural issues in setting ground rules for PBL tutorials.

  17. 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.

  18. 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.

  19. 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'…

  20. 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...

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

    Directory of Open Access Journals (Sweden)

    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

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

    Directory of Open Access Journals (Sweden)

    Diane P. McCarthy

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

  3. 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')

  4. 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...

  5. 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

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

    Science.gov (United States)

    Aljarallah, Badr; Hassan, Mohammad Saleh

    2015-04-01

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

  7. 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.

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

    Directory of Open Access Journals (Sweden)

    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.

  9. 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

  10. 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

  11. 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...

  12. Partial Key Grouping: Load-Balanced Partitioning of Distributed Streams

    OpenAIRE

    Nasir, Muhammad Anis Uddin; Morales, Gianmarco De Francisci; Garcia-Soriano, David; Kourtellis, Nicolas; Serafini, Marco

    2015-01-01

    We study the problem of load balancing in distributed stream processing engines, which is exacerbated in the presence of skew. We introduce PARTIAL KEY GROUPING (PKG), a new stream partitioning scheme that adapts the classical “power of two choices” to a distributed streaming setting by leveraging two novel techniques: key splitting and local load estimation. In so doing, it achieves better load balancing than key grouping while being more scalable than shuffle grouping. We test PKG on severa...

  13. 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 ...

  14. 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...

  15. 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

  16. DNA Barcoding and PBL in an Australian Postsecondary College

    Science.gov (United States)

    Cross, Joseph; Garard, Helen; Currie, Tina

    2018-01-01

    DNA barcoding is increasingly being introduced into biological science educational curricula worldwide. The technique has a number of features that make it ideal for science curricula and particularly for Project-Based Learning (PBL). This report outlines the development of a DNA barcoding project in an Australian TAFE college, which also combined…

  17. White light emission and second harmonic generation from secondary group participation (SGP) in a coordination network.

    Science.gov (United States)

    He, Jun; Zeller, Matthias; Hunter, Allen D; Xu, Zhengtao

    2012-01-25

    We describe a white emitting coordination network solid that can be conveniently applied as a thin film onto a commercial UV-LED lamp for practical white lighting applications. The solid state material was discovered in an exercise of exploring molecular building blocks equipped with secondary groups for fine-tuning the structures and properties of coordination nets. Specifically, CH(3)SCH(2)CH(2)S- and (S)-CH(3)(OH)CHCH(2)S- (2-hydroxylpropyl) were each attached as secondary groups to the 2,5- positions of 1,4-benzenedicarboxylic acid (bdc), and the resultant molecules (L1 and L2, respectively) were crystallized with Pb(II) into the topologically similar 3D nets of PbL1 and PbL2, both consisting of interlinked Pb-carboxyl chains. While the CH(3)S- groups in PbL1 are not bonded to the Pb(II) centers, the hydroxy groups in PbL2 participate in coordinating to Pb(II) and thus modify the bonding features around the Pb(II), but only to a slight and subtle degree (e.g., Pb-O distances 2.941-3.116 Å). Interestingly, the subtle change in structure significantly impacts the properties, i.e., while the photoluminescence of PbL1 is yellowish green, PbL2 features bright white emission. Also, the homochiral side group in PbL2 imparts significant second harmonic generation, in spite of its seemingly weak association with the main framework (the NLO-phore). In a broad perspective, this work showcases the idea of secondary group participation (SGP) in the construction of coordination networks, an idea that parallels that of hemilabile ligands in organometallics and points to an effective strategy in developing advanced functions in solid state framework materials. © 2011 American Chemical Society

  18. 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…

  19. A Poststructuralist View on Student’s Project Groups

    DEFF Research Database (Denmark)

    Christensen, Gerd

    2016-01-01

    The aim of this paper is to demonstrate how poststructuralism and social constructionism can contribute to the empirical research on groups in problem-based learning (PBL). The paper outlines the analytical complexity and shows, through empirical examples, the potentials and limitations of this p...... no guidance for practice. Though both limitations raise serious problems for the practitioner, I intend to argue that the potentials of the analytical perspective are far more important than the challenges when it comes to social psychological research in groups in PBL......The aim of this paper is to demonstrate how poststructuralism and social constructionism can contribute to the empirical research on groups in problem-based learning (PBL). The paper outlines the analytical complexity and shows, through empirical examples, the potentials and limitations...... of this perspective as an alternative to traditional group psychology. While the potentials of poststructuralism and social constructionism as an analytical complex seem to be the endeavor for relentless critique, the limitations are the ‘empty subject’ and the avoidance of any kind of normativity that leave...

  20. A Model of Small-Group Problem-Based Learning in Pharmacy Education: Teaching in the Clinical Environment

    Science.gov (United States)

    Khumsikiew, Jeerisuda; Donsamak, Sisira; Saeteaw, Manit

    2015-01-01

    Problem-based Learning (PBL) is an alternate method of instruction that incorporates basic elements of cognitive learning theory. Colleges of pharmacy use PBL to aid anticipated learning outcomes and practice competencies for pharmacy student. The purpose of this study were to implement and evaluate a model of small group PBL for 5th year pharmacy…

  1. 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....

  2. 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

  3. 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

  4. Problem-based learning and larger student groups: mutually exclusive or compatible concepts – a pilot study

    Directory of Open Access Journals (Sweden)

    Lymn Joanne S

    2008-06-01

    Full Text Available Abstract Background Problem-based learning is recognised as promoting integration of knowledge and fostering a deeper approach to life-long learning, but is associated with significant resource implications. In order to encourage second year undergraduate medical students to integrate their pharmacological knowledge in a professionally relevant clinical context, with limited staff resources, we developed a novel clustered PBL approach. This paper utilises preliminary data from both the facilitator and student viewpoint to determine whether the use of this novel methodology is feasible with large groups of students. Methods Students were divided into 16 groups (20–21 students/group and were allocated a PBL facilitator. Each group was then divided into seven subgroups, or clusters, of 2 or 3 students wh each cluster being allocated a specific case. Each cluster was then provided with more detailed clinical information and studied an individual and distinct case-study. An electronic questionnaire was used to evaluate both student and facilitator perception of this clustered PBL format, with each being asked to rate the content, structure, facilitator effectiveness, and their personal view of the wider learning experience. Results Despite initial misgivings, facilitators managed this more complex clustered PBL methodology effectively within the time restraints and reported that they enjoyed the process. They felt that the cases effectively illustrated medical concepts and fitted and reinforced the students' pharmacological knowledge, but were less convinced that the scenario motivated students to use additional resources or stimulated their interest in pharmacology. Student feedback was broadly similar to that of the facilitators; although they were more positive about the scenario stimulating the use of additional resources and an interest in pharmacology. Conclusion This clustered PBL methodology can be successfully used with larger groups of

  5. 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...

  6. 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

  7. 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…

  8. 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.

  9. 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…

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

    Directory of Open Access Journals (Sweden)

    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.

  11. Problembased learning as a shared musical journey - group dynamics, communication and creativity

    DEFF Research Database (Denmark)

    Lindvang, Charlotte; Beck, Bolette Daniels

    2015-01-01

    The focus of this paper is how we can facilitate problem based learning (PBL) more creatively. We take a closer look upon the connection between creative processes and social communication in the PBL group including how difficulties in the social interplay may hinder creativity. The paper draws o...

  12. 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...

  13. 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

  14. 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)

  15. 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)

  16. 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.

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

    Science.gov (United States)

    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.

  18. 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.

  19. Group Creativity Development by Solving Real-life Project in Engineering Education

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Kolmos, Anette; Du, Xiangyun

    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. Among the diverse pedagogical practices of PBL, there has been an emergence of real-life project for students. Based on literature of creativity...... along with the learning activities etc., which are necessary for group creativity development in engineering students....

  20. 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…

  1. 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…

  2. Stepwise Analysis of Differential Item Functioning Based on Multiple-Group Partial Credit Model.

    Science.gov (United States)

    Muraki, Eiji

    1999-01-01

    Extended an Item Response Theory (IRT) method for detection of differential item functioning to the partial credit model and applied the method to simulated data using a stepwise procedure. Then applied the stepwise DIF analysis based on the multiple-group partial credit model to writing trend data from the National Assessment of Educational…

  3. 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…

  4. 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...

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Directory of Open Access Journals (Sweden)

    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

  8. Coaching tutors to observe and regulate leadership in PBL student teams or you can lead a horse to water but you can’t make it drink…

    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.

  9. 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...

  10. Teaching Consumer Law Based on PBL Principles within a Workshop Frame

    Science.gov (United States)

    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…

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

    Science.gov (United States)

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

    2015-04-01

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

  12. 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...

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

    Directory of Open Access Journals (Sweden)

    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.

  14. A Comparison of Creativity in Project Groups in Science and Engineering Education in Denmark and China

    DEFF Research Database (Denmark)

    Zhou, Chunfang; Valero, Paola

    2015-01-01

    Different pedagogical strategies influence the development of creativity in project groups in science and engineering education. This study is a comparison between two cases: Problem-Based Learning (PBL) in Denmark and Project-Organized Learning (POL) in China.......Different pedagogical strategies influence the development of creativity in project groups in science and engineering education. This study is a comparison between two cases: Problem-Based Learning (PBL) in Denmark and Project-Organized Learning (POL) in China....

  15. 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

  16. Semi-groups of operators and some of their applications to partial differential equations

    International Nuclear Information System (INIS)

    Kisynski, J.

    1976-01-01

    Basic notions and theorems of the theory of one-parameter semi-groups of linear operators are given, illustrated by some examples concerned with linear partial differential operators. For brevity, some important and widely developed parts of the semi-group theory such as the general theory of holomorphic semi-groups or the theory of temporally inhomogeneous evolution equations are omitted. This omission includes also the very important application of semi-groups to investigating stochastic processes. (author)

  17. 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…

  18. 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....

  19. Cast Partial Denture versus Acrylic Partial Denture for Replacement of Missing Teeth in Partially Edentulous Patients

    Directory of Open Access Journals (Sweden)

    Pramita Suwal

    2017-03-01

    Full Text Available Aim: To compare the effects of cast partial denture with conventional all acrylic denture in respect to retention, stability, masticatory efficiency, comfort and periodontal health of abutments. Methods: 50 adult partially edentulous patient seeking for replacement of missing teeth having Kennedy class I and II arches with or without modification areas were selected for the study. Group-A was treated with cast partial denture and Group-B with acrylic partial denture. Data collected during follow-up visit of 3 months, 6 months, and 1 year by evaluating retention, stability, masticatory efficiency, comfort, periodontal health of abutment. Results: Chi-square test was applied to find out differences between the groups at 95% confidence interval where p = 0.05. One year comparison shows that cast partial denture maintained retention and stability better than acrylic partial denture (p< 0.05. The masticatory efficiency was significantly compromising from 3rd month to 1 year in all acrylic partial denture groups (p< 0.05. The comfort of patient with cast partial denture was maintained better during the observation period (p< 0.05. Periodontal health of abutment was gradually deteriorated in all acrylic denture group (p

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

    Directory of Open Access Journals (Sweden)

    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.

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

    Science.gov (United States)

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

    1998-01-01

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

  2. Facility with the English language and problem-based learning group interaction: findings from an Arabic setting.

    Science.gov (United States)

    Mpofu, D J; Lanphear, J; Stewart, T; Das, M; Ridding, P; Dunn, E

    1998-09-01

    The Faculty of Medicine and Health Sciences (FMHS), United Arab Emirates (UAE) University is in a unique position to explore issues related to English language proficiency and medical student performance. All students entering the FMHS have English as a second language. This study focused on the issues of students' proficiency in English as measured by the TOEFL test, student background factors and interaction in problem-based learning (PBL) groups. Using a modification of Bales Interaction Process Analysis, four problem-based learning groups were observed over four thematic units, to measure the degree of student interaction within PBL groups and to compare this to individual TOEFL scores and key background variables. The students' contributions correlated highly with TOEFL test results in the giving of information (range r = 0.67-0.74). The female students adhered to interacting in English during group sessions, whereas the male students were more likely to revert to using Arabic in elaborating unclear phenomena (p TOEFL scores for the male students, but not for female students. Multivariate analysis was undertaken to analyse the relative contribution of the TOEFL, parental education and years of studying in English. The best predictor of students' contributions in PBL groups was identified as TOEFL scores. The study demonstrates the importance of facilitating a locally acceptable level of English proficiency prior to admission to the FMHS. However, it also highlights the importance of not focusing only on English proficiency but paying attention to additional factors in facilitating medical students in maximizing benefits from interactions in PBL settings.

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

    Directory of Open Access Journals (Sweden)

    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

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

    Science.gov (United States)

    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.

  5. 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...

  6. Perfectionism Group Treatment for Eating Disorders in an Inpatient, Partial Hospitalization, and Outpatient Setting.

    Science.gov (United States)

    Levinson, Cheri A; Brosof, Leigh C; Vanzhula, Irina A; Bumberry, Laura; Zerwas, Stephanie; Bulik, Cynthia M

    2017-11-01

    Perfectionism is elevated in individuals with eating disorders and is posited to be a risk factor, maintaining factor, and treatment barrier. However, there has been little literature testing the feasibility and effectiveness of perfectionism interventions in individuals specifically with eating disorders in an open group format. In the current study, we tested the feasibility of (a) a short cognitive behavioural therapy for perfectionism intervention delivered in an inpatient, partial hospitalization, and outpatient for eating disorders setting (combined N = 28; inpatient n = 15; partial hospital n = 9; outpatient n = 4), as well as (b) a training for disseminating the treatment in these settings (N = 9). Overall, we found that it was feasible to implement a perfectionism group in each treatment setting, with both an open and closed group format. This research adds additional support for the implementation of perfectionism group treatment for eating disorders and provides information on the feasibility of implementing such interventions across multiple settings. Copyright © 2017 John Wiley & Sons, Ltd and Eating Disorders Association. Copyright © 2017 John Wiley & Sons, Ltd and Eating Disorders Association.

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

    Science.gov (United States)

    Casla, Alberto Vicario; Zubiaga, Isabel Smith

    2010-01-01

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

  8. Asymptotic behavior of solutions of diffusion-like partial differential equations invariant to a family of affine groups

    International Nuclear Information System (INIS)

    Dresner, L.

    1990-07-01

    This report deals with the asymptotic behavior of certain solutions of partial differential equations in one dependent and two independent variables (call them c, z, and t, respectively). The partial differential equations are invariant to one-parameter families of one-parameter affine groups of the form: c' = λ α c, t' = λ β t, z' = λz, where λ is the group parameter that labels the individual transformations and α and β are parameters that label groups of the family. The parameters α and β are connected by a linear relation, Mα + Nβ = L, where M, N, and L are numbers determined by the structure of the partial differential equation. It is shown that when L/M and N/M are L/M t -N/M for large z or small t. Some practical applications of this result are discussed. 8 refs

  9. 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.

  10. 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)

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

    Directory of Open Access Journals (Sweden)

    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

  12. PBL Group Autonomy in a High School Environmental Science Class

    Science.gov (United States)

    Weiss, D. Mark; Belland, Brian R.

    2018-01-01

    With increasing class sizes, teachers and facilitators alike hope for learning groups where students work together in self-contained and autonomous ways requiring reduced teacher support. Yet many instructors find the idea of developing independent learning in small groups to be elusive particularly in K-12 settings (Ertmer and Simons in…

  13. 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.

  14. 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...

  15. 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....

  16. 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

  17. The Learning Potentials Integrating Social Media or Web 2.0 in a Problem Based Learning (PBL) Approach

    DEFF Research Database (Denmark)

    Buus, Lillian

    2013-01-01

    during lectures using a same time web 2.0 tool called Etherpad . This activity is going on during the course and gives the teacher a view of where the students have issues related to the theories or methods introduced during lecture. Interesting perspectives on how to integrate social media or web 2......This abstract relates to my PhD research entitled. The PhD is based on research going on at Aalborg University (AAU) within the Faculty of Social Science, meaning that the learning approach taken in this paper is based on the AAU PBL model (Kolmos, Fink, & Krogh, 2004; Kolmos, 2009). The research...... and collaboration among students, and Facebook was chosen among the students as the platform. Scenario 2b is giving the students a presentation to two web 2.0 tools for sharing and collaboration, enabled to support them in their sharing and collaboration as a group (class) and as smaller groups. The tools presented...

  18. 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…

  19. Do medical students generate sound arguments during small group discussions in problem-based learning?: an analysis of preclinical medical students' argumentation according to a framework of hypothetico-deductive reasoning.

    Science.gov (United States)

    Ju, Hyunjung; Choi, Ikseon; Yoon, Bo Young

    2017-06-01

    Hypothetico-deductive reasoning (HDR) is an essential learning activity and a learning outcome in problem-based learning (PBL). It is important for medical students to engage in the HDR process through argumentation during their small group discussions in PBL. This study aimed to analyze the quality of preclinical medical students' argumentation according to each phase of HDR in PBL. Participants were 15 first-year preclinical students divided into two small groups. A set of three 2-hour discussion sessions from each of the two groups during a 1-week-long PBL unit on the cardiovascular system was audio-recorded. The arguments constructed by the students were analyzed using a coding scheme, which included four types of argumentation (Type 0: incomplete, Type 1: claim only, Type 2: claim with data, and Type 3: claim with data and warrant). The mean frequency of each type of argumentation according to each HDR phase across the two small groups was calculated. During small group discussions, Type 1 arguments were generated most often (frequency=120.5, 43%), whereas the least common were Type 3 arguments (frequency=24.5, 8.7%) among the four types of arguments. The results of this study revealed that the students predominantly made claims without proper justifications; they often omitted data for supporting their claims or did not provide warrants to connect the claims and data. The findings suggest instructional interventions to enhance the quality of medical students' arguments in PBL, including promoting students' comprehension of the structure of argumentation for HDR processes and questioning.

  20. Democratic elements in group and project organized PBL

    DEFF Research Database (Denmark)

    Qvist, Palle

    2006-01-01

    beyond it to the school and the community” (Marris, 2003:274) then implementing democratic learning systems as The Aalborg Model are important for supporting and promote democratic bildung of students in higher education. This article defines at a – start - what should be understood by a democratic......, run processes and decide behaviour. It is what a pilot investigation referred in this article indicate. The meaning of this seems to be far behind the study itself and qualifications of the students to the labour marked. If it is true that ”the building of community begins in the classroom but extends...... learning system. It contrasts it to an authoritarian or elitist systems. Then it brings the results from an investigation of 9 process analyses’ written at the end of the second semester 2005 by project groups from The Technical Natural Scientific Basic Year at Aalborg University and concludes...

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

    Science.gov (United States)

    Haghparast, H; Ghorbani, A; Rohlin, M

    2017-08-01

    To compare dental students' perceptions of their learning approaches between different years of a problem-based learning (PBL) programme. The hypothesis was that in a comparison between senior and junior students, the senior students would perceive themselves as having a higher level of deep learning approach and a lower level of surface learning approach than junior students would. This hypothesis was based on the fact that senior students have longer experience of a student-centred educational context, which is supposed to underpin student learning. Students of three cohorts (first year, third year and fifth year) of a PBL-based dental programme were asked to respond to a questionnaire (R-SPQ-2F) developed to analyse students' learning approaches, that is deep approach and surface approach, using four subscales including deep strategy, surface strategy, deep motive and surface motive. The results of the three cohorts were compared using a one-way analysis of variance (ANOVA). A P-value was set at 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.

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

    Science.gov (United States)

    Blackburn, Greg

    2017-01-01

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

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

    Science.gov (United States)

    Buckmiller, Tom M.; Kruse, Jerrid W.

    2015-01-01

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

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

    Science.gov (United States)

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

    2016-04-01

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

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

    Science.gov (United States)

    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…

  6. Partial lesions of the intratemporal segment of the facial nerve: graft versus partial reconstruction.

    Science.gov (United States)

    Bento, Ricardo F; Salomone, Raquel; Brito, Rubens; Tsuji, Robinson K; Hausen, Mariana

    2008-09-01

    In cases of partial lesions of the intratemporal segment of the facial nerve, should the surgeon perform an intraoperative partial reconstruction, or partially remove the injured segment and place a graft? We present results from partial lesion reconstruction on the intratemporal segment of the facial nerve. A retrospective study on 42 patients who presented partial lesions on the intratemporal segment of the facial nerve was performed between 1988 and 2005. The patients were divided into 3 groups based on the procedure used: interposition of the partial graft on the injured area of the nerve (group 1; 12 patients); keeping the preserved part and performing tubulization (group 2; 8 patients); and dividing the parts of the injured nerve (proximal and distal) and placing a total graft of the sural nerve (group 3; 22 patients). Fracture of the temporal bone was the most frequent cause of the lesion in all groups, followed by iatrogenic causes (p lesion of the facial nerve is still questionable. Among these 42 patients, the best results were those from the total graft of the facial nerve.

  7. 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

    Science.gov (United States)

    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.

  8. A Poststructuralist View on Student's Project Groups: Possibilities and Limitations

    Science.gov (United States)

    Christensen, Gerd

    2016-01-01

    The aim of this paper is to demonstrate how poststructuralism and social constructionism can contribute to the empirical research on groups in problem-based learning (PBL). The paper outlines the analytical complexity and shows, through empirical examples, the potentials and limitations of this perspective as an alternative to traditional group…

  9. Effects of a Technology Supported Project Based Learning (TS-PBL Approach on the Success of a Mobile Application Development Course and the Students’ Opinions

    Directory of Open Access Journals (Sweden)

    Fezile Ozdamli

    2017-05-01

    Full Text Available Similar to traditional desktop software development processes, teamwork is a necessity in the mobile application development process. Thus, the aim of this study is to examine the effects of the technology supported project-based learning approach in mobile application development courses on the academic achievement of students and to clarify the engineering students’ opinions. A total of 130 engineering students from the Department taking mobile application development courses were the participants of this study. The lessons progressed in one group in the form of technology supported project-based learning steps, while in the other group, they were conducted using traditional methods. Based on the results, the practical implementation of a mobile application with a TS-PBL approach in engineering students’ education will be discussed.

  10. Unilateral Partial Nephrectomy with Warm Ischemia Results in Acute Hypoxia Inducible Factor 1-Alpha (HIF-1α and Toll-Like Receptor 4 (TLR4 Overexpression in a Porcine Model.

    Directory of Open Access Journals (Sweden)

    Zhiyong Zhang

    Full Text Available Ischemia/reperfusion (I/R during partial nephrectomy (PN contributes to acute kidney injury (AKI, which is inaccurately assessed using existent clinical markers of renal function. We evaluated I/R-related changes in expression in hypoxia inducible factor 1α (HIF-1α and toll-like receptor 4 (TLR4, within kidney tissue and peripheral blood leukocytes (PBL in a porcine model of PN.Three adult pigs each underwent unilateral renal hilar cross clamping for 180 min followed by a 15 min reperfusion. The contralateral kidney served as control. Biopsies of clamped kidneys were obtained at baseline (time 0, every 60 min during the hypoxic phase, and post-reperfusion. Control kidneys were biopsied once at 180 min. Peripheral blood was sampled at time 0, every 30 min during the hypoxic phase, and post-reperfusion. HIF-1α and TLR4 expression in kidney tissue and PBL were analyzed by Western blotting. I/R-related histological changes were assessed.Expression of HIF-1α in clamped kidneys and PBL was below detection level at baseline, rising to detectable levels after 60 min of hypoxia, and continuing to rise throughout the hypoxic and reperfusion phases. Expression of TLR-4 in clamped kidneys followed a similar trend with initial detection after 30-60 min of hypoxia. Control kidneys exhibited no change in HIF-1α or TLR-4 expression. I/R-related histologic changes were minimal, primarily mild tubular dilatation.In a porcine model of PN, HIF-1α and TLR4 exhibited robust, I/R-related increases in expression in kidney tissue and PBL. Further studies investigating these molecules as potential markers of AKI are warranted.

  11. 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…

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

    Science.gov (United States)

    Zhang, Kun; Zheng, Jun

    2013-05-01

    Advantages of problem-based leaning (PBL) in teaching of Zhenjiuxue (Science of acupuncture and moxibustion) is analyzed through the feature that the curriculum has more comprehensiveness and practicalness and characteristics of the teaching team. Defects of incomplete communication among thinking pattern, cognitive contents and organization structure are presented in this article as well. It is held that things can be taken as a common point or cognitive origin of the west and the east. Therefore, bridge model of origin is designed, which could fulfill more profound expression and cognition of knowledge in ordered and dynamic organization form based on advantages of PBL, surrounded with cognitive origin and depended on impetus produced by differences between domestic and international sciences, technologies and cultures of ancient and modern societies. Thus, the level of teaching can be constantly enhanced.

  13. MicroRNAs sequencing unveils distinct molecular subgroups of plasmablastic lymphoma.

    Science.gov (United States)

    Ambrosio, Maria Raffaella; Mundo, Lucia; Gazaneo, Sara; Picciolini, Matteo; Vara, Prasad Satya; Sayed, Shaheen; Ginori, Alessandro; Lo Bello, Giuseppe; Del Porro, Leonardo; Navari, Mohsen; Ascani, Stefano; Yonis, Amhed; Leoncini, Lorenzo; Piccaluga, Pier Paolo; Lazzi, Stefano

    2017-12-08

    Plasmablastic lymphoma (PBL) is an aggressive lymphoma, often arising in the context of immunodeficiency and associated with Epstein-Barr virus (EBV) infection. The most frequently detected genetic alteration is the deregulation of MYC gene through the translocation - t(8;14)(q24;q32). The diagnosis of PBL is often challenging because it has an overlap in morphology, immunophenotype, cytogenetics and virus association with other lymphomas and plasma cell neoplasms; further, its molecular basis remains elusive. In the present study we aimed to better define the possible contribution of EBV infection as well as miRNA deregulation in PBL pathogenesis. We studied 23 cases of PBL, 19 Burkitt lymphomas (BL), and 17 extra-medullary plasmacytoma (EMPC). We used qPCR and immunohistochemistry to assess EBV latency patterns, while micro-RNA (miRNA) profiling was performed by next generation sequencing (Illumina) and validated by qPCR. Our analysis revealed a non-canonical EBV latency program with the partial expression of some proteins characterizing latency II and the activation of an abortive lytic cycle. Moreover, we identified miRNA signatures discriminating PBL from BL and EMPC. Interestingly, based on the miRNA profile, PBL appeared constituted by two discrete subgroups more similar to either BL or EMPC, respectively. This pattern was confirmed in an independent set of cases studied by qPCR and corresponded to different clinico-pathological features in the two groups, including HIV infection, MYC rearrangement and disease localization. In conclusion, we uncovered for the first time 1) an atypical EBV latency program in PBL; 2) a miRNA signature distinguishing PBL from the closest malignant counterparts; 3) the molecular basis of PBL heterogeneity.

  14. Employing UMLS for generating hints in a tutoring system for medical problem-based learning.

    Science.gov (United States)

    Kazi, Hameedullah; Haddawy, Peter; Suebnukarn, Siriwan

    2012-06-01

    While problem-based learning has become widely popular for imparting clinical reasoning skills, the dynamics of medical PBL require close attention to a small group of students, placing a burden on medical faculty, whose time is over taxed. Intelligent tutoring systems (ITSs) offer an attractive means to increase the amount of facilitated PBL training the students receive. But typical intelligent tutoring system architectures make use of a domain model that provides a limited set of approved solutions to problems presented to students. Student solutions that do not match the approved ones, but are otherwise partially correct, receive little acknowledgement as feedback, stifling broader reasoning. Allowing students to creatively explore the space of possible solutions is exactly one of the attractive features of PBL. This paper provides an alternative to the traditional ITS architecture by using a hint generation strategy that leverages a domain ontology to provide effective feedback. The concept hierarchy and co-occurrence between concepts in the domain ontology are drawn upon to ascertain partial correctness of a solution and guide student reasoning towards a correct solution. We describe the strategy incorporated in METEOR, a tutoring system for medical PBL, wherein the widely available UMLS is deployed and represented as the domain ontology. Evaluation of expert agreement with system generated hints on a 5-point likert scale resulted in an average score of 4.44 (Spearman's ρ=0.80, p<0.01). Hints containing partial correctness feedback scored significantly higher than those without it (Mann Whitney, p<0.001). Hints produced by a human expert received an average score of 4.2 (Spearman's ρ=0.80, p<0.01). Copyright © 2012 Elsevier Inc. All rights reserved.

  15. 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...

  16. 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

  17. 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...

  18. Mathematical Communication Ability by Grade VII Students Using a Themed Problem Based Learning with Scaffolding on Rectangle Materials

    OpenAIRE

    Didik Adi Saputro; Masrukan Masrukan; Arief Agoestanto

    2017-01-01

    The aim of research to test students' mathematical communication used themed of PBL with scaffolding, themed of PBL and PBL achieve mastery learning;to test students' mathematical communication that used the themed of PBL with scaffolding, themed of PBL and PBL; and to test students' mathematical communication for the low, medium group, and a high-group themed of PBL with scaffolding, themed of PBL and PBL. This type of research is quantitative research. The Population is seventh grade studen...

  19. 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…

  20. Effects of task-irrelevant grouping on visual selection in partial report

    DEFF Research Database (Denmark)

    Lunau, Rasmus; Habekost, Thomas

    2017-01-01

    and the selection criterion was luminance. This effect was accompanied by impaired selectivity in unsorted-color trials. Overall, the results suggest that the benefit of task-irrelevant color grouping of targets is contingent on the processing locus of the selection criterion....... the color of the elements in these trials. In the sorted-color condition, the color of the display elements was arranged according to the selection criterion, and in the unsorted-color condition, colors were randomly assigned. The distractor cost was inferred by subtracting performance in partial......-report trials from performance in a control condition that had no distractors in the display. Across five experiments, we manipulated trial order, selection criterion, and exposure duration, and found that attentional selectivity was improved in sorted-color trials when the exposure duration was 200 ms...

  1. Essays on partial retirement

    NARCIS (Netherlands)

    Kantarci, T.

    2012-01-01

    The five essays in this dissertation address a range of topics in the micro-economic literature on partial retirement. The focus is on the labor market behavior of older age groups. The essays examine the economic and non-economic determinants of partial retirement behavior, the effect of partial

  2. Teaching renewable energy using online PBL in investigating its effect on behaviour towards energy conservation among Malaysian students: ANOVA repeated measures approach

    Science.gov (United States)

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

    2017-01-01

    This research aimed to investigate whether online problem based learning (PBL) approach to teach renewable energy topic improves students’ behaviour towards energy conservation. A renewable energy online problem based learning (REePBaL) instruction package was developed based on the theory of constructivism and adaptation of the online learning model. This study employed a single group quasi-experimental design to ascertain the changed in students’ behaviour towards energy conservation after underwent the intervention. The study involved 48 secondary school students in a Malaysian public school. ANOVA Repeated Measure technique was employed in order to compare scores of students’ behaviour towards energy conservation before and after the intervention. Based on the finding, students’ behaviour towards energy conservation improved after the intervention.

  3. 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.

  4. Group formalism of Lie transformations to time-fractional partial ...

    Indian Academy of Sciences (India)

    Lie symmetry analysis; Fractional partial differential equation; Riemann–Liouville fractional derivative ... science and engineering. It is known that while ... differential equations occurring in different areas of applied science [11,14]. The Lie ...

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

    Science.gov (United States)

    Lao, Huei-Chen

    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…

  6. UV completions of partial compositeness: the case for a SU(4) gauge group

    International Nuclear Information System (INIS)

    Ferretti, Gabriele

    2014-01-01

    We present a model of partial compositeness arising as the IR limit of a SU(4) gauge theory with only fermionic matter. This group is one of the most promising ones among a handful of possible choices allowing a symmetry breaking pattern incorporating custodial symmetry and a top partner candidate, while retaining asymptotic freedom. It is favored for not giving rise to lepto-quarks or Landau poles in the SM gauge couplings. The minimal UV theory consists of five hyperfermions in the anti-symmetric representation and three in the fundamental and anti-fundamental. The IR theory is centered around the coset SU(5)/SO(5), with top partners in the fundamental of SO(5), giving rise to one composite fermion of electric charge 5/3, three of charge 2/3 and one of charge −1/3. Electro-Weak symmetry breaking occurs via top-quark-driven vacuum misalignment. The top quark mass is generated via the mechanism of partial compositeness, while the remaining fermions acquire a mass via a standard quadratic coupling to the Higgs. We compute the top and bottom quark mass matrix and the Electro-Weak currents of the composite fermions. The model does not give rise to unacceptably large deviations from the SM Z→bb-bar decay width.

  7. Outcomes-Based Authentic Learning, Portfolio Assessment, and a Systems Approach to ‘Complex Problem-Solving’: Related Pillars for Enhancing the Innovative Role of PBL in Future Higher Education

    Directory of Open Access Journals (Sweden)

    Cameron Richards

    2015-06-01

    Full Text Available The challenge of better reconciling individual and collective aspects of innovative problem-solving can be productively addressed to enhance the role of PBL as a key focus of the creative process in future higher education. This should involve ‘active learning’ approaches supported by related processes of teaching, assessment and curriculum. As Biggs & Tan (2011 have suggested, an integrated or systemic approach is needed for the most effective practice of outcomes-based education also especially relevant for addressing relatively simple as well as more complex problems. Such a model will be discussed in relation to the practical example of a Masters subject conceived with interdisciplinary implications, applications, and transferability: ‘sustainable policy studies in science, technology and innovation’. Different modes of PBL might be encouraged in terms of the authentic kinds of ‘complex problem-solving’ issues and challenges which increasingly confront an interdependent and changing world. PBL can be further optimized when projects or cases also involve contexts and examples of research and inquiry. However, perhaps the most crucial pillar is a model of portfolio assessment for linking and encouraging as well as distinguishing individual contributions to collaborative projects and activities.

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

    Directory of Open Access Journals (Sweden)

    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.

  9. Mathematical Communication Ability by Grade VII Students Using a Themed Problem Based Learning with Scaffolding on Rectangle Materials

    Directory of Open Access Journals (Sweden)

    Didik Adi Saputro

    2017-08-01

    Full Text Available The aim of research to test students' mathematical communication used themed of PBL with scaffolding, themed of PBL and PBL achieve mastery learning;to test students' mathematical communication that used the themed of PBL with scaffolding, themed of PBL and PBL; and to test students' mathematical communication for the low, medium group, and a high-group themed of PBL with scaffolding, themed of PBL and PBL. This type of research is quantitative research. The Population is seventh grade students of SMPN 22 Semarang and the sample class VII E, F and VII VII G. Used normality test, homogenity test, equality test on average, the proportion of one-party test, one way anova test, and scheffe test. The results showed that (1 Student’s mathematical communication ability using themed of PBLwith Scaffolding strategy,themed of PBL, and PBL achieve the completeness of learning, (2 there is a difference in the classroom using the themed of PBL with scaffolding, themed of PBL, as well as PBL, (3 For the low, medium, high and there is a difference in the classroom using the themed of PBL with scaffolding, themed of PBL and PBL.

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

    Science.gov (United States)

    Nordin, Norfarah; Samsudin, Mohd Ali; 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…

  11. Evolution of project-based learning in small groups in environmental engineering courses

    Directory of Open Access Journals (Sweden)

    Jesús M. Requies

    2018-03-01

    Full Text Available This work presents the assessment of the development and evolution of an active methodology (Project-Based Learning –PBL- implemented on the course “Unit Operations in Environmental Engineering”, within the bachelor’s degree in Environmental Engineering, with the purpose of decreasing the dropout rate in this course. After the initial design and implementation of this methodology during the first academic year (12/13, different modifications were adopted in the following ones (13-14, 14-15 & 15-16 in order to optimize the student’s and professor’s work load as well as correct some malfunctions observed in the initial design of the PBL. This active methodology seeks to make students the main architects of their own learning processes. Accordingly, they have to identify their learning needs, which is a highly motivating approach both for their curricular development and for attaining the required learning outcomes in this field of knowledge. The results obtained show that working in small teams (cooperative work enhances each group member’s self–learning capabilities. Moreover, academic marks improve when compared to traditional learning methodologies. Nevertheless, the implementation of more active methodologies, such as project-based learning, in small groups has certain specific characteristics. In this case it has been implemented simultaneously in two different groups of 10 students each one. Such small groups are more heterogeneoussince the presence of two highly motivated students or not can vary or affect the whole group’s attitude and academic results.

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

    Science.gov (United States)

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

    2015-12-01

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

  13. Are You Still with Us? Managing Mobile Phone Use and Group Interaction in PBL

    OpenAIRE

    Hendry, Gillian; Wiggins, Sally; Anderson, Tony

    2016-01-01

    As mobile phone technology becomes more advanced, so too does its presence in everyday life. Research has shown, for instance, that students are using their mobile phones in classroom settings, a practice that holds both potential advantages and disadvantages. In group work, these interactions may have consequences for group dynamics in that orienting to a mobile phone can display a shift in an individual’s attention to the group. The current essay details a research project conducted on prob...

  14. 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...

  15. PARTIAL REINFORCEMENT (ACQUISITION) EFFECTS WITHIN SUBJECTS.

    Science.gov (United States)

    AMSEL, A; MACKINNON, J R; RASHOTTE, M E; SURRIDGE, C T

    1964-03-01

    Acquisition performance of 22 rats in a straight alley runway was examined. The animals were subjected to partial reinforcement when the alley was black (B+/-) and continuous reinforcement when it was white (W+). The results indicated (a) higher terminal performance, for partial as against continuous reinforcement conditions, for starting-time and running-time measures, and (b) lower terminal performance under partial conditions for a goal-entry-time measure. These results confirm within subjects an effect previously demonstrated, in the runway, only in between-groups tests, where one group is run under partial reinforcement and a separate group is run under continuous reinforcement in the presence of the same external stimuli. Differences between the runway situation, employing a discrete-trial procedure and performance measures at three points in the response chain, and the Skinner box situation, used in its free-operant mode with a single performance measure, are discussed in relation to the present findings.

  16. Problem-based learning: an effective educational method for a surgery clerkship.

    Science.gov (United States)

    Schwartz, R W; Donnelly, M B; Nash, P P; Johnson, S B; Young, B; Griffen, W O

    1992-10-01

    Problem-based learning (PBL) has been implemented during the clinical years in a few medical schools. The purpose of this study is to determine whether PBL provides a better education than traditional methods. Students in the first and third rotations (n = 42) went through the traditional clerkship, which utilized Socratic teaching (SI), while students in the second and fourth rotations (n = 36) were taught by the PBL method. Two performance measures were used to assess clerkship effectiveness. One was a modified essay examination (MEE) administered as part of the departmental evaluation. The other was the NBME-II exam and its surgery subsection NBME-II-S. The MEE was designed to measure six dimensions of the problem-solving process. The NBME-II was utilized to measure knowledge. Unpaired t tests were used to identify statistically significant group differences. The PBL group performed significantly better on two MEE dimensions: (1) differential diagnosis formation (PBL, 92.5 +/- 0.8; SI, 89.1 +/- 0.5; P < 0.01) and (2) interpretation of clinical data (PBL, 93.3 +/- 0.6; SI, 91.6 +/- 0.4; P < 0.03). A third dimension, ordering appropriate lab and diagnostic studies, approached significance (P = 0.057), and the PBL group performed better. On the NBME-II there was not a significant difference between the two groups. However, the trend (P = 0.059) was for the PBL group to score higher on the NBME-II-S (PBL mean: 502 +/- 15; SI mean: 468 +/- 12). When overall achievement was controlled for, the PBL group performed significantly better than the SI group (P = 0.046) on the NBME-II-S.(ABSTRACT TRUNCATED AT 250 WORDS)

  17. 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.

  18. Are You Still with Us? Managing Mobile Phone Use and Group Interaction in PBL

    Science.gov (United States)

    Hendry, Gillian; Wiggins, Sally; Anderson, Tony

    2016-01-01

    As mobile phone technology becomes more advanced, so too does its presence in everyday life. Research has shown, for instance, that students are using their mobile phones in classroom settings, a practice that holds both potential advantages and disadvantages. In group work, these interactions may have consequences for group dynamics in that…

  19. Changes of atmospheric properties over Belgrade, observed using remote sensing and in situ methods during the partial solar eclipse of 20 March 2015

    Science.gov (United States)

    Ilić, L.; Kuzmanoski, M.; Kolarž, P.; Nina, A.; Srećković, V.; Mijić, Z.; Bajčetić, J.; Andrić, M.

    2018-06-01

    Measurements of atmospheric parameters were carried out during the partial solar eclipse (51% coverage of solar disc) observed in Belgrade on 20 March 2015. The measured parameters included height of the planetary boundary layer (PBL), meteorological parameters, solar radiation, surface ozone and air ions, as well as Very Low Frequency (VLF, 3-30 kHz) and Low Frequency (LF, 30-300 kHz) signals to detect low-ionospheric plasma perturbations. The observed decrease of global solar and UV-B radiation was 48%, similar to the solar disc coverage. Meteorological parameters showed similar behavior at two measurement sites, with different elevations and different measurement heights. Air temperature change due to solar eclipse was more pronounced at the lower measurement height, showing a decrease of 2.6 °C, with 15-min time delay relative to the eclipse maximum. However, at the other site temperature did not decrease; its morning increase ceased with the start of the eclipse, and continued after the eclipse maximum. Relative humidity at both sites remained almost constant until the eclipse maximum and then decreased as the temperature increased. The wind speed decreased and reached minimum 35 min after the last contact. The eclipse-induced decrease of PBL height was about 200 m, with minimum reached 20 min after the eclipse maximum. Although dependent on UV radiation, surface ozone concentration did not show the expected decrease, possibly due to less significant influence of photochemical reactions at the measurement site and decline of PBL height. Air-ion concentration decreased during the solar eclipse, with minimum almost coinciding with the eclipse maximum. Additionally, the referential Line-of-Sight (LOS) radio link was set in the area of Belgrade, using the carrier frequency of 3 GHz. Perturbation of the receiving signal level (RSL) was observed on March 20, probably induced by the solar eclipse. Eclipse-related perturbations in ionospheric D-region were detected

  20. Effect of students' learning styles on classroom performance in problem-based learning.

    Science.gov (United States)

    Alghasham, Abdullah A

    2012-01-01

    Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.

  1. Clinical evaluation of failures in removable partial dentures.

    Science.gov (United States)

    Jorge, Janaina H; Quishida, Cristiane C C; Vergani, Carlos E; Machado, Ana L; Pavarina, Ana C; Giampaolo, Eunice T

    2012-01-01

    The aim of this clinical study was to evaluate the effects of removable partial dentures on the support tissues and changes occurring in lower tooth-supported and bilateral distal-extension dentures, 5 years after placement. The study involved analysis of a total of 53 patients who received prosthetic treatment for removable partial dentures. The patients were divided into two groups. In group 1, the patients had a completely edentulous maxilla and an edentulous area with natural teeth remaining in both the anterior and posterior regions. In group 2, the patients had a completely edentulous maxilla and partially edentulous mandible with preserved anterior teeth. Tooth mobility, prevalence of caries, fracture of the abutment teeth, fracture and/or deformation of the removable partial denture components and stability of the denture base were evaluated. The use of a removable partial denture increased tooth mobility, reduced the prevalence of caries, and did not cause loss or fracture of the abutments or damage to their components, when compared with the baseline. It was concluded that there was no difference between the groups as evaluated in terms of tooth mobility, prevalence of caries, loss and fracture of the abutments or damage to the components of the removable partial denture.

  2. 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

  3. 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.

  4. Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study.

    Science.gov (United States)

    Ding, Yongxia; Zhang, Peili

    2018-06-12

    Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (n = 162) was taught using a web-based PBL teaching approach, while the control group (n = 166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (P web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning. Copyright © 2018. Published by Elsevier Ltd.

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

    Directory of Open Access Journals (Sweden)

    Badieah Badieah

    2016-11-01

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

  6. Are you still with us? : Managing group togetherness and mobile phone use in PBL tutorials

    OpenAIRE

    Hendry, Gillian; Wiggins, Sally; Anderson, Tony

    2016-01-01

    As mobile phone technology becomes more advanced, so too does its presence in everyday life. Research has shown, for instance, that students are using their mobile phones in classroom settings, a practice that holds both potential advantages and disadvantages. In group work, these interactions may have consequences for group dynamics in that orienting to a mobile phone can display a shift in an individual’s attention to the group. The current essay details a research project conducted on prob...

  7. Increased correlation coefficient between the written test score and tutors' performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia.

    Science.gov (United States)

    Jaiprakash, Heethal; Min, Aung Ko Ko; Ghosh, Sarmishtha

    2016-03-01

    This paper is aimed at finding if there was a change of correlation between the written test score and tutors' performance test scores in the assessment of medical students during a problem-based learning (PBL) course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group's tutors did not receive tutor training; while the second group's tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors' performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors' scores in group 1 was 0.099 (pcorrelation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

  8. 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.

  9. The effects of problem-based learning on the self-efficacy and attitudes of beginning biology majors

    Science.gov (United States)

    Rajab, Adel Mohammad

    The problem of low persistence of science majors has resulted in calls for changes in undergraduate instruction toward environments that foster positive self-efficacy among beginning science majors. Low science self-efficacy and poor attitudes toward science may contribute to high attrition rates of science majors. Classroom environments that foster positive self-efficacy development include pedagogies that promote authentic learning contexts and involve collaborative learning teams. Problem-based learning (PBL) is an instructional model that attempts to create both conditions and may provide every source of information needed for the development of self-efficacy (i.e., mastery experiences, vicarious experiences, verbal persuasion, and physiological states) as postulated by Albert Bandura. The degree to which these sources of self-efficacy are delivered to individuals within a PBL group may depend on how the group members interact and how students perceive the PBL process itself. This study examined the development of biology self-efficacy and attitudes among biology majors in a PBL setting and in a traditional lecture-based setting. Specifically, this project investigated changes in students' biology self-efficacy beliefs, mediating aspects of PBL in self-efficacy development, the relationship between PBL processes and group collective efficacy, the predictive nature of entering self-efficacy levels on attitudes toward PBL and mid-term grades, and changes in student attitudes toward biology. The study design was quasi-experimental and included quantitative pre- and post-surveys, qualitative interviews, and classroom observations. Findings revealed that students enrolled in a PBL class exhibited greater gains in biology self-efficacy and were likely to report more favorable attitudes toward biology compared to students enrolled in a traditional class. The aspects of PBL that most accounted for these findings were students' ownership of the learning process, their

  10. Hierarchical partial order ranking

    International Nuclear Information System (INIS)

    Carlsen, Lars

    2008-01-01

    Assessing the potential impact on environmental and human health from the production and use of chemicals or from polluted sites involves a multi-criteria evaluation scheme. A priori several parameters are to address, e.g., production tonnage, specific release scenarios, geographical and site-specific factors in addition to various substance dependent parameters. Further socio-economic factors may be taken into consideration. The number of parameters to be included may well appear to be prohibitive for developing a sensible model. The study introduces hierarchical partial order ranking (HPOR) that remedies this problem. By HPOR the original parameters are initially grouped based on their mutual connection and a set of meta-descriptors is derived representing the ranking corresponding to the single groups of descriptors, respectively. A second partial order ranking is carried out based on the meta-descriptors, the final ranking being disclosed though average ranks. An illustrative example on the prioritisation of polluted sites is given. - Hierarchical partial order ranking of polluted sites has been developed for prioritization based on a large number of parameters

  11. Diagnosis and Modeling of the Explosive Development of Winter Storms: Sensitivity to PBL Schemes

    Science.gov (United States)

    Liberato, Margarida L. R.; Pradhan, Prabodha K.

    2014-05-01

    The correct representation of extreme windstorms in regional models is of great importance for impact studies of climate change. The Iberian Peninsula has recently witnessed major damage from winter extratropical intense cyclones like Klaus (January 2009), Xynthia (February 2010) and Gong (January 2013) which formed over the mid-Atlantic, experienced explosive intensification while travelling eastwards at lower latitudes than usual [Liberato et al. 2011; 2013]. In this paper the explosive development of these storms is simulated by the advanced mesoscale Weather Research and Forecasting Model (WRF v 3.4.1), initialized with NCEP Final Analysis (FNL) data as initial and lateral boundary conditions (boundary conditions updated in every 3 hours intervals). The simulation experiments are conducted with two domains, a coarser (25km) and nested (8.333km), covering the entire North Atlantic and Iberian Peninsula region. The characteristics of these storms (e.g. wind speed, precipitation) are studied from WRF model and compared with multiple observations. In this context simulations with different Planetary Boundary Layer (PBL) schemes are performed. This approach aims at understanding which mechanisms favor the explosive intensification of these storms at a lower than usual latitudes, thus improving the knowledge of atmospheric dynamics (including small-scale processes) on controlling the life cycle of midlatitude extreme storms and contributing to the improvement in predictability and in our ability to forecast storms' impacts over Iberian Peninsula. Acknowledgments: This work was partially supported by FEDER (Fundo Europeu de Desenvolvimento Regional) funds through the COMPETE (Programa Operacional Factores de Competitividade) and by national funds through FCT (Fundação para a Ciência e a Tecnologia, Portugal) under project STORMEx FCOMP-01-0124-FEDER- 019524 (PTDC/AAC-CLI/121339/2010). References: Liberato M.L.R., J.G. Pinto, I.F. Trigo, R.M. Trigo (2011) Klaus - an

  12. Dialog about Psychosocial Issues in Problem-Based Learning Sessions in Medical Education

    Science.gov (United States)

    Adams, Nancy E.

    2016-01-01

    The purpose of this qualitative case study was two-fold: to investigate the dialog about psychosocial aspects of health care in problem based learning (PBL) groups in a single medical school; and to describe the factors that learners and PBL facilitators identify as influencing dialog about these issues in PBL groups. Medical education is a…

  13. Outcomes-Based Authentic Learning, Portfolio Assessment, and a Systems Approach to "Complex Problem-Solving": Related Pillars for Enhancing the Innovative Role of PBL in Future Higher Education

    Science.gov (United States)

    Richards, Cameron

    2015-01-01

    The challenge of better reconciling individual and collective aspects of innovative problem-solving can be productively addressed to enhance the role of PBL as a key focus of the creative process in future higher education. This should involve "active learning" approaches supported by related processes of teaching, assessment and…

  14. Abstract structure of partial function $*$-algebras over semi-direct product of locally compact groups

    Directory of Open Access Journals (Sweden)

    Arash Ghaani Farashahi

    2015-12-01

    Full Text Available This article presents a unified approach to the abstract notions of partial convolution and involution in $L^p$-function spaces over semi-direct product of locally compact groups. Let $H$ and $K$ be locally compact groups and $tau:Hto Aut(K$ be a continuous homomorphism.  Let $G_tau=Hltimes_tau K$ be the semi-direct product of $H$ and $K$ with respect to $tau$. We define left and right $tau$-convolution on $L^1(G_tau$ and we show that, with respect to each of them, the function space $L^1(G_tau$ is a Banach algebra. We define $tau$-convolution as a linear combination of the left and right $tau$-convolution and we show that the $tau$-convolution is commutative if and only if $K$ is abelian. We prove that there is a $tau$-involution on $L^1(G_tau$ such that with respect to the $tau$-involution and $tau$-convolution, $L^1(G_tau$ is a non-associative Banach $*$-algebra. It is also shown that when $K$ is abelian, the $tau$-involution and $tau$-convolution make $L^1(G_tau$ into a Jordan Banach $*$-algebra. Finally, we also present the generalized notation of $tau$-convolution for other $L^p$-spaces with $p>1$.

  15. 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

    Science.gov (United States)

    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

  16. An Educational Experience with Online Teaching – Not a Best Practice

    DEFF Research Database (Denmark)

    Kolbæk, Ditte; Nortvig, Anne-Mette

    2018-01-01

    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 o......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...

  17. Compatriot partiality and cosmopolitan justice: Can we justify compatriot partiality within the cosmopolitan framework?

    Directory of Open Access Journals (Sweden)

    Rachelle Bascara

    2016-10-01

    Full Text Available This paper shows an alternative way in which compatriot partiality could be justified within the framework of global distributive justice. Philosophers who argue that compatriot partiality is similar to racial partiality capture something correct about compatriot partiality. However, the analogy should not lead us to comprehensively reject compatriot partiality. We can justify compatriot partiality on the same grounds that liberation movements and affirmative action have been justified. Hence, given cosmopolitan demands of justice, special consideration for the economic well-being of your nation as a whole is justified if and only if the country it identifies is an oppressed developing nation in an unjust global order.This justification is incomplete. We also need to say why Person A, qua national of Country A, is justified in helping her compatriots in Country A over similarly or slightly more oppressed non-compatriots in Country B. I argue that Person A’s partiality towards her compatriots admits further vindication because it is part of an oppressed group’s project of self-emancipation, which is preferable to paternalistic emancipation.Finally, I identify three benefits in my justification for compatriot partiality. First, I do not offer a blanket justification for all forms of compatriot partiality. Partiality between members of oppressed groups is only a temporary effective measure designed to level an unlevel playing field. Second, because history attests that sovereign republics could arise as a collective response to colonial oppression, justifying compatriot partiality on the grounds that I have identified is conducive to the development of sovereignty and even democracy in poor countries, thereby avoiding problems of infringement that many humanitarian poverty alleviation efforts encounter. Finally, my justification for compatriot partiality complies with the implicit cosmopolitan commitment to the realizability of global justice

  18. Physics analysis of the gang partial rod drive event

    International Nuclear Information System (INIS)

    Boman, C.; Frost, R.L.

    1992-08-01

    During the routine positioning of partial-length control rods in Gang 3 on the afternoon of Monday, July 27, 1992, the partial-length rods continued to drive into the reactor even after the operator released the controlling toggle switch. In response to this occurrence, the Safety Analysis and Engineering Services Group (SAEG) requested that the Applied Physics Group (APG) analyze the gang partial rod drive event. Although similar accident scenarios were considered in analysis for Chapter 15 of the Safety Analysis Report (SAR), APG and SAEG conferred and agreed that this particular type of gang partial-length rod motion event was not included in the SAR. This report details this analysis

  19. 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.

    Science.gov (United States)

    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.

  20. Comparison of effectiveness of electrocautery and phenol application in partial matricectomy after partial nail extraction in the treatment of ingrown nails.

    Science.gov (United States)

    Misiak, Piotr; Terlecki, Artur; Rzepkowska-Misiak, Beata; Wcisło, Szymon; Brocki, Marian

    2014-02-01

    Ingrowing nail also known as onychocryptosis is a common health problem. This disease mostly affects young people, often carrying a considerable amount of socio-economic implications. It's foot problem that usually manifests as inflammation of tissue along the side of a toenail. The aim of the study was to asses and to compare effectiveness of electrocautery and phenol application in partial matrixectomy after partial nail extraction in the treatment of ingrown toenails. The group of 60 patients with ingrowing toenail which was randomized into two groups underwent partial matrixectomy in surgical outpatient clinic between 2009-2013. This group of patients was under surgical observation for 100 days in outpatient clinic. In all operated patients we obtained surgical success however we had 13 recurrences during the follow up period, 5 in the phenolization group and 8 in the electrocoagulation group. There was statistically significant difference between these two techniques, which indicated that matrix phenolization is connected with shortened healing time vs the matrix electrocoagulation.

  1. Comparison of the Medical Students' Attitudes Toward Problem­Based and Lecture-Based Learning in a Course of Basic Immunology

    Directory of Open Access Journals (Sweden)

    Davoud YadegariNia

    2003-01-01

    Full Text Available Background According to the available evidence, problem-based learning (PBL is one of the most successful methods in achieving higher educational objectives. In this method, the discussion about the subjects that should be taught to the students is based on a real clinical case. Various advantages and disadvantages of this method have been addressed in different studies, but the students' attitude toward this method is vita/for its success. Objective To evaluate the students• altitude toward problem- based learning and to compare it with lecture-based learning. Method In this experimental study, two topics of basic immunology were chosen after holding coordination meetings. The students were divided randomly into two groups. Group A received PBL for the first and LBL for the second topic, and group B had LBL for the first and PBL for the second topic. After the last session, a questionnaire was given to the students. Results The students considered PBL as superior in view of the student's active role in education. According to the students' opinion, group working was more evident in PBL. Although they preferred LBL to be used in a complete immunology course, they suggested that PBL is good to be used in some of the sessions. They suggested that although the learner's role is more evident in PBL, the instructor's role is still significant. They believed that self-assessment is better and easier in PBL. Discussion According to the results it is clear that, at least in some aspects, the students' attitude toward PBL is positive. This shows that by considering these aspects in educational reform programs, and by further study on the items not definitely determined in this research, we could modify PBL so that it could be used in a broader level. Key Words: problem-based learning, lecture-based learning, Attitude

  2. 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.

  3. Distal splenorenal shunt with partial spleen resection

    Directory of Open Access Journals (Sweden)

    Gajin Predrag

    2007-01-01

    Full Text Available Introduction: Hypersplenism is a common complication of portal hypertension. Cytopenia in hypersplenism is predominantly caused by splenomegaly. Distal splenorenal shunt (Warren with partial spleen resection is an original surgical technique that regulates cytopenia by reduction of the enlarged spleen. Objective. The aim of our study was to present the advantages of distal splenorenal shunt (Warren with partial spleen resection comparing morbidity and mortality in a group of patients treated by distal splenorenal shunt with partial spleen resection with a group of patients treated only by a distal splenorenal shunt. Method. From 1995 to 2003, 41 patients with portal hypertension were surgically treated due to hypersplenism and oesophageal varices. The first group consisted of 20 patients (11 male, mean age 42.3 years who were treated by distal splenorenal shunt with partial spleen resection. The second group consisted of 21 patients (13 male, mean age 49.4 years that were treated by distal splenorenal shunt only. All patients underwent endoscopy and assessment of oesophageal varices. The size of the spleen was evaluated by ultrasound, CT or by scintigraphy. Angiography was performed in all patients. The platelet and white blood cell count and haemoglobin level were registered. Postoperatively, we noted blood transfusion, complications and total hospital stay. Follow-up period was 12 months, with first checkup after one month. Results In the first group, only one patient had splenomegaly postoperatively (5%, while in the second group there were 13 patients with splenomegaly (68%. Before surgery, the mean platelet count in the first group was 51.6±18.3x109/l, to 118.6±25.4x109/l postoperatively. The mean platelet count in the second group was 67.6±22.8x109/l, to 87.8±32.1x109/l postoperatively. Concerning postoperative splenomegaly, statistically significant difference was noted between the first and the second group (p<0.05. Comparing the

  4. 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

  5. Impact of problem-based learning in a large classroom setting: student perception and problem-solving skills.

    Science.gov (United States)

    Klegeris, Andis; Hurren, Heather

    2011-12-01

    Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better problem-solving skills and an increase in overall motivation. However, very little research has been done on the educational benefits of PBL in a large classroom setting. Here, we describe a PBL approach (using tutorless groups) that was introduced as a supplement to standard didactic lectures in University of British Columbia Okanagan undergraduate biochemistry classes consisting of 45-85 students. PBL was chosen as an effective method to assist students in learning biochemical and physiological processes. By monitoring student attendance and using informal and formal surveys, we demonstrated that PBL has a significant positive impact on student motivation to attend and participate in the course work. Student responses indicated that PBL is superior to traditional lecture format with regard to the understanding of course content and retention of information. We also demonstrated that student problem-solving skills are significantly improved, but additional controlled studies are needed to determine how much PBL exercises contribute to this improvement. These preliminary data indicated several positive outcomes of using PBL in a large classroom setting, although further studies aimed at assessing student learning are needed to further justify implementation of this technique in courses delivered to large undergraduate classes.

  6. Increased correlation coefficient between the written test score and tutors’ performance test scores after training of tutors for assessment of medical students during problem-based learning course in Malaysia

    Directory of Open Access Journals (Sweden)

    Heethal Jaiprakash

    2016-03-01

    Full Text Available This paper is aimed at finding if there was a change of correlation between the written test score and tutors’ performance test scores in the assessment of medical students during a problem-based learning (PBL course in Malaysia. This is a cross-sectional observational study, conducted among 264 medical students in two groups from November 2010 to November 2012. The first group’s tutors did not receive tutor training; while the second group’s tutors were trained in the PBL process. Each group was divided into high, middle and low achievers based on their end-of-semester exam scores. PBL scores were taken which included written test scores and tutors’ performance test scores. Pearson correlation coefficient was calculated between the two kinds of scores in each group. The correlation coefficient between the written scores and tutors’ scores in group 1 was 0.099 (p<0.001 and for group 2 was 0.305 (p<0.001. The higher correlation coefficient in the group where tutors received the PBL training reinforces the importance of tutor training before their participation in the PBL course.

  7. Meta-analysis of adjunctive levetiracetam in refractory partial sei

    Directory of Open Access Journals (Sweden)

    ZHANG Ying

    2012-10-01

    Full Text Available Objective To evaluate the effects and tolerability of adjunctive levetiracetam (LEV in refractory partial seizures. Methods Relevant research articles about randomized controlled trials of adjunctive LEV in refractory partial seizures from January 1998 to December 2010 were retrieved from Cochrane Library, MEDLINE, EMbase, Social Sciences Citation Index (SSCI, VIP, Chinese National Knowledge Infrastructure (CNKI database, China Biology Medicine (CBM. Two reviewers independently evaluated the quality of the included articles and abstracted the data. A Meta-analysis was conducted by using RevMan 5.0 software. Results According to the enrollment criteria, eleven prospective, randomized controlled clinical trials with a total of 1192 in LEV group and 789 in placebo group were finally selected. The reduction in three endpoints (a 50% or greater reduction of partial seizure frequency per week, a 75% or greater reduction of partial seizure frequency per week and seizure free was significant in LEV group than placebo group. There was no significance between LEV group and placebo group in the withdrawl rate (1000 mg/d: OR = 1.180, 95%CI: 0.690-2.010, P = 0.540; 2000 mg/d: OR = 1.530, 95%CI: 0.770-3.030, P = 0.230; 3000 mg/d: OR = 1.000, 95% CI: 0.620-1.600, P = 1.000. The following adverse events were associated with LEV: somnolence (OR = 1.720, 95%CI: 1.280-2.310, P = 0.000, dizziness (OR = 1.490, 95%CI: 1.000-2.220, P = 0.050, asthenia (OR = 1.670, 95%CI: 1.140-2.240, P = 0.008, nasopharyngitis (OR = 1.120, 95% CI: 0.710-1.760, P = 0.630, psychiatric and behavioral abnormalities (OR = 2.120, 95% CI: 1.370-3.280, P = 0.000. Conclusion LEV is effective and well tolerated when added to existing therapy in patients with refractory partial seizures compared with control drugs. Further studies are needed to identify the effects of monotherapy of LEV in partial seizures.

  8. Assessing the Effectiveness of Case-Based Collaborative Learning via Randomized Controlled Trial.

    Science.gov (United States)

    Krupat, Edward; Richards, Jeremy B; Sullivan, Amy M; Fleenor, Thomas J; Schwartzstein, Richard M

    2016-05-01

    Case-based collaborative learning (CBCL) is a novel small-group approach that borrows from team-based learning principles and incorporates elements of problem-based learning (PBL) and case-based learning. CBCL includes a preclass readiness assurance process and case-based in-class activities in which students respond to focused, open-ended questions individually, discuss their answers in groups of 4, and then reach consensus in larger groups of 16. This study introduces CBCL and assesses its effectiveness in one course at Harvard Medical School. In a 2013 randomized controlled trial, 64 medical and dental student volunteers were assigned randomly to one of four 8-person PBL tutorial groups (control; n = 32) or one of two 16-person CBCL tutorial groups (experimental condition; n = 32) as part of a required first-year physiology course. Outcomes for the PBL and CBCL groups were compared using final exam scores, student responses to a postcourse survey, and behavioral coding of portions of video-recorded class sessions. Overall, the course final exam scores for CBCL and PBL students were not significantly different. However, CBCL students whose mean exam performance in prior courses was below the participant median scored significantly higher than their PBL counterparts on the physiology course final exam. The most common adjectives students used to describe CBCL were "engaging," "fun," and "thought-provoking." Coding of observed behaviors indicated that individual affect was significantly higher in the CBCL groups than in the PBL groups. CBCL is a viable, engaging, active learning method. It may particularly benefit students with lower academic performance.

  9. On the partiality of procreative beneficence: a critical note.

    Science.gov (United States)

    Petersen, Thomas Søbirk

    2015-09-01

    The aim of this paper is to criticise the well-discussed principle of Procreative Beneficence (PB) lately refined by Julian Savulescu and Guy Kahane. First, it is argued that advocates of PB leave us with an implausible justification for the moral partiality towards the child (or children) which reproducers decide to bring into existence as compared with all other individuals. This is implausible because the reasons given in favour of the partiality of PB, which are based on practical reason and common-sense morality, can just as well be used to guide reproducers to make choices that do not support partiality towards one's possible children. This seems to be true as least in some situations. Second, it is argued that Jakob Elster's recent critique of PB is problematic and specifically that a counterexample designed by Elster to criticise PB because of its partiality towards one's own children misses the target. Finally, a genuine counterexample to PB is developed in order to show that the partiality of PB leads to the wrong answer in a specific case. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

  10. 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...

  11. Online virtual-patient cases versus traditional problem-based learning in advanced pharmacy practice experiences.

    Science.gov (United States)

    Al-Dahir, Sara; Bryant, Kendrea; Kennedy, Kathleen B; Robinson, Donna S

    2014-05-15

    To evaluate the efficacy of faculty-led problem-based learning (PBL) vs online simulated-patient case in fourth-year (P4) pharmacy students. Fourth-year pharmacy students were randomly assigned to participate in either online branched-case learning using a virtual simulation platform or a small-group discussion. Preexperience and postexperience student assessments and a survey instrument were completed. While there were no significant differences in the preexperience test scores between the groups, there was a significant increase in scores in both the virtual-patient group and the PBL group between the preexperience and postexperience tests. The PBL group had higher postexperience test scores (74.8±11.7) than did the virtual-patient group (66.5±13.6) (p=0.001). The PBL method demonstrated significantly greater improvement in postexperience test scores than did the virtual-patient method. Both were successful learning methods, suggesting that a diverse approach to simulated patient cases may reach more student learning styles.

  12. Economical analysis of the second partial reload for Angra 1 with partial low-leakage

    International Nuclear Information System (INIS)

    Mascarenhas, H.A.; Teixeira, M.C.C.; Dias, A.M.

    1990-01-01

    Preliminary results for the Angra 1 second reload design with partial low-leakage were assessed with NUCOST 1.0, code for nuclear power costs calculation. In the proposed scheme, some partially burned fuel assemblies (FAs) are located at the core boundary, while new FAs occupy more internal positions. The nuclear design - utilizing the code system SAV (from Siemens/KWU Group, F.R. Germany) - has been performed with detail for the 3rd cycle while simpler approach has been utilized for subsequent reloads. Results of NUCOST 1.0 show that the partial low-leakage reload in the 3rd cycle of Angra 1 offers fuel costs 1% lower when compared to the Plant's actual reload scheme, what corresponds to an savings of about US$190.000. When operation and maintenance and capital costs are also considered, economies in the order of US$2.6 million are obrained. (author) [pt

  13. Evidence for Constructive, Self-Regulatory, and Collaborative Processes in Problem-Based Learning

    Science.gov (United States)

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

    2009-01-01

    The goal of this study was to increase our understanding of the learning-oriented verbal interactions taking place between students during the problem-based learning (PBL) cycle. The verbal interactions of one PBL group of five students throughout an entire PBL cycle were recorded in this data-intensive case study. The verbatim transcript…

  14. A Model for Partial Kantian Cooperation

    OpenAIRE

    Kordonis, Ioannis

    2016-01-01

    This work presents a game theoretic model to describe game situations in which there is a partial cooperation among the players. Specifically, we assume that the players partially follow Kant's "Categorical Imperative". The model is stated for games with a continuum of players and the basic assumption made is that the participants consider that they belong to virtual groups in which they optimize their actions as if they were bound to follow the same strategy. The relation with the Nash, (Ben...

  15. Partial migration in fishes: definitions, methodologies and taxonomic distribution

    DEFF Research Database (Denmark)

    Chapman, B B; Skov, C; Hulthén, K

    2012-01-01

    published. In addition, previous work and synthesis has been hampered by a varied lexicon associated with this phenomenon in fishes. In this review, definitions and important concepts in partial migration research are discussed, and a classification system of the different forms of partial migration......Partial migration, where populations are composed of both migratory and resident individuals, is extremely widespread across the animal kingdom. Researchers studying fish movements have long recognized that many fishes are partial migrants, however, no detailed taxonomic review has ever been...... in fishes introduced. Next, a detailed taxonomic overview of partial migration in this group is considered. Finally, methodological approaches that ichthyologists can use to study this fascinating phenomenon are reviewed. Partial migration is more widespread amongst fishes than previously thought, and given...

  16. Dental Students' Perceived Clinical Competence in Prosthodontics: Comparison of Traditional and Problem-Based Learning Methodologies.

    Science.gov (United States)

    Montero, Javier; Dib, Abraham; Guadilla, Yasmina; Flores, Javier; Santos, Juan Antonio; Aguilar, Rosa Anaya; Gómez-Polo, Cristina

    2018-02-01

    The aim of this study was to compare the perceived competence for treating prosthodontic patients of two samples of fourth-year dental students: those educated using traditional methodologies and those educated using problem-based learning (PBL). Two cohorts of fourth-year dental students at a dental school in Spain were surveyed: the traditional methods cohort (n=46) was comprised of all students in academic years 2012 and 2013, and the PBL cohort (n=57) was comprised of all students in academic years 2014 and 2015. Students in both cohorts reported the number of prosthodontic treatments they carried out per year and their perceived level of competence in performing such treatments. The results showed that the average number of treatments performed was similar for the two cohorts, except the number of metal-based removable partial dentures was significantly higher for students in the traditional (0.8±1.0) than the PBL (0.4±0.6) cohort. The level of perceived competence to treat complete denture patients for the combined cohorts was significantly higher (7.3±1.1) than that for partial acrylic dentures (6.7±1.5) and combined dentures (5.7±1.3). Students' clinical competence in prosthodontics mainly depended on number of treatments performed as the operator as well as the assistant. Students in the traditional methods cohort considered themselves to be significantly more competent at treating patients for removable partial and fixed prostheses (7.8±1.1 and 7.6±1.1, respectively) than did students in the PBL cohort (6.4±1.5 and 6.6±1.5, respectively). Overall, however, the study found that practical experiences were more important than the teaching method used to achieve students' perceived competence.

  17. Effect of digital problem-based learning cases on student learning outcomes in ophthalmology courses.

    Science.gov (United States)

    Kong, Jun; Li, Xiaoyan; Wang, Youdong; Sun, Wei; Zhang, Jinsong

    2009-09-01

    To assess the impact of digital problem-based learning (PBL) cases on student learning in ophthalmology courses. Ninety students were randomly divided into 3 classes (30 students per class). The first class studied under a didactic model. The other 2 classes were divided into 6 groups (10 students per group) and received PBL teaching; 3 groups studied via cases presented in digital form and the others studied via paper-form cases. The results of theoretical and case analysis examinations were analyzed using the chi(2) test. Student performance on the interval practice was analyzed using the Kruskal-Wallis test. Questionnaires were used to evaluate student and facilitator perceptions. Students in the digital groups exhibited better performance in the practice procedures according to tutorial evaluations compared with the other groups (P digital groups (vs 73% in the paper groups) noted that the cases greatly stimulated their interest. Introducing PBL into ophthalmology could improve educational quality and effectiveness. Digital PBL cases stimulate interest and motivate students to further improve diagnosis and problem-handling skills.

  18. Bactericidal activity of partially oxidized nanodiamonds.

    Science.gov (United States)

    Wehling, Julia; Dringen, Ralf; Zare, Richard N; Maas, Michael; Rezwan, Kurosch

    2014-06-24

    Nanodiamonds are a class of carbon-based nanoparticles that are rapidly gaining attention, particularly for biomedical applications, i.e., as drug carriers, for bioimaging, or as implant coatings. Nanodiamonds have generally been considered biocompatible with a broad variety of eukaryotic cells. We show that, depending on their surface composition, nanodiamonds kill Gram-positive and -negative bacteria rapidly and efficiently. We investigated six different types of nanodiamonds exhibiting diverse oxygen-containing surface groups that were created using standard pretreatment methods for forming nanodiamond dispersions. Our experiments suggest that the antibacterial activity of nanodiamond is linked to the presence of partially oxidized and negatively charged surfaces, specifically those containing acid anhydride groups. Furthermore, proteins were found to control the bactericidal properties of nanodiamonds by covering these surface groups, which explains the previously reported biocompatibility of nanodiamonds. Our findings describe the discovery of an exciting property of partially oxidized nanodiamonds as a potent antibacterial agent.

  19. Mathematics Literacy on Problem Based Learning with Indonesian Realistic Mathematics Education Approach Assisted E-Learning Edmodo

    Science.gov (United States)

    Wardono; Waluya, S. B.; Mariani, Scolastika; Candra D, S.

    2016-02-01

    This study aims to find out that there are differences in mathematical literacy ability in content Change and Relationship class VII Junior High School 19, Semarang by Problem Based Learning (PBL) model with an Indonesian Realistic Mathematics Education (called Pendidikan Matematika Realistik Indonesia or PMRI in Indonesia) approach assisted Elearning Edmodo, PBL with a PMRI approach, and expository; to know whether the group of students with learning PBL models with PMRI approach and assisted E-learning Edmodo can improve mathematics literacy; to know that the quality of learning PBL models with a PMRI approach assisted E-learning Edmodo has a good category; to describe the difficulties of students in working the problems of mathematical literacy ability oriented PISA. This research is a mixed methods study. The population was seventh grade students of Junior High School 19, Semarang Indonesia. Sample selection is done by random sampling so that the selected experimental class 1, class 2 and the control experiment. Data collected by the methods of documentation, tests and interviews. From the results of this study showed average mathematics literacy ability of students in the group PBL models with a PMRI approach assisted E-learning Edmodo better than average mathematics literacy ability of students in the group PBL models with a PMRI approach and better than average mathematics literacy ability of students in the expository models; Mathematics literacy ability in the class using the PBL model with a PMRI approach assisted E-learning Edmodo have increased and the improvement of mathematics literacy ability is higher than the improvement of mathematics literacy ability of class that uses the model of PBL learning with PMRI approach and is higher than the improvement of mathematics literacy ability of class that uses the expository models; The quality of learning using PBL models with a PMRI approach assisted E-learning Edmodo have very good category.

  20. The effect of problem-based learning with cooperative-learning strategies in surgery clerkships.

    Science.gov (United States)

    Turan, Sevgi; Konan, Ali; Kılıç, Yusuf Alper; Özvarış, Şevkat Bahar; Sayek, Iskender

    2012-01-01

    Cooperative learning is used often as part of the problem-based learning (PBL) process. But PBL does not demand that students work together until all individuals master the material or share the rewards for their work together. A cooperative learning and assessment structure was introduced in a PBL course in 10-week surgery clerkship, and the difference was evaluated between this method and conventional PBL in an acute abdominal pain module. An experimental design was used. No significant differences in achievement were found between the study and control group. Both the study and control group students who scored low on the pretest made the greatest gains at the end of the education. Students in the cooperative learning group felt that cooperation helped them learn, it was fun to study and expressed satisfaction, but they complained about the amount of time the groups had to work together, difficulties of group work, and noise during the sessions. This study evaluated the impact of a cooperative learning technique (student team learning [STL]) in PBL and found no differences. The study confirms that a relationship exists between allocated study time and achievement, and student's satisfaction about using this technique. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  1. Synthesis, characterization, vibrational spectroscopy, and factor group analysis of partially metal-doped phosphate materials

    Science.gov (United States)

    Sronsri, Chuchai; Boonchom, Banjong

    2018-04-01

    A simple precipitating method was used to synthesize effectively a partially metal-doped phosphate hydrate (Mn0.9Mg0.1HPO4·3H2O), whereas the thermal decomposition process of the above hydrate precursor was used to obtain Mn1.8Mg0.2P2O7 and LiMn0.9Mg0.1PO4 compounds under different conditions. To separate the overlapping thermal decomposition peak, a deconvolution technique was used, and the separated peak was applied to calculate the water content. The factor group splitting analysis was used to exemplify their vibrational spectra obtained from normal vibrations of HPO42-, H2O, P2O74- and PO43- functional groups. Further, the deconvoluted bending mode of water was clearly observed. Mn0.9Mg0.1HPO4·3H2O was observed in the orthorhombic crystal system with the space group of Pbca (D2h15). The formula units per unit cell were found to be eight (Z = 8), and the site symmetric type of HPO42- was observed as Cs. For the HPO42- unit, the correlation filed splitting analysis of type C3v - Cs - D2h15 was calculated and had 96 internal modes, whereas H2O in the above hydrate was symbolized as C2v - Cs - D2h15 and had 24 modes. The symbol C2v - Cs - C2h3 was used for the correlation filed splitting analysis of P2O74- in Mn1.8Mg0.2P2O7 (monoclinic, C2/m (C2h3), Z = 2, and 42 modes). Finally, the symbol Td - Cs - D2h16 was used for the correlation filed splitting analysis of PO43- in LiMn0.9Mg0.1PO4 (orthorhombic, Pnma (D2h16), Z = 4, and 36 modes).

  2. The effect of Problem/Project-Based Learning on a desired skill set for construction professionals

    Science.gov (United States)

    Sirotiak, Todd L.

    The purpose of this study was to investigate if a Problem/Project-Based Learning (PBL) approach can affect certain non-technical, "soft" skills of construction engineers. Such skills include leadership, adaptability, and stress management. In mixed design research, quantitative and qualitative data are assembled and analyzed collectively. For this study, two separate assessment tools were used for the quantitative portion, while open-ended written reflections and a partially closed-ended senior questionnaire were implemented for the qualitative portion. A hypothetical model was used to investigate certain soft skills based on prior research documenting need. Skills investigated were confidence, stress coping, leadership, communication skills, adaptability, and management skills. Descriptive statistics, open-ended final written reflections, and a partially closed-ended senior questionnaire were used to analyze the data. PBL is a process in which the students are challenged to develop realistic solutions on open, less structured, real world type problems. The results of this study performed with the combined count of nearly 60 students suggest that PBL can influence several soft skills of senior construction engineers. Specifically, these findings demonstrate the following: (a) PBL appears to affect students' soft skills; (b) students appear to recognize the realism and "real world" applicability that PBL brings to their skill development; and (c) the data suggest that the experience is holistic and offers opportunities for balanced growth in several ways. Some key competencies such as communication and leadership indicated significant enhancements. Although this study was limited to one academic year of the university's construction engineering program, it provides interesting insight to changes within the time period investigated. This study should be replicated in other construction engineering environments to investigate a larger population sample. In addition

  3. Improvement in Generic Problem-Solving Abilities of Students by Use of Tutor-less Problem-Based Learning in a Large Classroom Setting

    Science.gov (United States)

    Klegeris, Andis; Bahniwal, Manpreet; Hurren, Heather

    2013-01-01

    Problem-based learning (PBL) was originally introduced in medical education programs as a form of small-group learning, but its use has now spread to large undergraduate classrooms in various other disciplines. Introduction of new teaching techniques, including PBL-based methods, needs to be justified by demonstrating the benefits of such techniques over classical teaching styles. Previously, we demonstrated that introduction of tutor-less PBL in a large third-year biochemistry undergraduate class increased student satisfaction and attendance. The current study assessed the generic problem-solving abilities of students from the same class at the beginning and end of the term, and compared student scores with similar data obtained in three classes not using PBL. Two generic problem-solving tests of equal difficulty were administered such that students took different tests at the beginning and the end of the term. Blinded marking showed a statistically significant 13% increase in the test scores of the biochemistry students exposed to PBL, while no trend toward significant change in scores was observed in any of the control groups not using PBL. Our study is among the first to demonstrate that use of tutor-less PBL in a large classroom leads to statistically significant improvement in generic problem-solving skills of students. PMID:23463230

  4. 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.

  5. Effects of problem-based learning vs. traditional lecture on Korean nursing students' critical thinking, problem-solving, and self-directed learning.

    Science.gov (United States)

    Choi, Eunyoung; Lindquist, Ruth; Song, Yeoungsuk

    2014-01-01

    Problem-based learning (PBL) is a method widely used in nursing education to develop students' critical thinking skills to solve practice problems independently. Although PBL has been used in nursing education in Korea for nearly a decade, few studies have examined its effects on Korean nursing students' learning outcomes, and few Korean studies have examined relationships among these outcomes. The objectives of this study are to examine outcome abilities including critical thinking, problem-solving, and self-directed learning of nursing students receiving PBL vs. traditional lecture, and to examine correlations among these outcome abilities. A quasi-experimental non-equivalent group pretest-posttest design was used. First-year nursing students (N=90) were recruited from two different junior colleges in two cities (GY and GJ) in South Korea. In two selected educational programs, one used traditional lecture methods, while the other used PBL methods. Standardized self-administered questionnaires of critical thinking, problem-solving, and self-directed learning abilities were administered before and at 16weeks (after instruction). Learning outcomes were significantly positively correlated, however outcomes were not statistically different between groups. Students in the PBL group improved across all abilities measured, while student scores in the traditional lecture group decreased in problem-solving and self-directed learning. Critical thinking was positively associated with problem-solving and self-directed learning (r=.71, and r=.50, respectively, plearning (r=.75, pLearning outcomes of PBL were not significantly different from traditional lecture in this small underpowered study, despite positive trends. Larger studies are recommended to study effects of PBL on critical student abilities. Copyright © 2013 Elsevier Ltd. All rights reserved.

  6. Application of a Lie group admitted by a homogeneous equation for group classification of a corresponding inhomogeneous equation

    Science.gov (United States)

    Long, Feng-Shan; Karnbanjong, Adisak; Suriyawichitseranee, Amornrat; Grigoriev, Yurii N.; Meleshko, Sergey V.

    2017-07-01

    This paper proposes an algorithm for group classification of a nonhomogeneous equation using the group analysis provided for the corresponding homogeneous equation. The approach is illustrated by a partial differential equation, an integro-differential equation, and a delay partial differential equation.

  7. Does enhancing consciousness for strategic planning processes support the effectiveness of problem-based learning concepts in biomedical education?

    Directory of Open Access Journals (Sweden)

    Arling V.

    2015-09-01

    Full Text Available Interdisciplinary skills gain increasing importance in university and professional contexts. To support these interdisciplinary skills, problem-based learning (PBL is regularly used in a course for biomedical education. In this study, we investigated whether enhancing consciousness for planning processes can support the effectiveness of PBL concepts in an intervention-control group design. Results indicated clear evidence for this: planning skills were associated with better PBL performance. Concluding, self-reflection of planning skills is useful to increase outcome performance of students in PBL courses.

  8. Plasmablastic lymphoma of the upper gingiva in an HIV-negative elderly patient

    Directory of Open Access Journals (Sweden)

    Tomohiro Yamada, DDS, PhD

    2015-06-01

    Full Text Available Plasmablastic lymphoma (PBL is a highly aggressive variant of diffuse large B-cell lymphoma and is usually treated by chemotherapy with cyclophosphamide, doxorubicin, vincristine, and prednisone (CHOP or CHOP-like regimens. However, elderly patients tend to have difficulty with the chemotherapy. We successfully treated an HIV-negative elderly PBL patient with surgery alone. An 87-year-old Japanese man was referred to our hospital because of gingival swelling of the left maxilla. After several examinations, a multilobular 3-cm tumor of the left maxilla and lymph node swelling on the left side of the neck were revealed. The patient was HIV negative and human T-cell leukemia virus negative. He was diagnosed with PBL, or undifferentiated carcinoma/sarcoma, and we performed surgical therapy, radical neck dissection, and a partial maxillectomy. The surgical margin of the resected specimen was negative for tumor cells, and 6 of 27 lymph nodes contained tumor cells. Histologically, the tumor consisted of basophilic large cells with deviated nuclei. Together with the immunohistochemical findings, the final diagnosis was PBL. The patient and his family did not agree to chemotherapy. Nineteen months after surgery, he is fine and no signs of recurrence were observed. Surgery-only therapy may be a reasonable alternative for elderly PBL patients.

  9. Investigating Senior Secondary School Students' Beliefs about Further Mathematics in a Problem-Based Learning Context

    Directory of Open Access Journals (Sweden)

    A.O. Fatade

    2014-02-01

    Full Text Available The study investigated the effect of problem-based learning (PBL on senior secondary school students' beliefs about Further Mathematics in Nigeria within the blueprint of pre-test-post-test non-equivalent control group quasi-experimental design. Intact classes were used and in all, 96 students participated in the study (42 in the experimental group taught with the PBL and 54 in the control group taught using the Traditional Method (TM. One research instrument tagged Beliefs about Further Mathematics Questionnaire (BFMQ, Cronbach alpha (α=.86 was developed and used for the study and data collected were analysed using the descriptive statistics of mean and standard deviation which served as precursor to testing the null hypothesis for the study using an independent samples t-test and analysis of variance. Results showed that participants held strong beliefs about further mathematics and there was a statistically significant difference in the mean post-treatment scores on BFMQ (t=-6.22, p=.000 for t-test and (F(1,95=38.49; p<.001 for ANOVA between students exposed to the PBL and those exposed to the TM, in favour of the PBL group. Based on the results, the study recommended that PBL should be adopted as an instructional strategy for promoting meaningful learning in and enhancing beliefs about further mathematics and efforts should be made to integrate the philosophy of PBL into the preservice teachers' curriculum at the teacher-preparation institutions in Nigeria.

  10. IDENTIFIKASI TAHAP BERPIKIR KREATIF MENGGUNAKAN MODEL PBL DENGAN TUGAS PENGAJUAN MASALAH

    Directory of Open Access Journals (Sweden)

    Rina Nurul Fathiya

    2014-03-01

    Full Text Available Salah satu kemampuan yang harus dimiliki peserta didik adalah berpikir kreatif. Penelitian ini bertujuan untuk mengidentifikasi tahap berpikir kreatif menggunakan model PBL dengan tugas pengajuan masalah matematika. Subjek penelitian adalah peserta didik kelas X-5 di SMA Negeri 2 Semarang. Prosedur pengumpulan data meliputi validasi, pembelajaran di kelas, tes TPM, analisis tes TPM, wawancara, analisis hasil wawancara, dan catatan lapangan. Hasil penelitian ini sebagai berikut, pada tahap mensintesis ide, peserta didik TKBK 3 sampai TKBK 1 mendapatkan ide dari pengetahuan yang dimiliki. TKBK 0 mendapatkan ide dari pemikiran sendiri. Tahap membangun ide, peserta didik TKBK 3 dan TKBK 2 mengalami kesulitan saat membentuk ide menjadi soal. Peserta didik pada TKBK 1 dan TKBK 0 tidak kesulitan. Tahap merencanakan penerapan ide, peserta didik TKBK 3 sampai TKBK 1 lancar dalam memunculkan ide. Peserta didik pada TKBK 3 produktif dalam memunculkan ide, ada peserta didik TKBK 2 produktif memunculkan ide. TKBK 1 dan TKBK 0 tidak produktif memunculkan ide. Peserta didik pada TKBK 2 dan TKBK 1 sudah cukup lancar, tetapi tidak produktif dalam memunculkan ide. Peserta didik pada TKBK 0 tidak lancar dan tidak produktif memunculkan ide. Pada tahap menerapkan ide, ada peserta didik TKBK 3 menerapkan ide berdasarkan cara, konsep atau prosedur yang baru. Peserta didik pada TKBK 2 sampai TKBK 0 menerapkan ide berdasarkan cara, konsep atau prosedur yang sudah ada. Perlu dilakukan penelitian lanjutan sebagai upaya untuk meningkatkan kemampuan berpikir kreatif peserta didik yang masih rendah berdasarkan karakteristik tahap berpikir  peserta didik pada penelitian ini.

  11. The Role of Argumentation in Hypothetico-Deductive Reasoning during Problem-Based Learning in Medical Education: A Conceptual Framework

    Science.gov (United States)

    Ju, Hyunjung; Choi, Ikseon

    2018-01-01

    One of the important goals of problem-based learning (PBL) in medical education is to enhance medical students' clinical reasoning--hypothetico-deductive reasoning (HDR) in particular--through small group discussions. However, few studies have focused on explicit strategies for promoting students' HDR during group discussions in PBL. This paper…

  12. Sensitivity analysis of WRF model PBL schemes in simulating boundary-layer variables in southern Italy: An experimental campaign

    DEFF Research Database (Denmark)

    Avolio, E.; Federico, S.; Miglietta, M.

    2017-01-01

    the surface, where the model uncertainties are, usually, smaller than at the surface. A general anticlockwise rotation of the simulated flow with height is found at all levels. The mixing height is overestimated by all schemes and a possible role of the simulated sensible heat fluxes for this mismatching......The sensitivity of boundary layer variables to five (two non-local and three local) planetary boundary-layer (PBL) parameterization schemes, available in the Weather Research and Forecasting (WRF) mesoscale meteorological model, is evaluated in an experimental site in Calabria region (southern...... is investigated. On a single-case basis, significantly better results are obtained when the atmospheric conditions near the measurement site are dominated by synoptic forcing rather than by local circulations. From this study, it follows that the two first order non-local schemes, ACM2 and YSU, are the schemes...

  13. An educational experience with online teaching – not a best practice

    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 o......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. This study describes...... an experience and provides a point of departure for further discussion, but it is not an example of best practices for online PBL....

  14. Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research.

    Science.gov (United States)

    Wang, Qing; Li, Huiping; Pang, Weiguo; Liang, Shuo; Su, Yiliang

    2016-01-05

    Medical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context. A participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process. Five themes emerged from the analysis: current experience of PBL curriculum; the roles of and relationships between tutors and students; student group dynamics; development of self-directed learning; and coaching in PBL facilitation. On the basis of this empirical data, a systematic model of PBL and coaching psychology was developed. The findings highlighted that coaching psychology could be incorporated into the facilitation system in PBL. The integrated framework of PBL and coaching psychology in undergraduate medical education has the potential to promote the development of the learning goals of cultivating clinical reasoning ability, lifelong learning capacities and medical humanity. Challenges, benefits and future directions for implementing the framework are discussed in this paper.

  15. Gender and Diversity in a Problem and Project Based Learning Environment

    DEFF Research Database (Denmark)

    Du, Xiangyun

    Problem and Project Based Learning (PBL) has been well used as an educational philosophy and methodology in the construction of student centered and contextualized learning environment. PBL is also regarded as an effective method in producing engineering graduates who can not only meet the needs...... on the learning experiences of engineering students in the PBL environment in Denmark. This book also attempts to question the issue of diversity in engineering education via the exploration of whether or in which ways the PBL environment is friendly to diverse groups of learners such as women....

  16. The process of problem-based learning: what works and why.

    Science.gov (United States)

    Schmidt, Henk G; Rotgans, Jerome I; Yew, Elaine H J

    2011-08-01

    In this review, we portray the process of problem-based learning (PBL) as a cognitive endeavour whereby the learner constructs mental models relevant to problems. Two hypotheses are proposed to explain how learning is driven in PBL; an activation-elaboration hypothesis and a situational interest hypothesis. Research relevant to these hypotheses is discussed. In addition, research studying the effects of various support strategies used in PBL is reviewed. Finally, we summarise a number of recent studies in which a new 'micro-analytical' methodology was used to trace the process of PBL in the natural classroom setting. We conclude that there is considerable support for the idea that PBL works because it encourages the activation of prior knowledge in the small-group setting and provides opportunities for elaboration on that knowledge. These activities facilitate the comprehension of new information related to the problem and enhance its long-term memorability. In addition, there is evidence that problems arouse situational interest that drives learning. Flexible scaffolding provided by cognitively and socially congruent tutors also seems to be reasonably effective, as opposed to 'hard' scaffolding represented by, for instance, worksheets or questions added to problems. Small-group work protects against dropout and encourages students to study regularly. Initially, students do not study much beyond the learning issues generated; the development of personal agency in self-study needs time to develop. The extent of learning in PBL results from neither group collaboration only (the social constructivist point of view) nor individual knowledge acquisition only; both activities contribute equally to learning in PBL. © Blackwell Publishing Ltd 2011.

  17. Effects of partial portal vein arterialization on the hilar bile duct in a rat model.

    Science.gov (United States)

    Guo, Shao-Hua; Li, Chong-Hui; Chen, Yong-Liang; Song, Jian-Ning; Zhang, Ai-Qun; Zhou, Cheng

    2011-10-01

    Liver revascularization is frequently required during the enlarged radical operation for hilar cholangiocarcinoma involving the hepatic artery. Researchers have carried out a number of experiments applying partial portal vein arterialization (PVA) in clinical practice. In this study we aimed to establish a theoretical basis for clinical application of partial PVA and to investigate the effects of partial PVA on rat hilar bile duct and hepatic functions. Thirty rats were randomly and equally assigned into 3 groups: control (group A), hepatic artery ligation+bile duct recanalization (group B), and partial PVA+bile duct recanalization (group C). Proliferation and apoptosis of rat hilar bile duct epithelial cells, arteriolar counts of the peribiliary plexus (PBP) of the bile duct wall, changes in serum biochemistry, and pathologic changes in the bile duct were assessed 1 month after operation. The proliferation of hilar bile duct epithelial cells in group B was greater than in groups A and C (Philar bile duct epithelial cells were detected in any of the groups. The PBP arteriolar counts of the hilar bile duct wall were similar in groups A and C (P>0.05), but the count was lower in group B than in group A (Philar bile duct walls were observed only in group B. Partial PVA can restore the arterial blood supply of the hilar bile duct and significantly extenuate the injury to hilar bile duct epithelial cells resulting from hepatic artery ligation.

  18. What can we learn from problem-based learning tutors at a graduate entry medical school? A mixed method approach.

    Science.gov (United States)

    O Doherty, Diane; Mc Keague, Helena; Harney, Sarah; Browne, Gerard; McGrath, Deirdre

    2018-05-04

    Problem-based learning (PBL) has been adopted by many medical schools as an innovative method to deliver an integrated medical curriculum since its inception at McMaster University (Dornan et al., Med Educ 39(2):163-170, 2005; Finucane et al., Med Educ 35(1):56-61, 2001; Barrows, Tutorials in problem-based learning: A new direction in teaching the health professions, 1984). The student experience in PBL has been explored in detail (Merriam, New Directions for Adult and Continuing Education 89: 3-13, 2001; Azer, Kaohsiung J Med Sci 25(5): 240-249, 2009; Boelens et al., BMC Med Ed 15(1): 84, 2015; Dolmans et al., Med Teach 24(2):173-180, 2002; Lee et al., Med Teach 35(2): e935-e942, 2013) but the tutors who facilitate PBL have valuable insight into how PBL functions and this aspect has not been extensively researched. The integrated curriculum for years 1 and 2 at the Graduate Entry Medical School at the University of Limerick is delivered though problem-based learning (PBL). This programme requires collaborative teamwork between students and the tutors who facilitate small-group tutorial sessions. All PBL tutors at GEMS are medically qualified, with the majority (68%) currently working in clinical practice. A mixed-methods approach was adopted, utilising two surveys and follow-up focus groups to fully understand the tutor experience. Thirty-three tutors took part in two online surveys with a response rate of 89%. Thirteen tutors participated in two focus groups. Descriptive analysis was completed on survey data and thematic analysis on focus group discussions which highlighted five main themes. Tutors reported challenges with managing group dynamics, development of confidence in tutoring with experience and a willingness to learn from peers to improve practice. Findings are in keeping with previously published work. Results also identified several less commonly discussed issues impacting student engagement in PBL including the use of mobile device technology

  19. Survival of the Partial Reinforcement Extinction Effect after Contextual Shifts

    Science.gov (United States)

    Boughner, Robert L.; Papini, Mauricio R.

    2006-01-01

    The effects of contextual shifts on the partial reinforcement extinction effect (PREE) were studied in autoshaping with rats. Experiment 1 established that the two contexts used subsequently were easily discriminable and equally salient. In Experiment 2, independent groups of rats received acquisition training under partial reinforcement (PRF) or…

  20. Glycosylphosphatidylinositol-Anchored Anti-HIV scFv Efficiently Protects CD4 T Cells from HIV-1 Infection and Deletion in hu-PBL Mice

    Science.gov (United States)

    Ye, Chaobaihui; Wang, Weiming; Cheng, Liang; Li, Guangming; Wen, Michael; Wang, Qi; Zhang, Qing; Li, Dan

    2016-01-01

    ABSTRACT Despite success in viral inhibition and CD4 T cell recovery by highly active antiretroviral treatment (HAART), HIV-1 is still not curable due to the persistence of the HIV-1 reservoir during treatment. One patient with acute myeloid leukemia who received allogeneic hematopoietic stem cell transplantation from a homozygous CCR5 Δ32 donor has had no detectable viremia for 9 years after HAART cessation. This case has inspired a field of HIV-1 cure research focusing on engineering HIV-1 resistance in permissive cells. Here, we employed a glycosylphosphatidylinositol (GPI)-scFv X5 approach to confer resistance of human primary CD4 T cells to HIV-1. We showed that primary CD4 T cells expressing GPI-scFv X5 were resistant to CCR5 (R5)-, CXCR4 (X4)-, and dual-tropic HIV-1 and had a survival advantage compared to control cells ex vivo. In a hu-PBL mouse study, GPI-scFv X5-transduced CD4 T cells were selected in peripheral blood and lymphoid tissues upon HIV-1 infection. Finally, GPI-scFv X5-transduced CD4 T cells, after being cotransfused with HIV-infected cells, showed significantly reduced viral loads and viral RNA copy numbers relative to CD4 cells in hu-PBL mice compared to mice with GPI-scFv AB65-transduced CD4 T cells. We conclude that GPI-scFv X5-modified CD4 T cells could potentially be used as a genetic intervention against both R5- and X4-tropic HIV-1 infections. IMPORTANCE Blocking of HIV-1 entry is one of most promising approaches for therapy. Genetic disruption of the HIV-1 coreceptor CCR5 by nucleases in T cells is under 2 clinical trials and leads to reduced viremia in patients. However, the emergence of viruses using the CXCR4 coreceptor is a concern for therapies applying single-coreceptor disruption. Here, we report that HIV-1-permissive CD4 T cells engineered with GPI-scFv X5 are resistant to R5-, X4-, or dual-tropic virus infection ex vivo. In a preclinical study using hu-PBL mice, we show that CD4 T cells were protected and that GPI-scFv X5

  1. Infinite partial summations

    International Nuclear Information System (INIS)

    Sprung, D.W.L.

    1975-01-01

    This paper is a brief review of those aspects of the effective interaction problem that can be grouped under the heading of infinite partial summations of the perturbation series. After a brief mention of the classic examples of infinite summations, the author turns to the effective interaction problem for two extra core particles. Their direct interaction is summed to produce the G matrix, while their indirect interaction through the core is summed in a variety of ways under the heading of core polarization. (orig./WL) [de

  2. Health-Related Fitness Knowledge Development through Project-Based Learning

    Science.gov (United States)

    Hastle, Peter A.; Chen, Senlin; Guarino, Anthony J.

    2017-01-01

    Purpose: The purpose of this study was to examine the process and outcome of an intervention using the project-based learning (PBL) model to increase students' health-related fitness (HRF) knowledge. Method: The participants were 185 fifth-grade students from three schools in Alabama (PBL group: n = 109; control group: n = 76). HRF knowledge was…

  3. Transmedia Teaching Framework: From Group Projects to Curriculum Development

    Science.gov (United States)

    Reid, James; Gilardi, Filippo

    2016-01-01

    This paper describes an innovative project-based learning framework theoretically based on the ideas of Transmedia Storytelling, Participatory Cultures and Multiple intelligences that can be integrated into the f?lipped classroom method, and practically addressed using Content- Based Instruction (CBI) and Project-Based Learning (PBL) approaches.…

  4. Solution of differential equations by application of transformation groups

    Science.gov (United States)

    Driskell, C. N., Jr.; Gallaher, L. J.; Martin, R. H., Jr.

    1968-01-01

    Report applies transformation groups to the solution of systems of ordinary differential equations and partial differential equations. Lies theorem finds an integrating factor for appropriate invariance group or groups can be found and can be extended to partial differential equations.

  5. Influence of habitat and number of nestlings on partial brood loss in red-cockaded woodpeckers

    Science.gov (United States)

    James R. McCormick; Richard N. Conner; D. Brent Burt; Daniel Saenz

    2004-01-01

    Partial brood loss in red-cockaded woodpeckers (Picoides borealis) was studied during 2 breeding seasons in eastern Texas. The timing of partial brood loss, group size, number of initial nestlings, number of birds fledged, and habitat characteristics of the group's cavity-tree cluster were examined for 37 woodpecker groups in loblolly- (

  6. Effect of complete and partial removable dentures on chewing movements.

    Science.gov (United States)

    Gonçalves, T M S V; Vilanova, L S R; Gonçalves, L M; Rodrigues Garcia, R C M

    2014-03-01

    Partial or complete edentulism impairs mastication. However, it is unclear how the chewing cycle is affected by prosthetics. We evaluated the chewing movements of patients fitted with complete (CD) or removable partial denture (RPD). A total of 29 subjects were kinesiographically evaluated during chewing of peanuts and Optocal portions in a random sequence. The subjects were divided into two groups according to prosthesis type. Group RPD was composed of 14 partially edentulous patients using a lower distal extension RPD (mean age 61 ± 8 years), and group CD contained 15 completely edentulous patients using CD (mean age 65·9 ± 7·9 years) in both jaws. Opening, closing, occlusal and masticatory cycle times, movement angle (opening and closing), maximum velocity (opening and closing), total area and chewing cycle amplitudes were evaluated. The results were subjected to anova and Tukey's HSD test at a significance level of 5%. The RPD group exhibited shorter opening and closing phases and masticatory cycle time (P chewing envelope was smaller in the CD group (P chewing cycles in any of the parameters evaluated (P > 0·05). RPD wearers use a faster chewing sequence with greater vertical and lateral jaw excursions compared with CD wearers. © 2013 John Wiley & Sons Ltd.

  7. Effects of differences in problem-based learning course length on academic motivation and self-directed learning readiness in medical school students.

    Science.gov (United States)

    Yune, So Jung; Im, Sun Ju; Lee, Sun Hee; Baek, Sun Yong; Lee, Sang Yeoup

    2010-03-01

    Problem-based learning (PBL) is an educational approach in which complex authentic problems serve as the context and stimulus for learning. PBL is designed to encourage active participation during learning. The goal of this study was to study the effects of PBL on academic motivation and self-directed learning readiness in medical school students. The subjects of this study were 190 students in the 1st and 2nd grade of medical school. The period of the PBL course was two weeks for Year 1 and five weeks for Year 2 students. Students completed one module over one week. Academic motivation tests and self-directed learning readiness tests were performed before and after the PBL course. The differences between the two groups were analyzed using paired t-test and repeated measures MANCOVA. PBL had positive effects on academic self-efficacy (self-control efficacy, task-level preference) and academic failure tolerance (behavior, task-difficulty preference) as academic motivation. PBL had a mildly positive effect on self-directed learning readiness. In addition, the five-week PBL course had greater positive effects on academic motivation than the two-week course but not with regard to self-directed learning readiness. Medical students engage in academic motivation and self-directed learning readiness during PBL, suggesting that the five-week PBL course has greater positive effects than the two-week course. Future studies are needed to confirm the most effective periods of PBL.

  8. Partial matricectomy with curettage and electrocautery: a comparison of two surgical methods in the treatment of ingrown toenails.

    Science.gov (United States)

    Ozan, Firat; Doğar, Fatih; Altay, Taşkin; Uğur, Sabri Gökhan; Koyuncu, Şemmi

    2014-10-01

    An ingrown toenail is a common, painful, and debilitating condition. This study aims to compare 2 surgical methods (partial matricectomy with curettage and electrocautery) in the treatment of ingrown toenails. A total of 92 ingrown nails of the big toe in 86 patients underwent partial matricectomy with curettage, whereas 57 ingrown nails of the big toe in 52 patients underwent partial matricectomy with electrocautery. Recurrence was observed in 2 toenails in the partial matricectomy with curettage group, whereas no recurrence was observed in the partial matricectomy with electrocautery group (p > .05). The mean period of postoperative pain was 2.3 and 3.1 days in the curettage group and the electrocautery group, respectively (p electrocautery in respect of reduced inflammation and duration of pain.

  9. Problem-based learning in internal medicine: virtual patients or paper-based problems?

    Science.gov (United States)

    Sobocan, Monika; Turk, Neja; Dinevski, Dejan; Hojs, Radovan; Pecovnik Balon, Breda

    2017-01-01

    Teaching using paper problem-based learning (p-PBL) sessions has left some students fatigued with the learning process. Therefore, attempts have been made to replace p-PBL with digitally enhanced, decision-making PBL in the form of virtual patients (VP). Student enthusiasm for substituting p-PBL with VP has not been quantitatively evaluated on the intended educational effects. To determine the educational effects of substituting p-PBL sessions with VP on undergraduate medical students in their internal medicine course. We conducted a randomised controlled study on 34 third-year undergraduate medical students in the academic year 2015-2016. Student performance after an intervention substituting p-PBL sessions with VP was analysed. The educational outcomes were measured with knowledge exams and the Diagnostic Thinking Inventory. There was no difference in exam performance between groups (P > 0.833) immediately after the intervention, or in long term. Nor was there a significant difference in improvement of diagnostic thinking between groups (P > 0.935 and P > 0.320). Our study showed no significant improvement in diagnostic thinking abilities or knowledge exam results with the use of VP. Educators can add VP to sessions to motivate students, but a significant improvement to educational outcome should not be expected. © 2016 Royal Australasian College of Physicians.

  10. 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.

  11. The First Attempt at Initiating Problem-Based Learning as A Method of Teaching–Learning at the University of Medical Sciences in Poznan, Poland

    Directory of Open Access Journals (Sweden)

    Malgorzata Grzeskowiak

    2009-05-01

    Full Text Available The main objective of problem-based learning (PBL is to provoke students to solve a new problem by themselves. The aim of this study was to investigate whether PBL was a better method of teaching basic and advanced life support to medical students compared with the classical method. The research was undertaken in 2002 in accordance with the European Guidelines 2000 and involved 36 medical students in year 4. The students were divided into two groups: experimental PBL group (17 students and the control-classical method group (19 students. After the advanced life support course, the students wrote two tests to assess their knowledge on how to open the airway and how to perform basic and advanced resuscitation. The questions contained true or false answers. The students' skills of basic and advanced methods of opening the airway and advanced resuscitation were checked by practical tests. The Mann-Whitney test was used for statistical analysis. The experimental PBL group received significantly better results: 30–45 points (mean, 38.29 points and 30–47 points (mean, 40.94 points for the written and practical tests, respectively, compared with the control-classical group (22–34 points [mean, 29.36 points] and 22–35 points [mean, 28.63 points], respectively. Therefore, PBL offers a better method for teaching basic and advanced life support to medical students compared with the classical method.

  12. The correlation between pulmonary fibrosis and methylation of peripheral Smad3 in cases of pigeon breeder's lung in a Chinese Uygur population.

    Science.gov (United States)

    Wu, Chao; Ding, Wei; Li, Qifeng; Wang, Wenyi; Deng, Mingqin; Jin, Rong; Pang, Baosen; Yang, Xiaohong

    2017-06-27

    Smad3 is a key protein in the transforming growth factor-beta (TGF-β)/Smad signaling pathway, which is involved in fibrosis in many organs. We investigated the relationship between Smad3 gene methylation and pulmonary fibrosis in pigeon breeder's lung (PBL). Twenty Uygur PBL patients with pulmonary fibrosis in Kashi between October 2015 and March 2016 were enrolled. Twenty PBL-free pigeon breeders and 20 healthy non-pigeon breeders enrolled during the same period constituted the negative and normal control groups, respectively. Participants' data and peripheral blood samples were collected, and three Smad3 CpG loci were examined. Distributions of CpG_2 and CpG_4 methylation rates did not differ across groups, whereas distributions of CpG_3 methylation rates were significantly different among the three groups. The CpG_3 methylation rate was significantly lower in the patient group than in the negative control group. Smad3 mRNA expression was significantly higher in the patient group than in the negative control group but did not differ between the two control groups. TGF-βlevels were significantly higher in the patient group than in either control group (both Ppulmonary fibrosis in Uygur PBL patients via increased Smad3 mRNA expression. Smad3 methylation, Smad3 mRNA expression and TGF-β level were correlated with the number of pigeons bred by patients.

  13. Effects of Using Graphics and Animation Online Problem-Based Learning on Visualization Skills among Students

    Science.gov (United States)

    Ariffin, A.; Samsudin, M. A.; Zain, A. N. Md.; Hamzah, N.; Ismail, M. E.

    2017-05-01

    The Engineering Drawing subject develops skills in geometry drawing becoming more professional. For the concept in Engineering Drawing, students need to have good visualization skills. Visualization is needed to help students get a start before translating into a drawing. So that, Problem Based Learning (PBL) using animation mode (PBL-A) and graphics mode (PBL-G) will be implemented in class. Problem-solving process is repeatedly able to help students interpret engineering drawings step work correctly and accurately. This study examined the effects of PBL-A online and PBL-G online on visualization skills of students in polytechnics. Sixty eight mechanical engineering students have been involved in this study. The visualization test adapted from Bennett, Seashore and Wesman was used in this study. Results showed significant differences in mean scores post-test of visualization skills among the students enrolled in PBL-G with the group of students who attended PBL-A online after effects of pre-test mean score is controlled. Therefore, the effects of animation modes have a positive impact on increasing students’ visualization skills.

  14. REGULATION OF IMMUNE RESPONSE OF PATIENTS WITH PARTIALLY CONTROLLED vs CONTROLLED BRONCHIAL ASTHMA

    Directory of Open Access Journals (Sweden)

    E. Yu. Barabash

    2017-01-01

    Full Text Available A control group included seventeen conditionally healthy people (Group 1. Eighty-eight patients with proven bronchial asthma (BA at the age of 22 to 48 were enrolled into the study. I.e., Group 2 included nine patients with well-controlled BA. Group 3 included persons with partially controlled BA (n=79. There were 8 people with easily treated BA in group 2, and 57 such cases in Group 3. The levels of interleukins (IL-4, IL-10, IL-17A, interferon-γ (IFNγ, and tumor-α necrosis factor (TNFα were monitored by means of flow cytometry technique. The parameters of cellular immunity were registered by flow cytofluorimetry assays. Phagocytosis indicators were studied by means of D. Mayansky method, metabolic activity of neutrophils, by the B.Park method, as modified by E.Shmelev. Evaluation of cellular immunity did not reveal statistically significant differences for distinct CD subpopulations between healthy controls and BA patients. The patients with controlled and partially controlled BA exhibited some changes in cytokine concentrations, i.e., increased IL-4, IL-17А, IL-10 and TNFα levels; changes in phagocytosis and oxygen dependent bactericidal activities of neutrophils. We have revealed higher concentrations of IL-4, IL-17А in the less controlled BA (group 3 , as compared with group 2. TNFα induction remained at significantly higher level in both groups of BA patients, exceeding mean control values by 2.3 times. The degree of IL-10 production in group 2 with controlled BA was significantly higher than in group with partial disease control (group 3, p < 0.001, thus suggesting application of IL-10 levels as an index of active inflammation control. Patients with BA (groups 2, 3 exhibited a decrease of basal IFNγ, as compared to healthy people (p < 0.001. In group 3 (partial control, this parameter was 3-fold lower than in healthy persons. Evaluation of monocyte/phagocyte functions showed statistically significant differences between BA

  15. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

    Science.gov (United States)

    Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

    2010-12-01

    The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

  16. Teenage patients with ingrown toenails: Treatment with partial matrix excision or segmental phenolization

    Directory of Open Access Journals (Sweden)

    Murat Korkmaz

    2013-01-01

    Full Text Available Background: Ingrown toenails (IT is a very common problem leading to significant associated morbidity. The articles related to phenolization for matrix removal in teenagers with IT are not enough in the foot surgery literature. Aims: To compare the postoperative recovery periods, complication rate, and tolerability of partial matrix excision and segmental phenolization in teenagers with IT. Materials and Methods: Thirty-nine patients (13-17 years with 48 IT were randomly divided into two groups and were treated with partial matrix excision (Group I and segmental phenolization (Group II. We assessed the recurrence rates, postoperative complications, duration of analgesic usage, and time to return to daily activities. Results: There was no significant difference between the demographic and clinical data of the two groups. Three patients in Group I and two patients in Group II experienced moderate pain postoperatively. These patients used analgesics for 3 days. The rates of postoperative complications and recurrences between the two groups showed no statistically significant difference ( P = 0.688. The time to return to normal daily activities was significantly shorter in Group II patients than in Group I patients ( P < 0.05. Conclusions: Partial matrix excision is a very safe model of therapy in the surgical treatment of teenagers with IT. It has low recurrence rate and minimal postoperative morbidity. We concluded that segmental phenolization is also as safe as partial matrix excision in the treatment of IT and patients return to their daily activities in less time with this treatment modality.

  17. Partial networking. Deactivation of inactive ECUs; Teilnetzbetrieb. Abschaltung inaktiver Steuergeraete

    Energy Technology Data Exchange (ETDEWEB)

    Esch, Stephan [Audi AG, Ingolstadt (Germany); Meyer, Juergen [Audi AG, Ingolstadt (Germany). Projekt Teilnetzbetrieb und WakeUp-Sleep-Konzepte; Linn, Guenter [Audi AG, Ingolstadt (Germany). Bereich Physical Layer Flexray und Hardware-Teilnetzbetrieb

    2012-02-15

    CAN partial networking technology makes it possible to reduce power consumption and ensures energy efficiency during both operating and idle time. Audi is developing and standardizing this technology in collaboration with other OEMs and semiconductor manufacturers. Partial networking technology will become an inherent item in the Volkswagen Group Networking Technology Kit, with series production planned to begin in 2014. The article deals with the development, application and verification of partial network technology at Audi. The standardization process within the OEM overarching bodies Switch, Autosar and ISO is also outlined. (orig.)

  18. EFFECT OF PROBLEM BASED LEARNING IN COMPARISION WITH LECTURE BASED LEARNING IN FORENSIC MEDICINE

    Directory of Open Access Journals (Sweden)

    Padmakumar

    2015-09-01

    Full Text Available BACKGROUND: Problem based learning (PBL is an approach to learning and instruction in which students tackle problems in small groups under the supervision of a teacher. This style of learning assumed to foster increased retention of knowledge, improve student’s gene ral problem solving skills, enhance integration of basic science concepts in to clinical problems, foster the development of self - directed learning skills and strengthen student’s intrinsic motivation. AIM: The study was conducted to compare the effect of Problem based learning in comparison with lecture based learning. SETTING: A cross - sectional study was conducted among 2nd year MBBS students of Jubilee Mission Medical College and Research Institute, Thrissur during the period of December 2014 to March 20 15. METHODOLOGY: The batch is divided into two groups (A & B, 45 in each group. By using PBL method, blunt force injuries were taught to Group - A and sharp weapon injuries to group - B. By using lecture based learning (LBL method blunt force injuries were t aught to Group - B and sharp weapon injuries to group - A. At the end of the session a test in the form of MCQ was conducted on the students to evaluate their learning outcome. OBSERVATION AND RESU LTS: In session I, the average test score of LBL group was 8.16 and PBL group was 12. The difference was statistically significant. In session - II also 45 students has participated each in LBL and PBL classes. The average of test score of LBL group was 7.267 and PBL was 11.289, which was highly significant statistical ly . CONCLUSION: Study has proven that problem based learning is an effective teaching learning method when compared to conventional lecture based learning.

  19. Facilitating problem-based learning among undergraduate nursing students: A qualitative systematic review.

    Science.gov (United States)

    Wosinski, Jacqueline; Belcher, Anne E; Dürrenberger, Yvan; Allin, Anne-Claude; Stormacq, Coraline; Gerson, Linda

    2018-01-01

    The purpose of this study was to identify and synthesize the best available evidence on the perspective of undergraduate nursing students on facilitating elements that contribute to their success with PBL. a qualitative systematic review of the literature according to meta-aggregative methodology using the JBI SUMARI system was conducted. Data was collected across CINAHL, Medline, Embase, Eric, Teacher Reference Center and reference lists. Out of 378 articles, 101 were retrieved for examination and eight were retained after methodological analysis. 51 findings, matched with a verbatim, were extracted and aggregated in five categories: 1) in PBL, the nursing tutor models clinical reasoning and leadership skills; 2) the quality of group interactions is critical to the success of nursing students with PBL; 3) nursing students go through the process of learning with PBL; 4) through PBL, nursing students acquire skills that foster clinical reasoning; and 5) when the PBL method is used as intended, nursing students understand its purpose and process. These categories were aggregated in two syntheses worded as recommendation for practice. The synthesized recommendations are: 1) tutors should be trained to effectively guide the team work of undergraduate nursing students along the PBL process in order for them to achieve its goal; and 2) nursing students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Future research should focus on the strategies undergraduate nursing students use to succeed with PBL and the effectiveness of PBL in enhancing critical thinking and collaboration skills. Copyright © 2017 The Authors. Published by Elsevier Ltd.. All rights reserved.

  20. 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.

  1. Problem Based Learning for engineering.

    Science.gov (United States)

    Kumar, Dinesh; Radcliffe, Pj

    2017-07-01

    the role of Problem Based Learning (PBL) is relative clear in domains such as medicine but its efficacy in engineering is as yet less certain. To clarify the role of PBL in engineering, a 3 day workshop was conducted for senior Brazilian engineering academics where they were given the theory and then an immersive PBL experience. One major purpose for running this workshop was for them to identify suitable courses where PBL could be considered. During this workshop, they were split in teams and given a diverse range of problems. At the conclusion of the workshop, a quantifiable survey was conducted and the results show that PBL can deliver superior educational outcomes providing the student group is drawn from the top 5% of the year 12 students, and that significantly higher resources are made available. Thus, any proposed PBL program in engineering must be able to demonstrate that it can meet these requirements before it can move forward to implementation.

  2. Process Competences in PBL

    DEFF Research Database (Denmark)

    Soler, José; Andersson, Pernille Hammar

    2013-01-01

    methodologies, meetings, communication and discussions, coordination, delegation, analysis and self-critic of the group performance are not usually tackled. The result is a disadvantage for newly graduated students, when they have to enter in a highly competitive job market, where efficiency and quality...

  3. Epistaxis after partial middle turbinectomy: the role of sphenopalatine artery ligation.

    Science.gov (United States)

    Cassano, Michele; Cassano, Pasquale

    2012-01-01

    Extensive nasal polyposis could involve the middle turbinate inducing the surgeon to partially remove it. We initiated this retrospective study to evaluate the effect of a partial middle turbinectomy (PMT) on postoperative epistaxis and if sphenopalatine artery ligation (SPAL) could reduce the risk of bleeding in patients without nasal packing. Twenty-seven patients with extended bilateral nasal polyposis and submitted to primary functional endoscopic sinus surgery (FESS) with PMT on 40 sides were retrospectively selected. Postoperative bleeding and other complications were evaluated and compared with those of a control group of 27 patients who underwent FESS with middle turbinate preservation on 40 sides. The study group was furthermore divided into 2 groups according to the execution of SPAL. The incidence of postoperative bleeding of both groups and of the 2 parts of the study group was compared using the Fisher exact test. A SPAL was necessary to stop intraoperative bleeding in 21 (52.5%) sides of the study group patients and in 7 (17.5%) of the control group patients. After surgery, epistaxis occurred in 8 cases (20%) in the PMT group (1 submitted to SPAL) and in 2 (5%) of the control group. The comparison with the Fisher exact test confirmed the major tendency of postoperative bleeding in the study group and in those not submitted to SPAL (P < .05). Partial middle turbinectomy causes a higher incidence of postoperative bleeding in patients who are not packed during the FESS operation. The execution of SPAL greatly reduces this risk. Copyright © 2012 Elsevier Inc. All rights reserved.

  4. The collaboration of grouping laws in vision.

    Science.gov (United States)

    Grompone von Gioi, Rafael; Delon, Julie; Morel, Jean-Michel

    2012-01-01

    Gestalt theory gives a list of geometric grouping laws that could in principle give a complete account of human image perception. Based on an extensive thesaurus of clever graphical images, this theory discusses how grouping laws collaborate, and conflict toward a global image understanding. Unfortunately, as shown in the bibliographical analysis herewith, the attempts to formalize the grouping laws in computer vision and psychophysics have at best succeeded to compute individual partial structures (or partial gestalts), such as alignments or symmetries. Nevertheless, we show here that a never formalized clever Gestalt experimental procedure, the Nachzeichnung suggests a numerical set up to implement and test the collaboration of partial gestalts. The new computational procedure proposed here analyzes a digital image, and performs a numerical simulation that we call Nachtanz or Gestaltic dance. In this dance, the analyzed digital image is gradually deformed in a random way, but maintaining the detected partial gestalts. The resulting dancing images should be perceptually indistinguishable if and only if the grouping process was complete. Like the Nachzeichnung, the Nachtanz permits a visual exploration of the degrees of freedom still available to a figure after all partial groups (or gestalts) have been detected. In the new proposed procedure, instead of drawing themselves, subjects will be shown samples of the automatic Gestalt dances and required to evaluate if the figures are similar. Several numerical preliminary results with this new Gestaltic experimental setup are thoroughly discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.

  5. Clinical usefulness of MRI and MRA in children with partial epilepsy

    International Nuclear Information System (INIS)

    Zajac, A.; Kacinski, M.; Kubik, A.; Kroczka, S.

    2006-01-01

    Partial epilepsy is a very important problem of epileptology in childhood including clinical and therapeutic aspect especially surgery treatment. The aim of this study is to assess clinical value of neuroimagine techniques (structural MRI, MRI angiography) in partial epilepsy diagnostics in children. The relation between results of examinations with these methods and congenital and acquired risk factors related to partial epilepsy, age of its onset and clinical assessment of patients was analyzed. The study group consisted of 140 children with partial epilepsy hospitalized between 1998 and 2004 in Department of Pediatric Neurology, Collegium Medicum Jagiellonian University, Krakow. The group included 70 girls and 70 boys, the age ranged from 2 months to 17 years. In study group statistical analysis included different factors as which can be related with results of neuroimaging as age, load of pregnancy and birth period, familiar epilepsy, patient's risk factors for appearance of epilepsy, acquired risk factors of epilepsy, results of neurological examination, type of epilepsy, status epilepticus, and signs according epileptic attacks which can be related with neuroimaging results. The primary method of neuroimagine in all patients was structural MRI, in 16 cases Magnetic Resonance Angiography (MRA). The parametric tests (t-student), nonparametric Mann-Whitney's test were used in statistical analysis. The bilateral Fisher test was used to check rate in groups. There was assessed sensitivity, specificity, positive predictive value, negative predictive value; the 95% confidence interval was calculated for these parameters. Abnormalities in neurological examination in children with partial epilepsy were strongly correlated with MRI findings. The structural changes in MRI were found in younger children, whose course of epilepsy was longer than children without MRI changes. Changes in hippocampus ere the most common in children with partial epilepsy with abnormalities in

  6. Courses for tutors in problem-based learning. Current challenges at four Swedish universities

    Directory of Open Access Journals (Sweden)

    Helen Susan Setterud

    2015-06-01

    Full Text Available The key role of the tutor in problem-based learning (PBL is to help students become selfregulated learners. Tutors need training to acquire the necessary facilitating skills for this task. The aim of this article is to describe and discuss how PBL tutor training is currently arranged at four universities in Sweden: Linköping University, Lund Medical Faculty, Uppsala Medical School and Örebro School of Medicine. Moreover, we seek to analyse how the content and format of the tutor training courses correspond to the desired skills and competencies for PBL tutors described in the literature. We draw especially on work coming out of three pioneering universities for PBL: McMaster University, Canada; Maastricht University, The Netherlands; and Linköping University, Sweden. One aim has been to construct a framework for analysis that uses categories specifying the knowledge base, capabilities and skills to support students’ learning processes which characterise the full-fledged PBL tutor. For this framework, we have used the following categories: Knowledge of PBL and pedagogical theories, Personal traits, Student-centeredness, Ability to handle group processes, and Subject knowledge. We collected descriptions of the course design and content from the four universities, and assessed to what extent these categories were represented within the courses. Our results show that all categories inform the course content at all four universities, though the design varies between courses. In summary, we show that the four PBL tutor training courses are all designed to enable participants to experience PBL first-hand both as members of a tutorial group and as tutors. They all also include a theoretical base and offer opportunities for discussion and reflection with peers; however, there are some differences in design between the courses. According to participants, all four courses provide good preparation for the tutor role. Yet, we see a need for the

  7. Defining the Role of Free Flaps in Partial Breast Reconstruction.

    Science.gov (United States)

    Smith, Mark L; Molina, Bianca J; Dayan, Erez; Jablonka, Eric M; Okwali, Michelle; Kim, Julie N; Dayan, Joseph H

    2018-03-01

     Free flaps have a well-established role in breast reconstruction after mastectomy; however, their role in partial breast reconstruction remains poorly defined. We reviewed our experience with partial breast reconstruction to better understand indications for free tissue transfer.  A retrospective review was performed of all patients undergoing partial breast reconstruction at our center between February 2009 and October 2015. We evaluated the characteristics of patients who underwent volume displacement procedures versus volume replacement procedures and free versus pedicled flap reconstruction.  There were 78 partial breast reconstructions, with 52 reductions/tissue rearrangements (displacement group) and 26 flaps (replacement group). Bra cup size and body mass index (BMI) were significantly smaller in the replacement group. Fifteen pedicled and 11 free flaps were performed. Most pedicled flaps (80.0%) were used for lateral or upper pole defects. Most free flaps (72.7%) were used for medial and inferior defects or when there was inadequate donor tissue for a pedicled flap. Complications included hematoma, cellulitis, and one aborted pedicled flap.  Free and pedicled flaps are useful for partial breast reconstruction, particularly in breast cancer patients with small breasts undergoing breast-conserving treatment (BCT). Flap selection depends on defect size, location, and donor tissue availability. Medial defects are difficult to reconstruct using pedicled flaps due to arc of rotation and intervening breast tissue. Free tissue transfer can overcome these obstacles. Confirming negative margins before flap reconstruction ensures harvest of adequate volume and avoids later re-operation. Judicious use of free flaps for oncoplastic reconstruction expands the possibility for breast conservation. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  8. Recurrent Partial Words

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    Francine Blanchet-Sadri

    2011-08-01

    Full Text Available Partial words are sequences over a finite alphabet that may contain wildcard symbols, called holes, which match or are compatible with all letters; partial words without holes are said to be full words (or simply words. Given an infinite partial word w, the number of distinct full words over the alphabet that are compatible with factors of w of length n, called subwords of w, refers to a measure of complexity of infinite partial words so-called subword complexity. This measure is of particular interest because we can construct partial words with subword complexities not achievable by full words. In this paper, we consider the notion of recurrence over infinite partial words, that is, we study whether all of the finite subwords of a given infinite partial word appear infinitely often, and we establish connections between subword complexity and recurrence in this more general framework.

  9. Nonlocal symmetry generators and explicit solutions of some partial differential equations

    International Nuclear Information System (INIS)

    Qin Maochang

    2007-01-01

    The nonlocal symmetry of a partial differential equation is studied in this paper. The partial differential equation written as a conservation law can be transformed into an equivalent system by introducing a suitable potential. The nonlocal symmetry group generators of original partial differential equations can be obtained through their equivalent system. Further, new explicit solutions can be constructed from the newly obtained symmetry generators. The Burgers equation is chosen as an example; many new valuable explicit solutions and nonlocal symmetry generators are presented

  10. Partial splenic artery embolization with gelatin sponge or with lipiodol for hypersplenism: a comparative study

    International Nuclear Information System (INIS)

    Liu Yamin; Sun Gangqing; Qin Hao; Wang Chongbao

    2010-01-01

    Objective: To discuss the effects and the complications of partial splenic artery embolization with gelatin sponge or with lipiodol for hypersplenism, to provide scientific information helpful for the selection of embolization materials in clinical practice. Methods: Partial splenic artery embolization with gelatin sponge was performed in forty patients with hypersplenism due to cirrhosis (gelatin sponge group) and partial splenic artery embolization with lipiodol was carried out in another thirty-nine patients (lipiodol group). The clinical data were retrospectively analyzed. The laboratory studies, complications and recurrence were observed and compared between two groups. Results: No significant difference in the reduction of splenic size, in the hemoglobin levels and in the thrombocyte and leucocyte counts existed between two groups (P > 0.05). However, the platelet count in lipiodol group was obviously decreased three months after the treatment. The occurrence of complications in gelatin sponge group was much higher than that in lipiodol group (P < 0.05). The toxic reaction of the liver and gastrointestinal tract in lipiodol group was significantly slighter than that in gelatin sponge group. Conclusion: Partial splenic artery embolization with lipiodol should be employed for the treatment of hypersplenism when the patient is elder and the disease is accompanied by poor liver function, massive ascites, severe dysfunction of blood coagulation and serious portal hypertension. (authors)

  11. Automatic tuning of Bragg condition in a radio-acoustic system for PBL temperature profile measurement

    Energy Technology Data Exchange (ETDEWEB)

    Bonino, G; Trivero, P

    1985-01-01

    A Radio-Acoustic Sounding System (RASS) with acoustic wavelength lambda/sub a/ approx. 1m was designed and successfully tested. The system proved to be capable of measuring the vertical temperature profile in the Planetary Boundary Layer (PBL) with an accuracy and vertical resolution comparable to that of traditional apparatus (radiothermosondes borne by tethered or disposable balloons, thermosondes borne by aircraft and so on), yet combined with the advantages typical of remote sensing techniques. Up to the summer of 1983 the system needed attendance by an operator who had to identify the acoustic sounding frequency affording the fundamental condition of Bragg resonance between acoustic and radio wavelengths. Features and performance of the new completely automatic RASS arrangement are presented. These include the possibility of obtaining average thermal vertical profiles at preset time intervals. Maximum range of the possibility of obtaining average thermal vertical profiles at preset time intervals. Maximum range of measurements obtained in about 1000 1/2-h averages was: in 90% of cases greater than or equal to 600 m; in 50% of cases greater than or equal to 1100m. Such results indicate the usefulness of automatic RASS as a tool for meteorological purposes and for the application of air pollution control strategies.

  12. Partial repair in irreparable rotator cuff tear: our experience in long-term follow-up.

    Science.gov (United States)

    Di Benedetto, E D; Di Benedetto, Paolo; Fiocchi, Andrea; Beltrame, Alessandro; Causero, Araldo

    2017-10-18

    Massive rotator cuff tears are a common source of shoulder pain and dysfunction, especially in middle age patient; these lesions represent about 20% of all rotator cuff tears and 80% of recurrent tears. Some lesions are not repairable or should not be repaired: in this case, a rotator cuff partial repair should be recommended. The aim of the study is to evaluate the outcome of rotator cuff partial repair in irreparable rotator cuff massive tear at medium and long-term follow-up. We have evaluated 74 consecutive patients treated with functional repair of rotator cuff by the same surgeon between 2006 and 2014. We divided patients into 2 groups, obtaining 2 average follow-up: at about 6,5 (group A) and 3 years (group B). In December 2015, we evaluated in every patient ROM and Constant Score. We analyzed difference between pre-operatory data and the 2 groups.  Results: We found statistical significant difference in ROM and in Constant Score between pre-operatory data and group A and group B. Between group A and group B there is relevant difference in Constant Score but not in ROM. Partial repair can give good results in a medium follow-up, in terms of pain relief and improvement of ROM, as well as in quality of life. Difference in ROM and Constant Score between group A and group B may indicate the begin of partial repair failure; according to our data, 6-7 years may be the time limit for this surgery technique.

  13. The Effect of Project Based Learning in Teaching EFL Vocabulary to Young Learners of English: The Case of Pre-school Children

    Directory of Open Access Journals (Sweden)

    Fatma KİMSESİZ

    2017-12-01

    Full Text Available English language teaching has newly been introduced to pre-school curriculum in Turkey. The purpose of this study was to investigate the effectiveness of teaching EFL vocabulary to pre-school children through Project Based Learning (PBL. For this purpose, an experimental design, consisted of observation checklists, exam scores and a short survey, was adopted. Firstly, through a short online survey, 150 kindergarten teachers were asked to specify which techniques they commonly used in their English classes. The primary aim here was to define traditional techniques and the rate of PBL use in Turkey. After defining common techniques, 28 children were randomly assigned to experimental (PBL instruction and control groups (traditional instruction equally and the data was collected in real time classroom setting for 8 weeks. The results showed that (1 PBL was rarely adopted in EFL classes in Turkey, (2 PBL instruction could increase EFL vocabulary learning gains when compared to common methods and (3 young learners were observed to have been more active in PBL classes. The effect of PBL instruction was discussed in local, cognitive and motivational perspectives in the light of previous related research. The potential benefits of further PBL use for young EFL learners and implications were also discussed.

  14. Primary bone lymphoma: A clinicopathological retrospective study of 28 patients in a single institution

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    Mohammad Reza Ghavam Nasiri

    2011-01-01

    Full Text Available Background: Primary bone lymphoma (PBL is a rare disease and distinct clinicopathological entity. The optimal treatment strategy is still unclear. Because of rarity of PBL, we report our institute experience in PBL clinicopathological feature and treatment results. Methods: 28 patients diagnosed with PBL were referred to Omid Hospital, cancer research center (CRC, between March 2001 and February 2009. Immunophenotype studies on 16 out of 28 pathological blocks were performed. We analyzed disease free survival (DFS and overall survival (OS rates. Results: 14 patients with PBL were analyzed retrospectively. 17 patients (60.7% were male and 11 (39.3% were female with a median age of 41 years (range: 11-79. Long bones were the most primarily site of involvement (71%. 26 (93% patients had diffuse large B cell lymphoma and 2 (7% had small lymphoblastic lymphoma. One (3% patient received radiation alone, 18 (66% cases received combined modality (chemotherapy + radiotherapy and 8 (30% received only chemotherapy during their treatment period. The median follow up was 18 months (range: 1-82. Mean DFS was 51 months (range: 37-66. Overall survival (OS was 54 months (range: 40-68. OS was significantly better in the chemoradiotherapy group compared with other two groups (64 versus 27 months, respectively, p=0.014. DFS was also significantly better in combined modality arm compared with other two groups (64 versus 21 months, respectively, p=0.003. Conclusions: In spite of small number of patients reported in this study, combined modality treatment (chemotherapy and radiotherapy was shown to be useful as an effective treatment strategy in PBL.

  15. Effect of radiotherapy on experimental liver regenerative capacities following partial hepatectomy in rats

    International Nuclear Information System (INIS)

    Du Shisuo; Zeng Zhaochong; Tang Zhaoyou; Zhang Zhenyu; Wu Zheng; Shi Liusheng

    2008-01-01

    Objective: To investigate the regenerative capacities and proliferation related cytokines expression of normal and irradiated livers following 70% partial hepatectomy in rats. Methods: 90 male Sprague-Dawley rats were divided into 3 groups. The control group was only received 70% partial hepatectomy. The two irradiated groups were performed a single dose of 4 Gy and 8 Gy photon irradiation respectively followed 70% partial hepatectomy. The remanent liver were excised at 0.5,1.0,2.0,3.0,7.0 and 10.0 d after hepatectomy, and liver regeneration capacities in normal and irradiated rats were evaluated through remanent liver weigh, BrdU incorporation, PCNA labeling, and mitotic indices. The proliferation related cytokines expression were also compared. Results: After radiotherapy and hepatectomy 1 rats died of infection in control group, and two rats in 8 Gy group died of radiation induced enteritis. The original liver weigh is regained within 12 days in control and 4 Gy group, and proliferative speed was lower in 4 Gy group than control group. The weigh of remanent liver in 8 Gy group was significantly lower than the two groups all time points from 2d. The apex of PCNA labeling index was 80.2 ± 7.6%, 71.2 ± 6.5% and 55.3 ± 4.7% in control, 4 Gy and 8 Gy groups respectively at 2d, and 44.2 ± 5.4%, 35.3 ± 5.72% and 5.3 ± 6.9% with BrdU incorporation index. HGF mRNA expression peak of 4 Gy group was significantly lower than in control at 1 d, but no apparent peak value in 8 Gy group. TGF-β1 and TGF-β RII level of radiation groups was apparently higher than the control group at different time points. Meanwhile the p53 protein tend to increase at 1 d then decline with high expression in irradiated groups. Conclusion: Whole radiation can significantly inhibit the regenerative capacities following partial hepatectomy in rats with dose dependent. (authors)

  16. Haptic biofeedback for improving compliance with lower-extremity partial weight bearing.

    Science.gov (United States)

    Fu, Michael C; DeLuke, Levi; Buerba, Rafael A; Fan, Richard E; Zheng, Ying Jean; Leslie, Michael P; Baumgaertner, Michael R; Grauer, Jonathan N

    2014-11-01

    After lower-extremity orthopedic trauma and surgery, patients are often advised to restrict weight bearing on the affected limb. Conventional training methods are not effective at enabling patients to comply with recommendations for partial weight bearing. The current study assessed a novel method of using real-time haptic (vibratory/vibrotactile) biofeedback to improve compliance with instructions for partial weight bearing. Thirty healthy, asymptomatic participants were randomized into 1 of 3 groups: verbal instruction, bathroom scale training, and haptic biofeedback. Participants were instructed to restrict lower-extremity weight bearing in a walking boot with crutches to 25 lb, with an acceptable range of 15 to 35 lb. A custom weight bearing sensor and biofeedback system was attached to all participants, but only those in the haptic biofeedback group were given a vibrotactile signal if they exceeded the acceptable range. Weight bearing in all groups was measured with a separate validated commercial system. The verbal instruction group bore an average of 60.3±30.5 lb (mean±standard deviation). The bathroom scale group averaged 43.8±17.2 lb, whereas the haptic biofeedback group averaged 22.4±9.1 lb (Phaptic biofeedback group averaged 14.5±6.3% (Phaptic biofeedback to improve compliance with lower-extremity partial weight bearing, haptic biofeedback was superior to conventional physical therapy methods. Further studies in patients with clinical orthopedic trauma are warranted. Copyright 2014, SLACK Incorporated.

  17. [Partial splenectomy in sickle cell disease].

    Science.gov (United States)

    Gutiérrez Díaz, A I; Svarch, E; Arencibia Núñez, A; Sabournin Ferrier, V; Machín García, S; Menendez Veitía, A; Ramón Rodriguez, L; Serrano Mirabal, J; García Peralta, T; López Martin, L G

    2015-04-01

    Total splenectomy in sickle cell disease is related to a high risk of fulminant sepsis and increased incidence of other events, which have not been reported in patients with partial splenectomy. In this study we examined the patients with sickle cell disease and partial splenectomy and compared the clinical and laboratory results with non-splenectomized patients. We studied 54 patients with sickle cell disease who underwent partial splenectomy in childhood from 1986 until 2011 at the Institute of Hematology and Immunology. They were compared with 54 non-splenectomized patients selected by random sampling with similar characteristics. Partial splenectomy was performed at a mean age of 4.1 years, with a higher frequency in homozygous hemoglobin S (70.4%), and the most common cause was recurrent splenic sequestration crisis. The most common postoperative complications were fever of unknown origin (14.8%) and acute chest syndrome (11.1%). After splenectomy there was a significant increase in leukocytes, neutrophils, and platelets, the latter two parameters remained significantly elevated when compared with non-splenectomized patients. There was no difference in the incidence of clinical events, except hepatic sequestration, which was more common in splenectomized patients. Partial splenectomy was a safe procedure in patients with sickle cell disease. There were no differences in the clinical picture in children splenectomized and non-splenectomized except the greater frequency of hepatic sequestration crisis in the first group. Copyright © 2013 Asociación Española de Pediatría. Published by Elsevier España, S.L.U. All rights reserved.

  18. Partially ordered algebraic systems

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    Fuchs, Laszlo

    2011-01-01

    Originally published in an important series of books on pure and applied mathematics, this monograph by a distinguished mathematician explores a high-level area in algebra. It constitutes the first systematic summary of research concerning partially ordered groups, semigroups, rings, and fields. The self-contained treatment features numerous problems, complete proofs, a detailed bibliography, and indexes. It presumes some knowledge of abstract algebra, providing necessary background and references where appropriate. This inexpensive edition of a hard-to-find systematic survey will fill a gap i

  19. The Impacts of Different PBL Schemes on the Simulation of PM2.5 during Severe Haze Episodes in the Jing-Jin-Ji Region and Its Surroundings in China

    Directory of Open Access Journals (Sweden)

    Tian Li

    2016-01-01

    Full Text Available In this study, three schemes [Yonsei University (YSU, Mellor-Yamada-Janjic (MYJ, and Bougeault-Lacarrère (Boulac] were employed in the Weather Research and Forecasting/Chemistry (WRF-Chem model to simulate the severe haze that occurred in February 2014 in the Jing-Jin-Ji region and its surroundings. The PM2.5 concentration simulated using the three schemes, together with the meteorological factors closely related to PM2.5 (wind speed, local vertical diffusivity, and PBL height, was evaluated through comparison with observations. The results indicated that the eastern plain cities produced better simulation results than the western cities, and the cities under the eastern root of Taihang Mountain produced the worst results in simulating high PM2.5 concentration in haze. All three schemes simulated very similar variation trends of the surface PM2.5 concentration compared with observations. The diurnal variations of simulated surface PM2.5 were not as reasonable as their reflection of daily averaged variation. The simulated concentrations of surface PM2.5 using the YSU, MYJ, and Boulac schemes all showed large negative errors during daytime in polluted days due to their inefficient descriptions of local atmospheric stability or diffusion processes in haze. The lower ability of PBL schemes in distinguishing the diffusion between haze and clean days in the complex topography areas in China is an important problem for PM2.5 forecasting, which is worthy of being studied in detail.

  20. Immediate versus delayed loading of strategic mini dental implants for the stabilization of partial removable dental prostheses: a patient cluster randomized, parallel-group 3-year trial.

    Science.gov (United States)

    Mundt, Torsten; Al Jaghsi, Ahmad; Schwahn, Bernd; Hilgert, Janina; Lucas, Christian; Biffar, Reiner; Schwahn, Christian; Heinemann, Friedhelm

    2016-07-30

    Acceptable short-term survival rates (>90 %) of mini-implants (diameter implants as strategic abutments for a better retention of partial removable dental prosthesis (PRDP) are not available. The purpose of this study is to test the hypothesis that immediately loaded mini-implants show more bone loss and less success than strategic mini-implants with delayed loading. In this four-center (one university hospital, three dental practices in Germany), parallel-group, controlled clinical trial, which is cluster randomized on patient level, a total of 80 partially edentulous patients with unfavourable number and distribution of remaining abutment teeth in at least one jaw will receive supplementary min-implants to stabilize their PRDP. The mini-implant are either immediately loaded after implant placement (test group) or delayed after four months (control group). Follow-up of the patients will be performed for 36 months. The primary outcome is the radiographic bone level changes at implants. The secondary outcome is the implant success as a composite variable. Tertiary outcomes include clinical, subjective (quality of life, satisfaction, chewing ability) and dental or technical complications. Strategic implants under an existing PRDP are only documented for standard-diameter implants. Mini-implants could be a minimal invasive and low cost solution for this treatment modality. The trial is registered at Deutsches Register Klinischer Studien (German register of clinical trials) under DRKS-ID: DRKS00007589 ( www.germanctr.de ) on January 13(th), 2015.

  1. Comparison of functionally orientated tooth replacement and removable partial dentures on the nutritional status of partially dentate older patients: a randomised controlled clinical trial.

    Science.gov (United States)

    McKenna, Gerald; Allen, P Finbarr; O'Mahony, Denis; Flynn, Albert; Cronin, Michael; DaMata, Cristiane; Woods, Noel

    2014-06-01

    The aims of this study were to conduct a randomised controlled clinical trial (RCT) of partially dentate older adults comparing functionally orientated treatment based on the SDA concept with conventional treatment using RPDs to replace missing natural teeth. The two treatment strategies were evaluated according to their impact on nutritional status measured using haematological biomarkers. A randomised controlled clinical trial (RCT) was conducted of partially dentate patients aged 65 years and older (Trial Registration no. ISRCTN26302774). Each patient provided haematological samples which were screened for biochemical markers of nutritional status. Each sample was tested in Cork University Hospital for serum Albumin, serum Cholesterol, Ferritin, Folate, Vitamin B12 and 25-hydroxycholecalciferol (Vitamin D). A mixed model analysis of covariance (ANCOVA) indicated that for Vitamin B12 (p=0.9392), serum Folate (p=0.5827), Ferritin (p=0.6964), Albumin (p=0.8179), Serum Total Cholesterol (p=0.3670) and Vitamin D (p=0.7666) there were no statistically significant differences recorded between the two treatment groups. According to the mixed model analysis of covariance (ANCOVA) for Vitamin D there was a significant difference between levels recorded at post-operative time points after treatment intervention (p=0.0470). There was an increase of 7% in 25-hydroxycholecalciferol levels recorded at 6 months compared to baseline (p=0.0172). There was no further change in recorded levels at 12 months (p=0.6482) and these increases were similar within the two treatment groups (p>0.05). The only measure which illustrated consistent significant improvements in nutritional status for either group were Vitamin D levels. However no significant difference was recorded between the two treatment groups. Functionally orientated prosthodontic rehabilitation for partially dentate older patients was no worse than conventional removable partial dentures in terms of impact on nutritional

  2. Robot-assisted laparoscopic versus open partial nephrectomy in patients with chronic kidney disease: A propensity score-matched comparative analysis of surgical outcomes.

    Science.gov (United States)

    Takagi, Toshio; Kondo, Tsunenori; Tachibana, Hidekazu; Iizuka, Junpei; Omae, Kenji; Kobayashi, Hirohito; Yoshida, Kazuhiko; Tanabe, Kazunari

    2017-07-01

    To compare surgical outcomes between robot-assisted laparoscopic partial nephrectomy and open partial nephrectomy in patients with chronic kidney disease. Of 550 patients who underwent partial nephrectomy between 2012 and 2015, 163 patients with T1-2 renal tumors who had an estimated glomerular filtration rate between 30 and 60 mL/min/1.73 m 2 , and underwent robot-assisted laparoscopic partial nephrectomy or open partial nephrectomy were retrospectively analyzed. To minimize selection bias between the two surgical methods, patient variables were adjusted by 1:1 propensity score matching. The present study included 75 patients undergoing robot-assisted laparoscopic partial nephrectomy and 88 undergoing open partial nephrectomy. After propensity score matching, 40 patients were included in each operative group. The mean preoperative estimated glomerular filtration rate was 49 mL/min/1.73 m 2 . The mean ischemia time was 21 min in robot-assisted laparoscopic partial nephrectomy (warm ischemia) and 35 min in open partial nephrectomy (cold ischemia). Preservation of the estimated glomerular filtration rate 3-6 months postoperatively was not significantly different between robot-assisted laparoscopic partial nephrectomy and open partial nephrectomy (92% vs 91%, P = 0.9348). Estimated blood loss was significantly lower in the robot-assisted laparoscopic partial nephrectomy group than in the open partial nephrectomy group (104 vs 185 mL, P = 0.0025). The postoperative length of hospital stay was shorter in the robot-assisted laparoscopic partial nephrectomy group than in the open partial nephrectomy group (P negative surgical margin status were not significantly different between the two groups. In our experience, robot-assisted laparoscopic partial nephrectomy and open partial nephrectomy provide similar outcomes in terms of functional preservation and perioperative complications among patients with chronic kidney disease. However, a lower estimated blood loss and

  3. Partial Cutting of Sternothyroid Muscle during Total Thyroidectomy: Impact on Postoperative Vocal Outcomes

    Directory of Open Access Journals (Sweden)

    Hyoung Shin Lee

    2013-01-01

    Full Text Available Background. Cutting the sternothyroid (ST muscle is a useful technique to expose the superior pole of thyroid gland during thyroidectomy. In this study, we evaluated the impact of partial cutting of the ST muscle on postoperative vocal outcomes after total thyroidectomy. Methods. A retrospective review of 57 patients who underwent total thyroidectomy with central neck dissection for micropapillary thyroid carcinoma was conducted. Group A (n=26 included those without cutting the ST muscle, while group B (n=31 included patients whose muscle was partially cut at the superior pole. All patients underwent voice analysis before the operation and 2 weeks and 1 month after the surgery, and the outcomes were compared between the two groups. Results. There were no differences between the two groups regarding the outcomes at each time of voice analysis. Group A showed a decrease of maximum frequency 2 weeks after surgery but showed no difference after 1 month. Group B showed a mild decrease in maximum frequency 2 weeks after surgery, but the difference was not significant. Conclusion. Partial cutting of ST muscle during thyroidectomy is useful to expose the superior pole without significant negative impact on postoperative outcomes of vocal analysis.

  4. The effectiveness of Pilates for partial anterior cruciate ligament injury.

    Science.gov (United States)

    Çelik, Derya; Turkel, Nilgun

    2017-08-01

    This study explored the effects of Pilates on the muscle strength, function, and instability of patients with partial anterior cruciate ligament (ACL) injuries in situations in which a non-surgical treatment option is preferred. Fifty participants 20-45 years of age who were diagnosed with isolated ACL injuries were included in the study. The participants were randomly assigned to either the Pilates exercise group (n = 24) or the control group (n = 26). The subjects in the Pilates exercise group performed basic mat exercises that focused on the muscle strength and flexibility of the lower limbs and core muscles during each class session, which met three times per week for 12 weeks. The control group did not receive any treatment or home exercise programme. All patients were evaluated using the Lysholm Knee Scale, the Cincinnati Knee Rating System, and isokinetic quadriceps and hamstring strength. Patient satisfaction regarding improvement in knee stability was assessed using the Global Rating of Change scale. The Pilates group experienced significant improvement over the control group as measured by the difference in quadriceps strength at 12 weeks (p = 0.03). Both groups showed some clinical change over time, but the Pilates group improved for all outcome measurements at the 12-week follow-up, and the control group only improved for functional outcomes. Patient satisfaction with the level of knee stability based on the Global Rating of Change scale was higher in the Pilates group than in the control group. Although both groups exhibited improvements in knee strength and functional outcomes, the results suggest that Pilates is a superior management approach over a control treatment for increasing quadriceps strength in participants with partial ACL injury. Pilates may provide clinicians a novel option when choosing a treatment for a partial ACL injury. Further study is needed to determine whether certain subgroups of individuals might achieve an added

  5. Partial lower axillary dissection for patients with clinically node-negative breast cancer.

    Science.gov (United States)

    Kodama, H; Mise, K; Kan, N

    2012-01-01

    To evaluate retrospectively the outcomes of partial lower axillary lymph node dissection caudal to the intercostobrachial nerve in patients with clinically node-negative (N(0)) breast cancer. Numbers of dissected and metastatic nodes, overall and disease-free survival rates, postoperative complication rates, and axillary recurrence were compared between patients who underwent breast cancer surgery with partial axillary node dissection (n = 1043) and historical controls who underwent conventional dissection (n = 1084). The 5-year overall and disease-free survival rates were 95.6% and 89.7%, and 94.9% and 88.4%, respectively, in the partial dissection and conventional dissection groups; the differences were not significant. Mean duration of surgery (41.6 min versus 60.9 min), intraoperative blood loss (28.0 ml versus 51.3 ml), volume of lymphatic drainage at 2 weeks postoperatively (488 ml versus 836 ml), and persistent arm lymphoedema (0.0% versus 11.8%) were significantly different between the partial and conventional dissection groups, respectively. Partial axillary lymph node dissection was associated with similar survival rates (but lower postoperative complication rates) compared with conventional axillary dissection and is recommended in patients with N(0) breast cancer.

  6. Effect of worksheet scaffolds on student learning in problem-based learning

    NARCIS (Netherlands)

    S.S.Y. Choo (Serene); J.I. Rotgans (Jerome); E.H.J. Yew (Elaine); H.G. Schmidt (Henk)

    2011-01-01

    textabstractThe purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups-one with a worksheet provided and

  7. [Clinical study and pathological examination on the treatment of deep partial thickness burn wound with negative charge aerosol].

    Science.gov (United States)

    Li, Tian-zeng; Xu, Ying-bin; Hu, Xiao-gen; Shen, Rui; Peng, Xiao-dong; Wu, Wei-jiang; Luo, Lan; Dai, Xin-ming; Zou, Yong-tong; Qi, Shao-hai; Wu, Li-ping; Xie, Ju-lin; Deng, Xiao-xin; Chen, E; Zhang, Hui-Zhen

    2005-08-01

    To investigate the effect of negative charge aerosol (NCA) on the treatment of burn wound. Patients with superficial or deep partial thickness burn only were enrolled in the study, and they were randomly divided into trial group (T, including 180 cases of superficial thickness burn and 100 cases of deep partial thickness burn), control group (C, including 30 cases with superficial thickness burn and 30 with deep partial thickness burn), and self control group (SC, including 10 cases with superficial thickness burn and 10 with deep partial thickness burn). The patients in T and SC groups were treated with NCA for 1.5 hours, 1-2 times a day, from 6 postburn hour (PBH) to 2 postburn day (PBD), while those in C group received conventional treatment. For those in SC group, some of the wounds were covered with sterile schissel, while other wounds without schissel covering. The general changes in the wounds during NCA treatment were observed, and bacterial culture before and after NCA treatment was performed. The healing time was recorded and the blood biochemical parameters were determined. Rat model with deep partial thickness scald was established, and the rats were also divided into T and C groups, and received treatment as in human. Tissue samples were harvested from the wounds of rats in the 2 groups before and 1, 2, 3 weeks after treatment for pathological examination. There was no infection and little exudation in the patients in T group. No bacteria were found in the wound before and after NCA treatment. The healing time of the wounds of patients with superficial and deep partial thickness burn in T group was 6.3 +/- 1.6 d and 15.1 +/- 3.1 d, respectively, which was obviously shorter than those in C group (11.3 +/- 1.4 d and 21.2 +/- 1.4 d, P Negative charge aerosol is safe and effective in promoting wound healing of the patients with partial thickness burns.

  8. Evaluation of Partial Transection versus Synovial Debridement of the ACL as Novel Canine Models for Management of ACL Injuries.

    Science.gov (United States)

    Bozynski, Chantelle C; Kuroki, Keiichi; Stannard, James P; Smith, Patrick A; Stoker, Aaron M; Cook, Cristi R; Cook, James L

    2015-10-01

    A major hurdle in investigating important clinical questions in knee ligament treatment is a lack of valid translational animal models. This study characterizes the effects of partial transection versus synovial debridement of the anterior (cranial) cruciate ligament (ACL) in dogs. A total of 27 adult purpose-bred research hounds underwent surgery and were assessed over the following 8 weeks. Dogs were randomized into the following three ACL status groups: sham control (n = 9), intact ACL with synovial debridement (exposed ACL) (n = 9), and partial transection of the ACL (partial tear ACL) (n = 9). Dogs in the exposed ACL group and partial tear ACL group had significantly (p < 0.05) more severe lameness, pain, effusion, reduced function, and reduced comfortable range of motion compared with controls, with the partial tear ACL group being most severely affected. More severe ACL and whole-joint pathology, and radiographic scores for osteoarthritis were present in the partial tear ACL group compared with exposed and/or sham control group. On the basis of these findings, biologic components of ACL injury (exposed ACL) played a role in whole-joint inflammation, but the clinical and pathological effects were more severe when both biologic and biomechanical components were present (i.e., partial tear ACL). These novel canine models were successfully developed to evaluate partial transection versus synovial debridement of the ACL and these models will be used to evaluate treatment options for acute management of ACL injuries. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

  9. Effect of Gamma Radiation sterilization versus Disinfection on Removable Partial Dentures (Microbiological study)

    International Nuclear Information System (INIS)

    Mohammed, M.A.

    2011-01-01

    The aim of the study was to compare between the effectiveness of disinfection, using commercially available Fittydent super cleansing tablets versus sterilization, using gamma radiation on candidal growth in maxillary removable partial dentures. Methods: Fourteen partially edentulous subjects were selected according to specific criteria and divided equally and randomly into two groups; Group I: disinfection group and Group II: sterilization group. Conventional maxillary removable partial dentures were constructed for all subjects. The swab technique was used to collect the samples one month after denture delivery, immediately after disinfection/sterilization, and then one week, two weeks, three weeks, four weeks, and five weeks after disinfection/sterilization respectively. Bacteriological candidal colony count was performed using a manual contact colony counter. Results: Both methods (disinfection and sterilization) led to a noticeable decrease in the candidal count. However this decrease was highly and markedly evident in Group II as compared to Group I. Infact, no candidal growth was recorded for group II immediately after strerilization and was maintained for two more weeks. Statistical analysis revealed highly significant differences between the two groups. Conclusions: Both methods were effective in decreasing the number of Candida albicans adhering to the denture. However, sterilization using Gamma radiation had a more superior immediate, as well as, long term efficiency as compared to disinfection using Fittydent super cleansing tablets.

  10. Problem-based learning: a strategic learning system design for the education of healthcare professionals in the 21st century.

    Science.gov (United States)

    Gwee, Matthew Choon-Eng

    2009-05-01

    Problem-based learning (PBL) was first implemented by McMaster University medical school in 1969 as a radical, innovative, and alternative pathway to learning in medical education, thus setting a new educational trend. PBL has now spread widely across the globe and beyond the healthcare disciplines, and has prevailed for almost four decades. PBL is essentially a strategic learning system design, which combines several complementary educational principles for the delivery of instruction. PBL is specifically aimed at enhancing and optimizing the educational outcomes of learner-centered, collaborative, contextual, integrated, self-directed, and reflective learning. The design and delivery of instruction in PBL involve peer teaching and learning in small groups through the social construction of knowledge using a real-life problem case to trigger the learning process. Therefore, PBL represents a major shift in the educational paradigm from the traditional teacher-directed (teacher-centered) instruction to student-centered (learner-centered) learning. PBL is firmly underpinned by several educational theories, but problems are often encountered in practice that can affect learning outcomes. Educators contemplating implementing PBL in their institutions should have a clear understanding of its basic tenets, its practice and its philosophy, as well as the issues, challenges, and opportunities associated with its implementation. Special attention should be paid to the training and selection of PBL tutors who have a critical role in the PBL process. Furthermore, a significant change in the mindsets of both students and teachers are required for the successful implementation of PBL. Thus, effective training programs for students and teachers must precede its implementation. PBL is a highly resource-intensive learning strategy and the returns on investment (i.e. the actual versus expected learning outcomes) should be carefully and critically appraised in the decision

  11. Pelvic Organ Support in Animals with Partial Loss of Fibulin-5 in the Vaginal Wall.

    Science.gov (United States)

    Chin, Kathleen; Wieslander, Cecilia; Shi, Haolin; Balgobin, Sunil; Montoya, T Ignacio; Yanagisawa, Hiromi; Word, R Ann

    2016-01-01

    Compromise of elastic fiber integrity in connective tissues of the pelvic floor is most likely acquired through aging, childbirth-associated injury, and genetic susceptibility. Mouse models of pelvic organ prolapse demonstrate systemic deficiencies in proteins that affect elastogenesis. Prolapse, however, does not occur until several months after birth and is thereby acquired with age or after parturition. To determine the impact of compromised levels of fibulin-5 (Fbln5) during adulthood on pelvic organ support after parturition and elastase-induced injury, tissue-specific conditional knockout (cKO) mice were generated in which doxycycline (dox) treatment results in deletion of Fbln5 in cells that utilize the smooth muscle α actin promoter-driven reverse tetracycline transactivator and tetracycline responsive element-Cre recombinase (i.e., Fbln5f/f/SMA++-rtTA/Cre+, cKO). Fbln5 was decreased significantly in the vagina of cKO mice compared with dox-treated wild type or controls (Fbln5f/f/SMA++-rtTA/Cre-/-). In controls, perineal body length (PBL) and bulge increased significantly after delivery but declined to baseline values within 6-8 weeks. Although overt prolapse did not occur in cKO animals, these transient increases in PBL postpartum were amplified and, unlike controls, parturition-induced increases in PBL (and bulge) did not recover to baseline but remained significantly increased for 12 wks. This lack of recovery from parturition was associated with increased MMP-9 and nondetectable levels of Fbln5 in the postpartum vagina. This predisposition to prolapse was accentuated by injection of elastase into the vaginal wall in which overt prolapse occurred in cKO animals, but rarely in controls. Taken together, our model system in which Fbln5 is conditionally knock-downed in stromal cells of the pelvic floor results in animals that undergo normal elastogenesis during development but lose Fbln5 as adults. The results indicate that vaginal fibulin-5 during

  12. Pelvic Organ Support in Animals with Partial Loss of Fibulin-5 in the Vaginal Wall.

    Directory of Open Access Journals (Sweden)

    Kathleen Chin

    Full Text Available Compromise of elastic fiber integrity in connective tissues of the pelvic floor is most likely acquired through aging, childbirth-associated injury, and genetic susceptibility. Mouse models of pelvic organ prolapse demonstrate systemic deficiencies in proteins that affect elastogenesis. Prolapse, however, does not occur until several months after birth and is thereby acquired with age or after parturition. To determine the impact of compromised levels of fibulin-5 (Fbln5 during adulthood on pelvic organ support after parturition and elastase-induced injury, tissue-specific conditional knockout (cKO mice were generated in which doxycycline (dox treatment results in deletion of Fbln5 in cells that utilize the smooth muscle α actin promoter-driven reverse tetracycline transactivator and tetracycline responsive element-Cre recombinase (i.e., Fbln5f/f/SMA++-rtTA/Cre+, cKO. Fbln5 was decreased significantly in the vagina of cKO mice compared with dox-treated wild type or controls (Fbln5f/f/SMA++-rtTA/Cre-/-. In controls, perineal body length (PBL and bulge increased significantly after delivery but declined to baseline values within 6-8 weeks. Although overt prolapse did not occur in cKO animals, these transient increases in PBL postpartum were amplified and, unlike controls, parturition-induced increases in PBL (and bulge did not recover to baseline but remained significantly increased for 12 wks. This lack of recovery from parturition was associated with increased MMP-9 and nondetectable levels of Fbln5 in the postpartum vagina. This predisposition to prolapse was accentuated by injection of elastase into the vaginal wall in which overt prolapse occurred in cKO animals, but rarely in controls. Taken together, our model system in which Fbln5 is conditionally knock-downed in stromal cells of the pelvic floor results in animals that undergo normal elastogenesis during development but lose Fbln5 as adults. The results indicate that vaginal fibulin-5

  13. Pelvic Organ Support in Animals with Partial Loss of Fibulin-5 in the Vaginal Wall

    Science.gov (United States)

    Shi, Haolin; Balgobin, Sunil; Montoya, T. Ignacio; Yanagisawa, Hiromi; Word, R. Ann

    2016-01-01

    Compromise of elastic fiber integrity in connective tissues of the pelvic floor is most likely acquired through aging, childbirth-associated injury, and genetic susceptibility. Mouse models of pelvic organ prolapse demonstrate systemic deficiencies in proteins that affect elastogenesis. Prolapse, however, does not occur until several months after birth and is thereby acquired with age or after parturition. To determine the impact of compromised levels of fibulin-5 (Fbln5) during adulthood on pelvic organ support after parturition and elastase-induced injury, tissue-specific conditional knockout (cKO) mice were generated in which doxycycline (dox) treatment results in deletion of Fbln5 in cells that utilize the smooth muscle α actin promoter-driven reverse tetracycline transactivator and tetracycline responsive element-Cre recombinase (i.e., Fbln5f/f/SMA++-rtTA/Cre+, cKO). Fbln5 was decreased significantly in the vagina of cKO mice compared with dox-treated wild type or controls (Fbln5f/f/SMA++-rtTA/Cre-/-). In controls, perineal body length (PBL) and bulge increased significantly after delivery but declined to baseline values within 6–8 weeks. Although overt prolapse did not occur in cKO animals, these transient increases in PBL postpartum were amplified and, unlike controls, parturition-induced increases in PBL (and bulge) did not recover to baseline but remained significantly increased for 12 wks. This lack of recovery from parturition was associated with increased MMP-9 and nondetectable levels of Fbln5 in the postpartum vagina. This predisposition to prolapse was accentuated by injection of elastase into the vaginal wall in which overt prolapse occurred in cKO animals, but rarely in controls. Taken together, our model system in which Fbln5 is conditionally knock-downed in stromal cells of the pelvic floor results in animals that undergo normal elastogenesis during development but lose Fbln5 as adults. The results indicate that vaginal fibulin-5 during

  14. PBL教学模式在全日制MPAcc培养中的应用--以《高级审计理论与实务》一堂案例课为例%The Application of PBL Mode in Full-time MPAcc Training----With a Case Study in Advanced Auditing Theories and Practice for Example

    Institute of Scientific and Technical Information of China (English)

    刘建勇; 刘小瑞

    2016-01-01

    Problem-based learning(PBL) is centered on students and problems. Master of professional accounting(MPAcc) is a kind of professional degree for developing qualified accounting talents who are applied, high-quality and high-level. Both of them pay attention to the cultivation of students’ ability to solve practical problems. Therefore, we introduce PBL mode into MPAcc training and take a case class of Advanced Auditing Theories and Practice for example to elaborate the specific application of PBL mode. Besides, this paper analyzes existing problems from three aspects:students, teachers and case questions. At the same time, this paper raises coping measures in the implementation of PBL mode.%PBL教学模式是以问题和学生为中心的教学方法,MPAcc是国家为培养应用型、高层次、高素质会计人才而设立的一种学位类型,二者都注重对学生解决实际问题的能力进行培养。基于此,本文将PBL教学模式引入到MPAcc培养中,以《高级审计理论与实务》一堂案例课为例,阐述PBL教学模式的具体应用,并从学员、教师和案例问题设置三个方面对PBL教学模式实施中存在的问题进行分析,提出对策和建议。

  15. Investigating Effects of Problem-Based versus Lecture-Based Learning Environments on Student Motivation

    Science.gov (United States)

    Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva

    2011-01-01

    This study examines the effects of two learning environments (i.e., problem-based learning [PBL] versus lecture-based [LB] environments) on undergraduates' study motivation. Survey results demonstrated that PBL students scored higher on competence but did not differ from LB students on autonomous motivation. Analyses of focus groups further…

  16. Self-regulated learning: A key learning effect of feedback in a ...

    African Journals Online (AJOL)

    Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regulated learning. Objective. To explore ways in which students use feedback ...

  17. Crowdfunding Through a Partial Organization Lens

    DEFF Research Database (Denmark)

    Nielsen, Kristian Roed

    2018-01-01

    Crowdfunding has become a rapidly growing source of alternative financing for a wide range of products and service ideas. The crowdfunding process itself necessitates the successful interaction between a number of actors including the central organizing platform, a number of content providing...... campaigns, and a large diverse group of funders. By utilizing the literature on complete and partial organizations and rejecting the commonly applied organizational molds to describe the process, this paper proposes that crowdfunding is organized and enabled as a fluid and co-dependent interaction between...... the various actors. The concept of partial organizations and its emphasis on key organizational decisions reveal that crowdfunding may be conceived of as a “co-dependent organization” in which the relationship of the involved actors is so interdependent that the crowdfunding process can neither be maintained...

  18. Neuromuscular Exercise Post Partial Medial Meniscectomy

    DEFF Research Database (Denmark)

    Hall, Michelle; Hinman, Rana S; Wrigley, Tim V

    2015-01-01

    PURPOSE: To evaluate the effects of a 12-week, home-based, physiotherapist-guided neuromuscular exercise program on the knee adduction moment (an indicator of mediolateral knee load distribution) in people with a medial arthroscopic partial meniscectomy within the past 3-12 months. METHODS......: An assessor-blinded, randomised controlled trial including people aged 30-50 years with no to mild pain following medial arthroscopic partial meniscectomy was conducted. Participants were randomly allocated to either a 12-week neuromuscular exercise program that targeted neutral lower limb alignment...... or a control group with no exercise. The exercise program included eight individual sessions with one of seven physiotherapists in private clinics, together with home exercises. Primary outcomes were the peak external knee adduction moment during normal pace walking and during a one-leg sit-to-stand. Secondary...

  19. Partial tooth gear bearings

    Science.gov (United States)

    Vranish, John M. (Inventor)

    2010-01-01

    A partial gear bearing including an upper half, comprising peak partial teeth, and a lower, or bottom, half, comprising valley partial teeth. The upper half also has an integrated roller section between each of the peak partial teeth with a radius equal to the gear pitch radius of the radially outwardly extending peak partial teeth. Conversely, the lower half has an integrated roller section between each of the valley half teeth with a radius also equal to the gear pitch radius of the peak partial teeth. The valley partial teeth extend radially inwardly from its roller section. The peak and valley partial teeth are exactly out of phase with each other, as are the roller sections of the upper and lower halves. Essentially, the end roller bearing of the typical gear bearing has been integrated into the normal gear tooth pattern.

  20. Insights into the mechanism of Piper betle leaf-induced contact leukomelanosis using C57BL/6 mice as the animal model and tyrosinase assays.

    Science.gov (United States)

    Liu, Han-Nan; Liu, Tsung-Yun; Chen, Chih-Chiang; Lee, Ding-Dar; Chang, Yun-Ting

    2011-08-01

    Steamed piper betle leaves (PBL) were once used by many Taiwanese women to treat pigment disorders on the face. Most women claimed a quick, favourable response at first, only to be overcome with facial leukomelanosis later. C57BL/6 mice were randomly assigned to different groups to study if PBL could cause the following effects: contact dermatitis, leukomelanosis, or hair bleaching. Intracellular melanin content was measured by tyrosinase assays. Most steamed PBL-treated mice developed contact dermatitis and postinflammatory hyperpigmentation (PIH) on their shaved backs. About half developed bleached hair to varying extents. The steamed PBL did not only bleach the hairs, but also, unexpectedly, stimulated melanocyte replication, indicated by the fact that the number of functional melanocytes in the tail epidermis increased significantly after treatment (P = 0.007). Using tyrosinase assays PBL extract at the undiluted concentration showed limited inhibition of melanogenesis, probably via melanocytotoxicity. The leukomelanosis observed in patients might be the consequence of PIH combined with a mixed reaction (hyper- and hypopigmentation), probably due to the different volatile chemicals that surface after steaming the PBL. This conflicting mixed reaction suggests that counteractive ingredients might exist in PBL. PBL, if purified, might be a promising source of a novel bleaching agent. © 2011 The Authors; Australasian Journal of Dermatology © 2011 The Australasian College of Dermatologists.

  1. Comparative clinical evaluation of removable partial dentures made of two different materials in Kennedy Applegate class II partially edentulous situation.

    Science.gov (United States)

    Hundal, Maninder; Madan, Rajesh

    2015-12-01

    Cast Chromium Cobalt alloy has been the material of choice for fabricating Removable Partial Dentures (RPDs) but has certain drawbacks. Newer materials like the flexible Nylon based Super Polyamide have been introduced to overcome these drawbacks. The present study has compared the above two materials for nine clinical parameters. The study was carried out on 30 patients presenting with a Kennedy Applegate class II partially edentulous situation who were divided into two equal groups and clinically assessed. Statistically significant results were obtained in favor of flexible RPDs, in the parameters of 'aesthetics' and 'overall patient satisfaction'. Both groups showed more or less similar values for 'frequency of fracture of the prosthesis during usage' with the incidence being slightly higher for patients wearing the cast RPDs. The clinical parameters of 'oral soft tissue tolerance', 'gingival health', 'periodontal health' and 'adaptability in areas with undercut' were statistically at par for all the 30 patients thus suggesting the comparable biocompatibility of the two materials. The highlight of this study was the relative ease in fabrication of the flexible RPDs as compared to the cast RPDs. Based on the favorable clinical results of this study, it can be summarized that the flexible RPDs is a viable alternative to cast RPDs in Kennedy Applegate class II partially edentulous situation in the short term.

  2. The efficacy of incorporating partial squats in maximal strength training.

    Science.gov (United States)

    Bazyler, Caleb D; Sato, Kimitake; Wassinger, Craig A; Lamont, Hugh S; Stone, Michael H

    2014-11-01

    The purpose of our study was to examine the effects of 2 different training methods on dynamic and isometric measures of maximal strength. Seventeen recreationally trained men (1 repetition maximum [1RM] squat: 146.9 ± 22.4 kg) were assigned to 2 groups: full range of motion (ROM) squat (F) and full ROM with partial ROM squat (FP) for the 7-week training intervention. Repeated measures analysis of variance revealed that there was a statistically significant group-by-time interaction for impulse scaled at 50, 90, and 250 milliseconds at 90° of knee flexion and rate of force development at 200 milliseconds with 120° of knee flexion (p ≤ 0.05). There was also a statistically significant time effect (p ≤ 0.05) for the 1RM squat, 1RM partial squat, isometric squat peak force allometrically scaled (IPFa) 90°, IPFa 120°, and impulse allometrically scaled at 50, 90, 200, and 250 milliseconds at 90° and 120° of knee flexion. Additionally, the FP group achieved statistically larger relative training intensities (%1RM) during the final 3 weeks of training (p ≤ 0.05). There was a trend for FP to improve over F in 1RM squat (+3.1%, d = 0.53 vs. 0.32), 1RM partial squat (+4.7%, d = 0.95 vs. 0.69), IPFa 120° (+5.7%, d = 0.52 vs. 0.12), and impulse scaled at 50, 90, 200, and 250 milliseconds at 90° (+6.3 to 13.2%, d = 0.50-1.01 vs. 0.30-0.57) and 120° (+3.4 to 16.8%, d = 0.45-1.11 vs. 0.08-0.37). These larger effect sizes in the FP group can likely be explained their ability to train at larger relative training intensities during the final 3 weeks of training resulting in superior training adaptations. Our findings suggest that partial ROM squats in conjunction with full ROM squats may be an effective training method for improving maximal strength and early force-time curve characteristics in men with previous strength training experience. Practically, partial squats may be beneficial for strength and power athletes during a strength-speed mesocycle while peaking

  3. Using MBTI for the Success Assessment of Engineering Teams in Project-Based Learning

    Science.gov (United States)

    Rodríguez Montequín, V.; Mesa Fernández, J. M.; Balsera, J. Villanueva; García Nieto, A.

    2013-01-01

    Project-Based Learning (PBL) is a teaching and learning methodology that emphasizes student centered instruction by assigning projects. The students have to conduct significant projects and cope with realistic working conditions and scenarios. PBL is generally done by groups of students working together towards a common goal. Several factors play…

  4. An Emic Lens into Online Learning Environments in PPL in Undergraduate Dentistry

    Science.gov (United States)

    Bridges, Susan

    2015-01-01

    Whilst face-to-face tutorial group interaction has been the focus of quantitative and qualitative studies in problem-based learning (PBL), little work has explored the independent learning phase of the PBL cycle from an interactionist perspective. An interactional ethnographic logic of inquiry guided collection and analysis of video recordings and…

  5. Abstraction of complex concepts with a refined partial-area taxonomy of SNOMED

    Science.gov (United States)

    Wang, Yue; Halper, Michael; Wei, Duo; Perl, Yehoshua; Geller, James

    2012-01-01

    An algorithmically-derived abstraction network, called the partial-area taxonomy, for a SNOMED hierarchy has led to the identification of concepts considered complex. The designation “complex” is arrived at automatically on the basis of structural analyses of overlap among the constituent concept groups of the partial-area taxonomy. Such complex concepts, called overlapping concepts, constitute a tangled portion of a hierarchy and can be obstacles to users trying to gain an understanding of the hierarchy’s content. A new methodology for partitioning the entire collection of overlapping concepts into singly-rooted groups, that are more manageable to work with and comprehend, is presented. Different kinds of overlapping concepts with varying degrees of complexity are identified. This leads to an abstract model of the overlapping concepts called the disjoint partial-area taxonomy, which serves as a vehicle for enhanced, high-level display. The methodology is demonstrated with an application to SNOMED’s Specimen hierarchy. Overall, the resulting disjoint partial-area taxonomy offers a refined view of the hierarchy’s structural organization and conceptual content that can aid users, such as maintenance personnel, working with SNOMED. The utility of the disjoint partial-area taxonomy as the basis for a SNOMED auditing regimen is presented in a companion paper. PMID:21878396

  6. A Novel Group-Fused Sparse Partial Correlation Method for Simultaneous Estimation of Functional Networks in Group Comparison Studies.

    Science.gov (United States)

    Liang, Xiaoyun; Vaughan, David N; Connelly, Alan; Calamante, Fernando

    2018-05-01

    The conventional way to estimate functional networks is primarily based on Pearson correlation along with classic Fisher Z test. In general, networks are usually calculated at the individual-level and subsequently aggregated to obtain group-level networks. However, such estimated networks are inevitably affected by the inherent large inter-subject variability. A joint graphical model with Stability Selection (JGMSS) method was recently shown to effectively reduce inter-subject variability, mainly caused by confounding variations, by simultaneously estimating individual-level networks from a group. However, its benefits might be compromised when two groups are being compared, given that JGMSS is blinded to other groups when it is applied to estimate networks from a given group. We propose a novel method for robustly estimating networks from two groups by using group-fused multiple graphical-lasso combined with stability selection, named GMGLASS. Specifically, by simultaneously estimating similar within-group networks and between-group difference, it is possible to address inter-subject variability of estimated individual networks inherently related with existing methods such as Fisher Z test, and issues related to JGMSS ignoring between-group information in group comparisons. To evaluate the performance of GMGLASS in terms of a few key network metrics, as well as to compare with JGMSS and Fisher Z test, they are applied to both simulated and in vivo data. As a method aiming for group comparison studies, our study involves two groups for each case, i.e., normal control and patient groups; for in vivo data, we focus on a group of patients with right mesial temporal lobe epilepsy.

  7. Evaluation of Nd:YAG laser on partial oxygen saturation of pulpal blood in anterior hypersensitive teeth.

    Science.gov (United States)

    Birang, Reza; Kaviani, Naser; Mohammadpour, Mehdi; Abed, Ahmad Moghareh; Gutknecht, Norbert; Mir, Maziar

    2008-07-01

    Dentine hypersensitivity has of long been known to be a common clinical problem in dental practices. Lasers have recently come to play a prominent role in the treatment of this disorder. They might, however, cause dental pulp damage. This study was conducted to evaluate the effect of Nd:yttrium-aluminum-garnet (YAG) laser on partial oxygen saturation of pulpal blood in sensitive anterior teeth. In this clinical trial, 65 hypersensitive teeth were selected and randomly allocated to two groups. The study group involved Nd:YAG laser treatment, while no treatment was employed for the control group. Using a pulse oximetry system, evaluations were preformed of the partial oxygen saturation in the pulpal blood before, immediately after, 1 week after, and 1 month after the treatment. The results were analyzed using the SPSS software and repeated-measures analysis of variance and paired-samples t tests. The mean partial oxygen saturation of the blood was found to be 85.4% in the study group, which was not significantly different from that of the control group. No significant differences were observed in the control group between the means obtained from pretreatment and post-treatment intervals (P > 0.05). The Post-treatment partial oxygen saturation mean rose to 89.3% (P = 0.001) and remained constant throughout the following week after it. However, no significant differences were found between the pretreatment partial oxygen saturation mean and the same measurement 1 month after treatment (P = 0.702). Nd:YAG laser therapy for dentine desensitization of anterior teeth caused no persistent changes in the partial oxygen saturation of pulpal blood. It may, therefore, be concluded that the diffusion of heat induced by the Nd:YAG laser into the pulp within the limit of the desensitization parameters cause no irreversible damages in the dental pulp.

  8. Dental erosion in groups of Yemeni children and adolescents and the modification of an erosion partial recording system.

    Science.gov (United States)

    Al-Ashtal, Amin; Johansson, Anders; Omar, Ridwaan; Johansson, Ann-Katrin

    2017-07-01

    The prevalence of dental erosion is rising especially among children and adolescents and its grading needs further investigation. To determine the prevalence and severity of dental erosion in groups of Yemeni children and adolescents, and to clinically compare an erosion partial recording system (EPRS) with a proposed modified-simplified version (EPRS-M). Of 6163 individuals aged 5-6, 13-14 and 18-19 years, 911 were randomly selected, of which 668 participated in the study. Dental erosion was graded using EPRS. EPRS-M was proposed, and its sensitivity and specificity was calculated in relation to EPRS. Prevalence of erosion extending into dentine on at least one tooth was 6.8% among 5- to 6-year-olds, 3.0% among 13- to 14-year-olds and 14.6% among 18- to 19-year olds. The highest prevalence was 19.2% among girls aged 18-19 years which was significantly higher than boys (10.4%) in the same age group (P = 0.044). Sensitivity and specificity for EPRS-M in relation to EPRS were 85.7% and 100% for primary teeth, and 84.1% and 100% for permanent teeth. Dental erosion was common among children and older teenagers and highest among older girls but less common among younger teenagers. The tested accuracy of EPRS-M qualifies it to be used as an initial quick detection tool in future dental erosion research. © 2016 The Authors. International Journal of Paediatric Dentistry published by BSPD, IAPD and John Wiley & Sons Ltd.

  9. Oculomotor impairment during chronic partial sleep deprivation.

    Science.gov (United States)

    Russo, M; Thomas, M; Thorne, D; Sing, H; Redmond, D; Rowland, L; Johnson, D; Hall, S; Krichmar, J; Balkin, T

    2003-04-01

    The effects of chronic partial sleep (sleep deprivation) and extended sleep (sleep augmentation) followed by recovery sleep on oculomotor function were evaluated in normal subjects to explore the usefulness of oculomotor assessment for alertness monitoring in fitness-for-duty testing. Sixty-six commercial drivers (24-62 years, 50m/16f) participated in a 15 day study composed of 3 training days with 8h time in bed per night, 7 experimental days with subjects randomly assigned to either 3, 5, 7, or 9h time in bed, and 3 recovery nights with 8h time in bed. Data from 57 subjects were used. Saccadic velocity (SV), initial pupil diameter (IPD), latency to pupil constriction (CL), and amplitude of pupil constriction (CA) were assessed and correlated with the sleep latency test (SLT), the Stanford sleepiness scale (SSS), and simulated driving performance. Regression analyses showed that SV slowed significantly in the 3 and 5h groups, IPD decreased significantly in the 9h group, and CL increased significantly in the 3h group. SLT and SSS significantly correlated with SV, IPD, CL, and driving accidents for the 3h group, and with CL for the 5h group. Analyses also showed a significant negative correlation between decreasing SV and increasing driving accidents in the 3h group and a significant negative correlation between IPD and driving accidents for the 7h group. The results demonstrate a sensitivity primarily of SV to sleepiness, and a correlation of SV and IPD to impaired simulated driving performance, providing evidence for the potential utility of oculomotor indicators in the detection of excessive sleepiness and deterioration of complex motor performance with chronic partial sleep restriction. This paper shows a relationship between sleep deprivation and oculomotor measures, and suggests a potential utility for oculometrics in assessing operational performance readiness under sleep restricted conditions.

  10. Problem-based learning versus a traditional educational methodology: a comparison of preclinical and clinical periodontics performance.

    Science.gov (United States)

    Rich, Sandra K; Keim, Robert G; Shuler, Charles F

    2005-06-01

    To evaluate efficacy of a problem-based learning (PBL) pedagogy in preclinical and clinical teaching, test scores of 234 undergraduate dental students from the conventionally taught classes of 2003 and 2004 were compared with scores of 274 dental students from the PBL classes of 2005 and 2006. Although the groups' means were close together, t-test analysis of scores revealed that PBL students performed significantly better than traditional (TRAD) students on midterm (p=.0001) and final (p=.015) examinations taken on student partner/mock patients. ANOVA comparing the classes with each other showed significant differences for the midterm and final, but not for the clinical examination. Further multiple comparison tests (Tukey HSD) for the midterm and final revealed that differences specifically reflected superior performance of PBL classes against one of the TRAD classes (2004). There was no difference in performance between PBL (n=134) and TRAD (n=233) students on examinations taken with actual clinical patients who were undergoing nonsurgical periodontal treatment. Over a two-year period, PBL students rated their program instructors at a mean of 4.41 on a Likert-type scale of 1 (not helpful) to 5 (outstanding). The program provides a PBL model for teaching preclinical and clinical skills supported by a four-year evaluation of manual skills outcomes.

  11. Different methods of hilar clamping during partial nephrectomy: Impact on renal function.

    Science.gov (United States)

    Lee, Jeong Woo; Kim, Hwanik; Choo, Minsoo; Park, Yong Hyun; Ku, Ja Hyeon; Kim, Hyeon Hoe; Kwak, Cheol

    2014-03-01

    To evaluate the impact of different hilar clamping methods on changes in renal function after partial nephrectomy. We analyzed the clinical data of 369 patients who underwent partial nephrectomy for a single renal tumor of size ≤4.0 cm and a normal contralateral kidney. Patients were separated into three groups depending on hilar clamping method: non-clamping, cold ischemia and warm ischemia. Estimated glomerular filtration rate was examined at preoperative, nadir and 1 year postoperatively. Percent change in estimated glomerular filtration rate was used as the parameter to assess the renal functional outcome. Percent change in nadir estimated glomerular filtration rate in the non-clamping group was significantly less compared with the cold ischemia and warm ischemia groups (P hilar clamping (both warm ischemia and cold ischemia) were significantly associated with percent change in nadir estimated glomerular filtration rate, but not in 1-year estimated glomerular filtration rate. Non-clamping partial nephrectomy results in a lower percent change in nadir estimated glomerular filtration rate, whereas it carries an estimated glomerular filtration rate change at 1 year that is similar to partial nephrectomy with cold ischemia and warm ischemia. Cold ischemia and warm ischemia provide a similar effect on renal function. Therefore, when hilar clamping is required, minimization of ischemia time is necessary. © 2013 The Japanese Urological Association.

  12. EFFECTIVENESS OF PROBLEM BASED LEARNING AS A STRATEGY TO FOSTER PROBLEM SOLVING AND CRITICAL REASONING SKILLS AMONG MEDICAL STUDENTS.

    Science.gov (United States)

    Asad, Munazza; Iqbal, Khadija; Sabir, Mohammad

    2015-01-01

    Problem based learning (PBL) is an instructional approach that utilizes problems or cases as a context for students to acquire problem solving skills. It promotes communication skills, active learning, and critical thinking skills. It encourages peer teaching and active participation in a group. It was a cross-sectional study conducted at Al Nafees Medical College, Isra University, Islamabad, in one month duration. This study was conducted on 193 students of both 1st and 2nd year MBBS. Each PBL consists of three sessions, spaced by 2-3 days. In the first session students were provided a PBL case developed by both basic and clinical science faculty. In Session 2 (group discussion), they share, integrate their knowledge with the group and Wrap up (third session), was concluded at the end. A questionnaire based survey was conducted to find out overall effectiveness of PBL sessions. Teaching through PBLs greatly improved the problem solving and critical reasoning skills with 60% students of first year and 71% of 2nd year agreeing that the acquisition of knowledge and its application in solving multiple choice questions (MCQs) was greatly improved by these sessions. They observed that their self-directed learning, intrinsic motivation and skills to relate basic concepts with clinical reasoning which involves higher order thinking have greatly enhanced. Students found PBLs as an effective strategy to promote teamwork and critical thinking skills. PBL is an effective method to improve critical thinking and problem solving skills among medical students.

  13. Group identity and positive deviance in work groups.

    Science.gov (United States)

    Kim, Moon Joung; Choi, Jin Nam

    2017-12-05

    This study examines why and how identity cognitions, including group identification and individual differentiation, influence the positive deviance of employees. We identify the risk-taking intention of employees as a critical psychological mechanism to overcome stigma-induced identity threat of positive deviance. The analysis of data collected from 293 members comprising 66 work teams reveals that the relationship between individual differentiation and positive deviance is partially mediated by risk-taking intention. The indirect effect of group identification on positive deviance through risk-taking intention is also significant and positive in groups with low conformity pressure, whereas the same indirect effect is neutralized in groups with high conformity pressure. The current analysis offers new insights into the way the group context and the identity cognition of members explain the development of positive deviance and workplace creativity.

  14. Partially nested designs in psychotherapy trials: A review of modeling developments.

    Science.gov (United States)

    Sterba, Sonya K

    2017-07-01

    Individually-randomized psychotherapy trials are often partially nested. For instance, individuals assigned to a treatment arm may be clustered into therapy groups for purposes of treatment administration, whereas individuals assigned to a wait-list control are unclustered. The past several years have seen rapid expansion and investigation of methods for analyzing partially nested data. Yet partial nesting often remains ignored in psychotherapy trials. This review integrates and disseminates developments in the analysis of partially nested data that are particularly relevant for psychotherapy researchers. First, we differentiate among alternative partially nested designs. Then, we present adaptations of multilevel model specifications that accommodate each design. Next, we address how moderation by treatment as well as mediation of the treatment effect can be investigated in partially nested designs. Model fitting results, annotated software syntax, and illustrative data sets are provided and key methodological issues are discussed. We emphasize that cluster-level variability in the treatment arm need not be considered a nuisance; it can be modeled to yield insights about the treatment process.

  15. Developing and Evaluating Medical Humanities Problem-Based Learning Classes Facilitated by the Teaching Assistants Majored in the Liberal Arts: A Longitudinal Crossover Study.

    Science.gov (United States)

    Tseng, Fen-Yu; Shieh, Jeng-Yi; Kao, Tze-Wah; Wu, Chau-Chung; Chu, Tzong-Shinn; Chen, Yen-Yuan

    2016-02-01

    Although medical humanities courses taught by teachers from nonmedical backgrounds are not unusual now, few studies have compared the outcome of medical humanities courses facilitated by physicians to that by teaching assistants majored in the liberal arts. The objectives of this study were to (1) analyze the satisfaction of medical students with medical humanities problem-based learning (PBL) classes facilitated by nonmedical teaching assistants (TAF) majored in the liberal arts, and those facilitated by the attending physicians (APF) and (2) examine the satisfaction of medical students with clinical medicine-related and clinical medicine-unrelated medical humanities PBL classes.A total of 123 medical students, randomly assigned to 16 groups, participated in this study. There were 16 classes in the course: 8 of them were TAF classes; and the others were APF classes. Each week, each group rotated from 1 subject of the 16 subjects of PBL to another subject. All of the 16 groups went through all the 16 subjects in the 2013 spring semester. We examined the medical students' satisfaction with each class, based on a rating score collected after each class was completed, using a scale from 0 (the lowest satisfaction) to 100 (the highest satisfaction). We also conducted multivariate linear regression analysis to examine the association between the independent variables and the students' satisfaction.Medical students were more satisfied with the TAF (91.35 ± 7.75) medical humanities PBL classes than APF (90.40 ± 8.42) medical humanities PBL classes (P = 0.01). Moreover, medical students were more satisfied with the clinical medicine-unrelated topics (92.00 ± 7.10) than the clinical medicine-related topics (90.36 ± 7.99) in the medical humanities PBL course (P = 0.01).This medical humanities PBL course, including nonmedical subjects and topics, and nonmedical teaching assistants from the liberal arts as class facilitators, was satisfactory. This

  16. Developing and Evaluating Medical Humanities Problem-Based Learning Classes Facilitated by the Teaching Assistants Majored in the Liberal Arts

    Science.gov (United States)

    Tseng, Fen-Yu; Shieh, Jeng-Yi; Kao, Tze-Wah; Wu, Chau-Chung; Chu, Tzong-Shinn; Chen, Yen-Yuan

    2016-01-01

    Abstract Although medical humanities courses taught by teachers from nonmedical backgrounds are not unusual now, few studies have compared the outcome of medical humanities courses facilitated by physicians to that by teaching assistants majored in the liberal arts. The objectives of this study were to (1) analyze the satisfaction of medical students with medical humanities problem-based learning (PBL) classes facilitated by nonmedical teaching assistants (TAF) majored in the liberal arts, and those facilitated by the attending physicians (APF) and (2) examine the satisfaction of medical students with clinical medicine-related and clinical medicine-unrelated medical humanities PBL classes. A total of 123 medical students, randomly assigned to 16 groups, participated in this study. There were 16 classes in the course: 8 of them were TAF classes; and the others were APF classes. Each week, each group rotated from 1 subject of the 16 subjects of PBL to another subject. All of the 16 groups went through all the 16 subjects in the 2013 spring semester. We examined the medical students’ satisfaction with each class, based on a rating score collected after each class was completed, using a scale from 0 (the lowest satisfaction) to 100 (the highest satisfaction). We also conducted multivariate linear regression analysis to examine the association between the independent variables and the students’ satisfaction. Medical students were more satisfied with the TAF (91.35 ± 7.75) medical humanities PBL classes than APF (90.40 ± 8.42) medical humanities PBL classes (P = 0.01). Moreover, medical students were more satisfied with the clinical medicine-unrelated topics (92.00 ± 7.10) than the clinical medicine-related topics (90.36 ± 7.99) in the medical humanities PBL course (P = 0.01). This medical humanities PBL course, including nonmedical subjects and topics, and nonmedical teaching assistants from the liberal arts as class facilitators, was

  17. The Effects of Partial Turbinectomy on Patients Undergoing Rhinoplasty

    Directory of Open Access Journals (Sweden)

    Behrooz Gandomi

    2011-03-01

    Full Text Available Introduction: A reduction or cessation of the ability to breathe through the nose can affect a person's overall health. Nasal passage blockage can also result in snoring. Difficulty in breathing through the nose after rhinoplasty is a serious problem and patient dissatisfaction can be significant even when cosmetic results are excellent. Long-term impacts on the quality of life and contributions to the pathophysiology of sleep-related breathing disorders have both been documented. This study compares nasal obstruction and other prevalent respiratory side effects of rhinoplasty in the presence and absence of partial turbinectomy. Methods and Materials: This is an experimental case study conducted in 2007 on patients undergoing rhinoplastic surgery in Shahid Dastgheyb Hospital of Shiraz, Iran. Sampling was done on all admitted patients during this year in the mentioned hospital. For the first group, rhinoplasty plus partial turbinectomy was performed while taking into consideration the Helsinki criteria septorhinoplasty without partial turbinectomy was performed on the second group. P-value less than 0.05 was considered as statistically significant. Results: There was no significant difference between the case and control group in terms of their mean age and gender distribution. Respiratory mean scores before and after rhinoplasty in both groups were significantly different in some issues of Nasal Scale (i.e.: Nasal blockage or obstruction, trouble sleeping, inability to get enough air through the nose during exercise or exertion, trouble breathing through nose.  Conclusion: Achieving cosmetic goals while preserving such necessary functions is a great concern for rhinologists and this makes different complexes. To create a balance between the maximum physiologic function and the best cosmetic feature is an art.

  18. Nursing problem-based learning activity: song writing and singing.

    Science.gov (United States)

    Chan, Zenobia C Y

    2014-08-01

    The function of song is not only to deliver individual's messages, but also to serve as a learning approach to facilitate students' learning. To observe the effectiveness of songs in facilitating students' learning, a Problem-based Learning (PBL) class with twenty students was divided into four groups with five students per group. Each group was asked to write a song based on two given scenarios, to sing the song out loud, and to participate in a follow-up focus group interview afterwards. The four songs reflected the students' understanding of academic knowledge and their perspectives toward the protagonists in the presented scenarios. Two songs are presented in this paper to demonstrate how the approach was carried out in the nursing PBL class. This paper aims to show the implication of song writing and singing in PBL and shed some light on teaching and learning. Copyright © 2014 Elsevier Ltd. All rights reserved.

  19. Evolution of Project-Based Learning in Small Groups in Environmental Engineering Courses

    Science.gov (United States)

    Requies, Jesús M.; Agirre, Ion; Barrio, V. Laura; Graells, Moisès

    2018-01-01

    This work presents the assessment of the development and evolution of an active methodology (Project-Based Learning--PBL) implemented on the course "Unit Operations in Environmental Engineering", within the bachelor's degree in Environmental Engineering, with the purpose of decreasing the dropout rate in this course. After the initial…

  20. Monotherapy for partial epilepsy: focus on levetiracetam

    Directory of Open Access Journals (Sweden)

    Antonio Gambardella

    2008-03-01

    Full Text Available Antonio Gambardella1,2, Angelo Labate1,2, Eleonora Colosimo1, Roberta Ambrosio1, Aldo Quattrone1,21Institute of Neurology, University Magna Græcia, Catanzaro, Italy; 2Institute of Neurological Sciences, National Research Council, Piano Lago di Mangone, Cosenza, ItalyAbstract: Levetiracetam (LEV, the S-enantiomer of alpha-ethyl-2-oxo-1-pyrollidine acetamide, is a recently licensed antiepileptic drug (AED for adjunctive therapy of partial seizures. Its mechanism of action is uncertain but it exhibits a unique profile of anticonvulsant activity in models of chronic epilepsy. Five randomized, double-blind, placebo-controlled trials enrolling adult or pediatric patients with refractory partial epilepsy have demonstrated the efficacy of LEV as adjunctive therapy, with a responder rate (≥50% reduction in seizure frequency of 28%–45%. Long-term efficacy studies suggest retention rates of 60% after one year, with 13% of patients seizure-free for 6 months of the study and 8% seizure-free for 1 year. More recent studies illustrated successful conversion to monotherapy in patients with refractory epilepsy, and its effectiveness as a single agent in partial epilepsy. LEV has also efficacy in generalized epilepsies. Adverse effects of LEV, including somnolence, lethargy, and dizziness, are generally mild and their occurrence rate seems to be not significantly different from that observed in placebo groups. LEV also has no clinically significant pharmacokinetic interactions with other AEDs, or with commonly prescribed medications. The combination of effective antiepileptic properties with a relatively mild adverse effect profile makes LEV an attractive therapy for partial seizures.Keywords: levetiracetam, partial epilepsy, antiepileptic drugs

  1. Experts' understanding of partial derivatives using the Partial Derivative Machine

    OpenAIRE

    Roundy, David; Dorko, Allison; Dray, Tevian; Manogue, Corinne A.; Weber, Eric

    2014-01-01

    Partial derivatives are used in a variety of different ways within physics. Most notably, thermodynamics uses partial derivatives in ways that students often find confusing. As part of a collaboration with mathematics faculty, we are at the beginning of a study of the teaching of partial derivatives, a goal of better aligning the teaching of multivariable calculus with the needs of students in STEM disciplines. As a part of this project, we have performed a pilot study of expert understanding...

  2. Laparoscopic partial vs total splenectomy in children with hereditary spherocytosis.

    Science.gov (United States)

    Morinis, Julia; Dutta, Sanjeev; Blanchette, Victor; Butchart, Sheila; Langer, Jacob C

    2008-09-01

    Open partial splenectomy provides reversal of anemia and relief of symptomatic splenomegaly while theoretically retaining splenic immune function for hereditary spherocytosis. We recently developed a laparoscopic approach for partial splenectomy. The purpose of the present study is to compare the outcomes in a group of patients undergoing laparoscopic partial splenectomy (LPS) with those in a group of children undergoing laparoscopic total splenectomy (LTS) over the same period. Systematic chart review was conducted of all children with hereditary spherocytosis who had LTS or LPS from 2000 to 2006 at the Hospital for Sick Children, Toronto, Ontario, Canada. T tests were used for continuous data, and chi(2) for proportional data; P value of less than .05 was considered significant. There were 9 patients (14 males) in each group. Groups were similar in sex, age, concomitant cholecystectomy, and preoperative hospitalizations, transfusions, and spleen size. Estimated blood loss was greater in the LPS group (188 + 53 vs 67 + 17 mL; P = .02), but transfusion requirements were similar (1/9 vs 0/9). Complication rate was similar between groups. The LPS group had higher morphine use (4.1 + 0.6 vs 2.4 + 0.2 days; P = .03), greater time to oral intake (4.4 + 0.7 vs 2.0 + 0.2 days; P = .01), and longer hospital stay (6.3 + 1.0 vs 2.7 + 0.3 days; P = .005) than the LTS group. Nuclear scan 6 to 8 weeks postoperatively demonstrated residual perfused splenic tissue in all LPS patients. No completion splenectomy was necessary after a mean follow-up of 25 months. These data suggest that LPS is as effective as LTS for control of symptoms. However, LPS is associated with more pain, longer time to oral intake, and longer hospital stay. These disadvantages may be balanced by retained splenic immune function, but further studies are required to assess long-term splenic function in these patients.

  3. Effect of partially purified angiotensin converting enzyme inhibitory ...

    African Journals Online (AJOL)

    This study evaluated the effect of partially-purified angiotensin converting enzyme (ACE) inhibitory proteins obtained from the leaves of Moringa oleifera on blood glucose, serum ACE activity and lipid profile of alloxaninduced diabetic rats. Twenty-five apparently healthy male albino rats were divided into five groups of five ...

  4. Efficiency and Reliability of Laparoscopic Partial Nephrectomy for Renal Tumors Larger than 4 cm

    Directory of Open Access Journals (Sweden)

    Faruk Özgör

    2015-03-01

    Full Text Available Aim: To evaluate safety and efficiency of laparoscopic partial nephrectomy for renal tumors larger than 4 cm. Methods: We retrospectivelly evaluated the medical records of 65 patients who underwent laparascopic partial nephrectomy between May 2009 and June 2013 in our clinic. The patients were divided into two groups according to tumor size. Patients with a tumor 4 cm were included in group 1 (n=45 and group 2 (n=20, respectively. Demographic, perioperative and postoperative parameters were compared between the groups. Histopathological examination and surgical margin status were also evaluated. Results: The mean age of the patients was 59.2±10.9 (range: 26- 81 years. The mean tumor size and the mean RENAL nephrometry score were significantly higher in group 2 than in group 1. The mean operation time and warm ischemia time were similar between groups but estimated blood loss and transfusion requirement were significantly higher in group 2. Convertion to open surgery was seen two patients in group 2 and one patient in group 1. Only one patient underwent radical nephrectomy for uncontrolled bleeding in group 2. There was no difference in preoperative and 3-month postoperative serum creatinine levels between the groups. The incidence of positive surgical margin was 0% and 5% in group 1 and group 2, respectively. Conclusion: Laparoscopic partial nephrectomy for renal tumors is an effective and feasible procedure with acceptable oncologic results. However, tranfusion rate and requiremet of pelvicaliceal system repair were more common in patients with tumor >4 cm. (The Medical Bulletin of Haseki 2015; 53:30-5

  5. Mean frequency and relative fluorescence intensity measurement of γ-H2AX foci dose response in PBL exposed to γ-irradiation: An inter- and intra-laboratory comparison and its relevance for radiation triage.

    Science.gov (United States)

    Venkateswarlu, Raavi; Tamizh, Selvan G; Bhavani, Manivannan; Kumar, Arun; Alok, Amit; Karthik, Kanagaraj; Kalra, Namita; Vijayalakshmi, J; Paul, Solomon F D; Chaudhury, N K; Venkatachalam, Perumal

    2015-12-01

    Measurement of γ-H2AX protein changes in the peripheral blood lymphocytes (PBL) of individuals exposed to ionizing radiation is a simple, sensitive, and rapid assay for radiation triage and early marker of dose estimation. The qualitative and quantitative measurements of the protein changes were examined using flow cytometry and microscopy. Whole blood and isolated lymphocytes were exposed in vitro between 0.1 and 5 Gy doses of (60) Co γ-radiation at a dose rate of 1 Gy/min. Radiation induced γ-H2AX foci frequency (n = 3) and relative fluorescence intensity (n = 7) in PBL was measured at 0.5 and 2 hrs postexposure. The observed dose response for γ-H2AX foci frequency at both time points, for whole blood and isolated lymphocytes did not show any significant (P > 0.05) differences. However, when compared with γ-H2AX foci frequency scored manually (microscopy), the semiautomated analysis (captured images) showed a better correlation (r(2) = 0.918) than that obtained with automated (Metafer) scoring (r(2) = 0.690). It is noteworthy to mention that, the γ-H2AX foci frequency quantified using microscopy showed a dose dependent increase up to 2 Gy and the relative fluorescence intensity (RFI) measured with flow cytometry revealed an increase up to 5 Gy in the PBL exposed in vitro. Moreover, a better correlation was observed between the γ-H2AX foci frequency obtained by manual scoring and RFI (r(2) = 0.910). Kinetic studies showed that the γ-H2AX foci remain more or less unchanged up to 4 hrs and reduces gradually over 48 hrs of postexposure at 37°C. Further, inter and intra-laboratory comparisons showed consistency in the scoring of γ-H2AX foci frequency by manual and semiautomated scoring. The overall results suggest that measurement of γ-H2AX (microscopy and flow cytometry) should be employed within 4 to 6 hrs for a reliable dosimetry either by sharing the work load between the laboratories or investing more manpower; however, triage can be possible even up

  6. Student reactions to problem-based learning in photonics technician education

    Science.gov (United States)

    Massa, Nicholas M.; Donnelly, Judith; Hanes, Fenna

    2014-07-01

    Problem-based learning (PBL) is an instructional approach in which students learn problem-solving and teamwork skills by collaboratively solving complex real-world problems. Research shows that PBL improves student knowledge and retention, motivation, problem-solving skills, and the ability to skillfully apply knowledge in new and novel situations. One of the challenges faced by students accustomed to traditional didactic methods, however, is acclimating to the PBL process in which problem parameters are often ill-defined and ambiguous, often leading to frustration and disengagement with the learning process. To address this problem, the New England Board of Higher Education (NEBHE), funded by the National Science Foundation Advanced Technological Education (NSF-ATE) program, has created and field tested a comprehensive series of industry-based multimedia PBL "Challenges" designed to scaffold the development of students' problem solving and critical thinking skills. In this paper, we present the results of a pilot study conducted to examine student reactions to the PBL Challenges in photonics technician education. During the fall 2012 semester, students (n=12) in two associate degree level photonics courses engaged in PBL using the PBL Challenges. Qualitative and quantitative methods were used to assess student motivation, self-efficacy, critical thinking, metacognitive self-regulation, and peer learning using selected scales from the Motivated Strategies for Learning Questionnaire (MSLQ). Results showed positive gains in all variables. Follow-up focus group interviews yielded positive themes supporting the effectiveness of PBL in developing the knowledge, skills and attitudes of photonics technicians.

  7. Effect of Worksheet Scaffolds on Student Learning in Problem-Based Learning

    Science.gov (United States)

    Choo, Serene S. Y.; Rotgans, Jerome I.; Yew, Elaine H. J.; Schmidt, Henk G.

    2011-01-01

    The purpose of this study was to investigate the effect of worksheets as a scaffolding tool on students' learning achievement in a problem-based learning (PBL) environment. Seventeen PBL classes (N = 241) were randomly assigned to two experimental groups--one with a worksheet provided and the other without. Students' learning of the topic at hand…

  8. WebMail versus WebApp: Comparing Problem-Based Learning Methods in a Business Research Methods Course

    Science.gov (United States)

    Williams van Rooij, Shahron

    2007-01-01

    This study examined the impact of two Problem-Based Learning (PBL) approaches on knowledge transfer, problem-solving self-efficacy, and perceived learning gains among four intact classes of adult learners engaged in a group project in an online undergraduate business research methods course. With two of the classes using a text-only PBL workbook…

  9. Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI

    Science.gov (United States)

    Prayekti

    2016-01-01

    "Problem-based learning" (PBL) is one of an innovative learning model which can provide an active learning to student, include the motivation to achieve showed by student when the learning is in progress. This research is aimed to know: (1) differences of physic learning result for student group which taught by PBL versus expository…

  10. The Impact of Project-Based Learning on Minority Student Achievement: Implications for School Redesign

    Science.gov (United States)

    Cervantes, Bernadine; Hemmer, Lynn; Kouzekanani, Kamiar

    2015-01-01

    Project-Based Learning (PBL) serves as an instructional approach to classroom teaching and learning that is designed to engage students in the investigation of real-world problems to create meaningful and relevant educational experiences. The causal-comparative study compared 7th and 8th students who had utilized the PBL with a comparison group in…

  11. The effectiveness of problem-based learning on teaching the first law of thermodynamics

    Science.gov (United States)

    Tatar, Erdal; Oktay, Münir

    2011-11-01

    Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers' understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest-posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students' learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.

  12. Problem-based learning and the workplace: do dental hygienists in Hong Kong continue to use the skills acquired in their studies?

    Science.gov (United States)

    Cheng, Brenda Siu Shan

    2009-08-01

    Problem-based learning (PBL) has been implemented in the dental hygiene program at the University of Hong Kong since 2001, but research is lacking to address the level of retention in the workplace. The purpose of this study was to explore whether dental hygienists continue to use their PBL skills and how well those skills are being applied in the workplace. A total of eighteen dental hygienists from the 2006 program were invited to participate in this study. A survey was conducted and follow-up group interviews carried out in 2008. The results revealed that dental hygienists continue to use the PBL skills of communication with the patient, patient education, and independent learning, but seldom use dental knowledge, teamwork, and communication with colleagues. Critical thinking, self-evaluation, and lifelong learning skills showed contradictory results. Besides, stressors under individual work environments, including certain Chinese cultural values, affect the way in which dental hygienists utilize PBL skills. This study concludes that the PBL approach is a worthwhile learning process for dental hygiene. However, many different variables affect the effectiveness of applying PBL skills after academic training, especially under the influence of Chinese culture in Hong Kong.

  13. Problem based learning approaches to the technology education of physical therapy students.

    Science.gov (United States)

    Castro-Sánchez, Adelaida M; Aguilar-Ferrándiz, María Encarnación M E; Matarán-Peñarrocha, Guillermo A Ga; Iglesias-Alonso, Alberto A; Fernández-Fernández, Maria Jesus M J; Moreno-Lorenzo, Carmen C

    2012-01-01

    Problem-Based Learning (PBL) is a whole-curriculum concept. This study aimed to compare learning preferences and strategies between physical therapy students taught by PBL and those receiving conventional lectures on massage therapy, trauma physical therapy, and electrotherapy, hydrotherapy, and thermotherapy. This quasi-experimental study included 182 male and female students on physical therapy diploma courses at three universities in Andalusia (Spain). The Canfield Learning Skills Inventory (CLSI) was used to assess learning strategies and the Approaches to Study Skills Inventory for Students (ASSIST) to analyze study preferences. At the end of the academic year 2009/10, physical therapy students taught by PBL considered the most important learning strategies to be group work, study organization, relationship of ideas, and academic results. In comparison to conventionally taught counterparts, they considered that PBL reduced lack of purpose, memorizing without relating, the law of minimum effort, and fear of failure. Among these PBL students, the most highly rated study preferences were: organization of course tasks, cordial interaction with the teacher, learning by reading and images, and direct hands-on experience. For these physical therapy students, PBL facilitates learning strategies and study preferences in comparison to conventional teaching.

  14. Patient selection for accelerated partial-breast irradiation (APBI) after breast-conserving surgery: Recommendations of the Groupe Europeen de Curietherapie-European Society for Therapeutic Radiology and Oncology (GEC-ESTRO) breast cancer working group based on clinical evidence (2009)

    International Nuclear Information System (INIS)

    Polgar, Csaba; Limbergen, Erik Van; Poetter, Richard; Kovacs, Gyoergy; Polo, Alfredo; Lyczek, Jaroslaw; Hildebrandt, Guido; Niehoff, Peter; Guinot, Jose Luis; Guedea, Ferran; Johansson, Bengt; Ott, Oliver J.; Major, Tibor; Strnad, Vratislav

    2010-01-01

    Purpose: To give recommendations on patient selection criteria for the use of accelerated partial-breast irradiation (APBI) based on available clinical evidence complemented by expert opinion. Methods and materials: Overall, 340 articles were identified by a systematic search of the PubMed database using the keywords 'partial-breast irradiation' and 'APBI'. This search was complemented by searches of reference lists of articles and handsearching of relevant conference abstracts and book chapters. Of these, 3 randomized and 19 prospective non-randomized studies with a minimum median follow-up time of 4 years were identified. The authors reviewed the published clinical evidence on APBI, complemented by relevant clinical and pathological studies of standard breast-conserving therapy and, through a series of personal communications, formulated the recommendations presented in this article. Results: The GEC-ESTRO Breast Cancer Working Group recommends three categories guiding patient selection for APBI: (1) a low-risk group for whom APBI outside the context of a clinical trial is an acceptable treatment option; including patients ageing at least 50 years with unicentric, unifocal, pT1-2 (≤30 mm) pN0, non-lobular invasive breast cancer without the presence of an extensive intraductal component (EIC) and lympho-vascular invasion (LVI) and with negative surgical margins of at least 2 mm, (2) a high-risk group, for whom APBI is considered contraindicated; including patients ageing ≤40 years; having positive margins, and/or multicentric or large (>30 mm) tumours, and/or EIC positive or LVI positive tumours, and/or 4 or more positive lymph nodes or unknown axillary status (pNx), and (3) an intermediate-risk group, for whom APBI is considered acceptable only in the context of prospective clinical trials. Conclusions: These recommendations will provide a clinical guidance regarding the use of APBI outside the context of a clinical trial before large-scale randomized

  15. Use of the 5E learning cycle model combined with problem-based learning for a fundamentals of nursing course.

    Science.gov (United States)

    Jun, Won Hee; Lee, Eun Ju; Park, Han Jong; Chang, Ae Kyung; Kim, Mi Ja

    2013-12-01

    The 5E learning cycle model has shown a positive effect on student learning in science education, particularly in courses with theory and practice components. Combining problem-based learning (PBL) with the 5E learning cycle was suggested as a better option for students' learning of theory and practice. The purpose of this study was to compare the effects of the traditional learning method with the 5E learning cycle model with PBL. The control group (n = 78) was subjected to a learning method that consisted of lecture and practice. The experimental group (n = 83) learned by using the 5E learning cycle model with PBL. The results showed that the experimental group had significantly improved self-efficacy, critical thinking, learning attitude, and learning satisfaction. Such an approach could be used in other countries to enhance students' learning of fundamental nursing. Copyright 2013, SLACK Incorporated.

  16. Effect of Extracorporeal Shock Wave Treatment on Deep Partial-Thickness Burn Injury in Rats: A Pilot Study

    Directory of Open Access Journals (Sweden)

    Gabriel Djedovic

    2014-01-01

    Full Text Available Extracorporeal shock wave therapy (ESWT enhances tissue vascularization and neoangiogenesis. Recent animal studies showed improved soft tissue regeneration using ESWT. In most cases, deep partial-thickness burns require skin grafting; the outcome is often unsatisfactory in function and aesthetic appearance. The aim of this study was to demonstrate the effect of ESWT on skin regeneration after deep partial-thickness burns. Under general anesthesia, two standardized deep partial-thickness burns were induced on the back of 30 male Wistar rats. Immediately after the burn, ESWT was given to rats of group 1 (N=15, but not to group 2 (N=15. On days 5, 10, and 15, five rats of each group were analyzed. Reepithelialization rate was defined, perfusion units were measured, and histological analysis was performed. Digital photography was used for visual documentation. A wound score system was used. ESWT enhanced the percentage of wound closure in group 1 as compared to group 2 (P<0.05. The reepithelialization rate was improved significantly on day 15 (P<0.05. The wound score showed a significant increase in the ESWT group. ESWT improves skin regeneration of deep partial-thickness burns in rats. It may be a suitable and cost effective treatment alternative in this type of burn wounds in the future.

  17. Verbal memory functioning in recurrent depression during partial remission and remission-Brief report

    Directory of Open Access Journals (Sweden)

    Åsa eHammar

    2013-10-01

    Full Text Available The aim of the present study was to investigate verbal memory performance in a group of patients with remitted and partial remitted major depressive disorder. Thirty-one patients and 31 healthy matched controls were included in the study. Results from the California Verbal Learning Test show intact verbal memory performance in the patient group regarding learning, recall and recognition. However, patients had significantly poorer performance compared to healthy controls in immediate recall of the first trial in the verbal memory test. In conclusion, the patient group showed intact memory performance, when material is presented more than once. These findings indicate that memory performance in MDD patients with partial remission and remission benefit from repetition of material.

  18. A Trial of PBL Education with Emphasis on Improving Practical Competence of Engineering Students-A Trial Connected with the Support for Science Education in Elementary School

    Science.gov (United States)

    Tsutsumi, Hirotaka; Nikkuni, Hiroyuki; Kitakoshi, Daisuke; Yasuda, Toshitaka; Kikuchi, Akira; Mitani, Tomoyo

    Recently Colleges of technology as well as universities have some experience-oriented classes in sciences for elementary school students. These have proved to be successful as good motivation for students in the primary education to be engineers. This research has tried the PBL education, which combined the Support of Science Education in Elementary School and the improvement of students‧ practical competence in their careers. The support of science education in elementary school was carried out by using LEGO blocks, widely utilized in the educational researches of robots, and was conducted in the practical class with the autonomous robots. Finally, the method for the class was evaluated by the elementary school students on the basis of the questionnaire.

  19. PROBLEM-BASED LEARNING IN THE DIGITAL AGE

    DEFF Research Database (Denmark)

    Kolbæk, Ditte

    Problem-based and project-organized learning (PBL) was originally developed to facilitate collaboration between physically present students; however, due to digitalization, collaboration, dialogues, and other PBL activities should take place online as well. With a theoretical point of departure...... from Dewey and a methodological point of departure from netnography, this study focused on a blended learning module at Aalborg University, where teaching is based on PBL. A primary research question was investigated: “How can IT support collaborative learning among learner communities in a PBL Master......’s program at Aalborg University?” The ways teachers and groups of students could benefit from utilizing IT as a platform for learning were examined. Netnography was the chosen methodology, and the data consisted of the course materials, the reflections, and the dialogues available online. The study showed...

  20. Improvement of metacognitive skills and students’ reasoning ability through problem-based learning

    Science.gov (United States)

    Haryani, S.; Masfufah; Wijayati, N.; Kurniawan, C.

    2018-03-01

    The aim of this research is to know the influence of PBL application to the improvement of metacognitive skill and students’ reasoning ability on Constanta solubility product (Ksp). The research used mix method with concurrent triangulation strategy and pretest-posttest control group design. Metacognitive skills are known from the results of written tests and questionnaires with N-Gain analysis, t-test, whereas reasoning ability is known from observations and interviews with descriptive analysis. The results showed that the N-Gain effect of PBL on metacognitive skills is 0,59 with medium category and N-Gain value of PBL influence on reasoning ability is 0.71 with the high category. The steps in the PBL affect the metacognitive skills and can train learners to develop their reasoning skills in the solving problems.

  1. Type-Directed Partial Evaluation

    DEFF Research Database (Denmark)

    Danvy, Olivier

    1998-01-01

    Type-directed partial evaluation uses a normalization function to achieve partial evaluation. These lecture notes review its background, foundations, practice, and applications. Of specific interest is the modular technique of offline and online type-directed partial evaluation in Standard ML...

  2. Type-Directed Partial Evaluation

    DEFF Research Database (Denmark)

    Danvy, Olivier

    1998-01-01

    Type-directed partial evaluation uses a normalization function to achieve partial evaluation. These lecture notes review its background, foundations, practice, and applications. Of specific interest is the modular technique of offline and online type-directed partial evaluation in Standard ML of ...

  3. Adding problem-based learning tutorials to a traditional lecture-based curriculum: a pilot study in a dental school.

    Science.gov (United States)

    Katsuragi, Hiroaki

    2005-09-01

    This article reports on the implementation of a problem-based learning (PBL) tutorial in our advanced program for second year students within an existing curriculum. The program was opened on the last 5 days of the summer vacation and students could volunteer to be part of the group. Students separated themselves into small groups by random sampling. The PBL tutorials were done during the first 3 days for medical problems according to our original scenarios (based on medical cases), and during the last 2 days, students made presentations of their learning outcomes, using information technology (IT) by themselves. Throughout this program, students were expected to engage in self-learning, except for a 1(1/2)-h group session with a tutor. Assessment was done by attendance at a group session and by portfolio analysis. Following the portfolio analysis, students identified the number of learning issues (group A, 26 +/- 7 issues; group B, 20 +/- 3 issues; group C, 21 +/- 7 issues). Research, by questionnaire, revealed that 84% of the students were strongly interested in each scenario and 95% of the students felt familiar with each scenario. The levels of satisfaction with the tutor were different in the three groups. All of the students were comfortable in the discussion room and IT center. These results suggested that PBL tutorials are supported by the scenario, the tutor, and the location of the group session, as well as by self-learning. Moreover, one of the most important factors for a PBL tutorial that the student is ready for the free discussions and has enough time for individual self-learning.

  4. Project based learning for reactor engineering education

    International Nuclear Information System (INIS)

    Narabayashi, Tadashi; Tsuji, Masashi; Shimazu, Yoichiro

    2009-01-01

    Trial in education of nuclear engineering in Hokkaido University has proved to be quite attractive for students. It is an education system called Project Based Learning (PBL), which is not based on education by lecture only but based mostly on practice of students in the classroom. The system was adopted four years ago. In the actual class, we separated the student into several groups of the size about 6 students. In the beginning of each class room time, a brief explanations of the related theory or technical bases. Then the students discuss in their own group how to precede their design calculations and do the required calculation and evaluation. The target reactor type of each group was selected by the group members for themselves at the beginning of the semester as the first step of the project. The reactor types range from a small in house type to that for a nuclear ship. At the end of the semester, each group presents the final design. The presentation experience gives students a kind of fresh sensation. Nowadays the evaluation results of the subject by the students rank in the highest in the faculty of engineering. Based on the considerations above, we designed the framework of our PBL for reactor engineering. In this paper, we will present some lessons learned in this PBL education system from the educational points of view. The PBL education program is supported by IAE/METI in Japan for Nuclear Engineering Education. (author)

  5. Autogenous Partial Bone Chip Grafting on the Exposed Inferior Alveolar Nerve After Cystic Enucleation.

    Science.gov (United States)

    Seo, Mi Hyun; Eo, Mi Young; Cho, Yun Ju; Kim, Soung Min; Lee, Suk Keun

    2018-03-01

    This prospective study evaluated the clinical effectiveness of the new approach of partial autogenous bone chip grafts for the treatment of mandibular cystic lesions related to the inferior alveolar nerve (IAN). A total of 38 patients treated for mandibular cysts or benign tumors were included in this prospective study and subsequently divided into 3 groups depending on the bone grafting method used: cystic enucleation without a bone graft (group 1), partial bone chip graft covering the exposed IAN (group 2), and autogenous bone graft covering the entire defect (group 3). We evaluated the symptoms, clinical signs, and radiographic changes using dental panorama preoperatively, immediate postoperatively, and at 1, 3, 6, and 12 months postoperatively. Radiographic densities were compared using Adobe Photoshop CS5 (Adobe Systems Inc., San Jose, CA). Repeated measures analysis of variance was used for statistical evaluation with SPSS 22.0 (SPSS Inc, Chicago, IL), and P < 0.05 was considered statistically significant.Radiopacities were the most increased at 1 year postoperative in group 3; groups 2 and 3 did not show statistically significant differences, whereas groups 1 and 3 were statistically significant. In terms of radiographic bone healing with clinical regeneration of the exposed IAN, healing occurred in all patients, although the best healing was achieved in group 2.This autogenous partial bone chip grafting procedure to cover the exposed IAN is suggested as a new surgical protocol for the treatment of cystic lesions associated with the IAN.

  6. A partial grid for a nuclear reactor fuel assembly

    International Nuclear Information System (INIS)

    Demario, E.E.

    1985-01-01

    The invention relates to a nuclear-reactor fuel assembly including fuel-rod supporting transverse grids. The fuel assembly includes at least one additional transverse grid which is disposed between two fuel-rod supporting grids and consists of at least one partial grid structure extending across only a portion of the fuel assembly and having fuel rods and control-rod guide thimbles of only said portion extending therethrough. The partial grid structure includes means for providing lateral support of the fuel rods and/or means for laterally deflecting coolant flow, and it is formed of inter-leaved inner straps and border straps, the interleaved inner straps preferably being of substantially smaller height than the border straps to reduce the amount of material capable of parasitically absorbing neutrons. The additional transverse grid may comprise several partial grid structures associated with different groups of fuel rods of the fuel assembly

  7. Better outcome from arthroscopic partial meniscectomy than skin incisions only?

    DEFF Research Database (Denmark)

    Roos, Ewa M; Hare, Kristoffer Borbjerg; Nielsen, Sabrina Mai

    2018-01-01

    . In total, nine participants experienced 11 adverse events; six in the surgery group and three in the skin-incisions-only group. CONCLUSION: We found greater improvement from arthroscopic partial meniscectomy compared with skin incisions only at 2 years, with the statistical uncertainty of the between......-group difference including what could be considered clinically relevant. Because of the study being underpowered, nearly half in the sham group being non-blinded and one-third crossing over to surgery, the results cannot be generalised to the greater patient population. TRIAL REGISTRATION NUMBER: NCT01264991....

  8. Masseter muscle thickness in unilateral partial edentulism: An ultrasonographic study

    Directory of Open Access Journals (Sweden)

    S Sathasivasubramanian

    2017-01-01

    Full Text Available Introduction: Teeth and facial muscles play a very important role in occlusal equilibrium and function. Occlusal derangement, seen in unilateral partially edentulous individuals, has an effect on masseter muscle anatomy and function. The present study aims to evaluate masseter muscle thickness in unilateral partial edentulism. Patients and Methods: Institutional ethics committee approval was obtained before the commencement of the study. The study involved patients who routinely visited the Department of Oral Medicine and Radiology, Sri Ramachandra University. The study sample included 27 unilateral edentulous patients (Group E and 30 controls (Group C. The masseter muscle thickness was evaluated using high-resolution ultrasound real-time scanner (linear transducer − 7.5–10 MHz at both relaxed and contracted states. Statistical Analysis Used: The results were analyzed using paired t-test and independent t-test. Duration of edentulism and muscle thickness was assessed using Pearson's correlation coefficient. Results: The study patients' age ranged between 25 and 48 years (mean – 36 years. The comparative evaluation of masseter muscle thickness between the dentulous and edentulous sides of experimental group was statistically significant (P < 0.05. However, no statistically significant difference in masseter muscle thickness was found between the dentulous side of control and experimental groups. The correlation between the duration of partial edentulism and muscle thickness was statistically insignificant. Conclusion: The study proves masseter atrophy in the edentulous side. However, since the difference is found to be marginal with the present sample, a greater sample is necessary to establish and prove the present findings as well as to correlate with the duration of edentulism. Further studies are aimed to assess the muscle morphology after prosthetic rehabilitation.

  9. Partial molar volumes of proteins: amino acid side-chain contributions derived from the partial molar volumes of some tripeptides over the temperature range 10-90 degrees C.

    Science.gov (United States)

    Häckel, M; Hinz, H J; Hedwig, G R

    1999-11-15

    The partial molar volumes of tripeptides of sequence glycyl-X-glycine, where X is one of the amino acids alanine, leucine, threonine, glutamine, phenylalanine, histidine, cysteine, proline, glutamic acid, and arginine, have been determined in aqueous solution over the temperature range 10-90 degrees C using differential scanning densitometry . These data, together with those reported previously, have been used to derive the partial molar volumes of the side-chains of all 20 amino acids. The side-chain volumes are critically compared with literature values derived using partial molar volumes for alternative model compounds. The new amino acid side-chain volumes, along with that for the backbone glycyl group, were used to calculate the partial specific volumes of several proteins in aqueous solution. The results obtained are compared with those observed experimentally. The new side-chain volumes have also been used to re-determine residue volume changes upon protein folding.

  10. Partially ordered sets in complex networks

    International Nuclear Information System (INIS)

    Xuan Qi; Du Fang; Wu Tiejun

    2010-01-01

    In this paper, a partial-order relation is defined among vertices of a network to describe which vertex is more important than another on its contribution to the connectivity of the network. A maximum linearly ordered subset of vertices is defined as a chain and the chains sharing the same end-vertex are grouped as a family. Through combining the same vertices appearing in different chains, a directed chain graph is obtained. Based on these definitions, a series of new network measurements, such as chain length distribution, family diversity distribution, as well as the centrality of families, are proposed. By studying the partially ordered sets in three kinds of real-world networks, many interesting results are revealed. For instance, the similar approximately power-law chain length distribution may be attributed to a chain-based positive feedback mechanism, i.e. new vertices prefer to participate in longer chains, which can be inferred by combining the notable preferential attachment rule with a well-ordered recommendation manner. Moreover, the relatively large average incoming degree of the chain graphs may indicate an efficient substitution mechanism in these networks. Most of the partially ordered set-based properties cannot be explained by the current well-known scale-free network models; therefore, we are required to propose more appropriate network models in the future.

  11. High expression of Rac1 is correlated with partial reversed cell polarity and poor prognosis in invasive ductal carcinoma of the breast.

    Science.gov (United States)

    Liu, Bingbing; Xiong, Jianhua; Liu, Guiqiu; Wu, Jing; Wen, Likun; Zhang, Qin; Zhang, Chuanshan

    2017-07-01

    The change of cell polarity is usually associated with invasion and metastasis. Partial reverse cell polarity in IDC-NOS may play a role in lymphatic tumor spread. Rac1 is a kind of polarity related protein. It plays an important role in invasion and metastasis in tumors. We here investigated the expression of Rac1 and partial reverse cell polarity status in breast cancer and evaluated their value for prognosis in breast cancer. The association of the expression of Rac1 and MUC-1 with clinicopathological parameters and prognostic significance was evaluated in 162 cases of IDC-NOS paraffin-embedded tissues by immunohistochemical method. The Rac1 messenger RNA expression was measured by real-time polymerase chain reaction in 30 breast cancer patients, which was divided into two groups of partial reverse cell polarity and no partial reverse cell polarity. We found that lymph node metastasis of partial reverse cell polarity patients was higher than no partial reverse cell polarity patients (Z = -4.030, p = 0.000). Rac1 was upregulated in partial reverse cell polarity group than no partial reverse cell polarity group (Z = -3.164, p = 0.002), and there was correlationship between the expression of Rac1 and partial reverse cell polarity status (r s  = 0.249, p = 0.001). The level of Rac1 messenger RNA expression in partial reverse cell polarity group was significantly higher compared to no partial reverse cell polarity group (t = -2.527, p = 0.017). Overexpression of Rac1 and partial reverse cell polarity correlates with poor prognosis of IDC-NOS patients (p = 0.011). Partial reverse cell polarity and lymph node metastasis remained as independent predictors for poor disease-free survival of IDC-NOS (p = 0.023, p = 0.046). Our study suggests that partial reverse cell polarity may lead to poor prognosis of breast cancer. Overexpression of Rac1 may lead to polarity change in IDC-NOS of the breast. Therefore, Rac1 could be a

  12. Different partial volume correction methods lead to different conclusions

    DEFF Research Database (Denmark)

    Greve, Douglas N; Salat, David H; Bowen, Spencer L

    2016-01-01

    A cross-sectional group study of the effects of aging on brain metabolism as measured with (18)F-FDG-PET was performed using several different partial volume correction (PVC) methods: no correction (NoPVC), Meltzer (MZ), Müller-Gärtner (MG), and the symmetric geometric transfer matrix (SGTM) usin...

  13. Occlusion and Temporomandibular Function among Subjects with Mandibular Distal Extension Removable Partial Dentures

    Science.gov (United States)

    Creugers, N. H. J.; Witter, D. J.; Van 't Spijker, A.; Gerritsen, A. E.; Kreulen, C. M.

    2010-01-01

    Objective. To quantify effects on occlusion and temporomandibular function of mandibular distal extension removable partial dentures in shortened dental arches. Methods. Subjects wearing mandibular extension removable partial dentures (n = 25) were compared with subjects with shortened dental arches without extension (n = 74) and with subjects who had worn a mandibular extension removable partial denture in the past (n = 19). Subjects with complete dentitions (n = 72) were controls. Data were collected at baseline and at 3-, 6-, and 9-year observations. Results. Occlusal activity in terms of reported awareness of bruxism and occlusal tooth wear of lower anterior teeth did not differ significantly between the groups. In contrast, occlusal tooth wear of premolars in shortened dental arches with or without extension dentures was significantly higher than in the controls. Differences amongst groups with respect to signs and symptoms related to temporomandibular disorders were not found. Occlusal support of the dentures did not influence anterior spatial relationship. Occlusal contacts of the denture teeth decreased from 70% for second premolars via 50% for first molars, to 30% for second molars. Conclusions. Mandibular distal extension removable partial dentures in moderate shortened dental arches had no effects on occlusion and temporomandibular function. PMID:20671961

  14. [Long-term result of total versus partial fundoplication following esophagomyotomy for primary esophageal motor disorders].

    Science.gov (United States)

    Zhu, Zi-jiang; Chen, Long-qi; Duranceau, Andre

    2008-02-15

    To compare the long-term results of total and partial fundoplication on esophagus myotomy. From January 1978 to October 1998, 64 patients with achalasia or diffuse esophageal spasm underwent esophagomyotomy and antireflux operation via left thoracotomy. Twenty-one patients underwent Nissen total fundoplication (Nissen group) and 43 patients underwent Belsey Marker IV partial fundoplication (Belsey group). Clinical, radiologic, radionuclide transit, manometric, 24-hour pH monitoring and endoscopic assessments were performed before and after the operation. There was no operative death and major complications for either group. At over 6 years follow-up and compared to Belsey group, patients in Nissen group revealed a higher frequency of dysphagia (P = 0.025) and more radionuclide material retention (P = 0.044). Both operative procedures reduced the lower esophageal sphincter pressure gradient. However, in Nissen group, the esophageal diameter observed on radiology was significantly increased from 3.9 cm preoperatively to 5.5 cm postoperatively (P = 0.012), while it kept the same for Belsey group (from 5.4 to 5.3 cm, P = 0.695). Reoperation in order to relieve the recurrent dysphagia and esophageal obstruction was performed on 8 patients in Nissen group and 1 in Belsey group (P < 0.01). When treating achalasia or diffuse esophageal spasm by esophageal myotomy and an antireflux operation, a total fundoplication is not appropriate, whereas a partial fundoplication provides proper antireflux effect without significant esophageal emptying difficulty.

  15. PENGGUNAAN MODEL PROBLEM BASED LEARNING BERBANTUAN E-LEARNING TERHADAP KEMANDIRIAN BELAJAR MAHASISWA

    Directory of Open Access Journals (Sweden)

    Jusep Saputra

    2017-11-01

    Full Text Available Self-regulated learning of learners can be achieved, if in the process of learning mathematics provides an open opportunity for students to learn independently. This research is a mixed method type embedded design, which aims to do studies focused on the use of the Problem Based Learning (PBL model assisted e-learning to student self-regulated learning. Sample selection is done on the purposive sampling and was taken 2 class contracting courses of school math III. Class A numbered 50 members, 24 the superior group and 26 the low group, given the treatment with PBL models assisted e-learning and class B numbered 50, 27 the superior group and 23 the low group, with expository. Instruments used in this research is self-regulated learning questionnaire with Likert scale. Based on data analysis we concluded that (1 Self-regulated learning of superior and low student who obtains aided PBL models assisted e-learning is better than self-regulated learning of superior and low superior students who obtain expository.

  16. Project-Based Learning in a STEM Academy: Student Engagement and Interest in STEM Careers

    Science.gov (United States)

    Misher, Pamela Henry

    This case study explored the utilization of project-based learning (PBL) and how it affected student engagement and interest in STEM careers. Sixty-seven students and nine teachers participated in this case study. Three research questions addressed student engagement, perceptions, and challenges during PBL implementation. This study was designed to understand the experiences teachers and students had when they participated in a PBL environment. This research investigated how to develop a globally skilled workforce utilizing a PBL approach and the challenges teachers encountered during implementation. The survey data and informal focus-group sessions with staff and students were utilized, analyzed, and summarized in order to obtain insight on perceptions, challenges, and implementation of PBL. PBL is an instructional approach that was designed to encourage more engaged learning. This approach was built upon realistic learning activities that stimulated student interest and motivation. This research discovered that PBL did teach content and 21st century skills as students worked collaboratively toward a common goal while responding to a question or problem. This study revealed that rigorous projects were carefully planned to aid students in learning important academic content. This study displayed how PBL allowed students to reflect on their projects and ideas with the opportunity to voice their decisions and findings. This instructional approach provided opportunities for students to investigate and strengthen interest in future STEM careers. The driving force of America's future economy and maintaining the competitive edge will be through more innovation, mainly derived from advances in STEM (Science, Technology, Engineering, and Math) careers. As business and industry leaders stressed the importance of improving STEM education, there continued to be a need to better prepare students to fill STEM-related careers. This research adds to the current body of research

  17. [A retrospective study on the assessment of dysphagia after partial laryngectomy].

    Science.gov (United States)

    Su, T T; Sun, Z F

    2017-11-07

    Objective: To retrospectively investigate the long-term swallowing function of patients with laryngeal carcinoma, who underwent partial laryngectomy, discuss the effectiveness and reliability of Kubota drinking test in the assessment of patients with dysphagia, who underwent partial laryngectomy, and analyze the influence of different ways of operation on swallowing function. Methods: Clinical data were retrospectively analyzed on 83 patients with laryngeal carcinoma, who underwent partial laryngectomy between September 2012 and August 2015. Questionnaire survey, Kubota drinking test and video fluoroscopic swallowing study (VFSS) were conducted for patients during a scheduled interview. Patients were grouped by two ways: the one was whether epiglottis was retained, and the other was whether either arytenoids or both were reserved. The influence of different surgical techniques on swallowing function was analyzed according to the results of Kubota drinking test. The agreement and reliability of Kubota drinking test were statistically analyzed with respect to VFSS treated as the gold standard. SPSS23.0 software was used to analyze the data. Results: Questionnaire results revealed that among 83 patients underwent partial laryngectomy 32.53% suffered from eating disorder, and 43.37% experienced painful swallowing. The incidence of dysphagia was 40.96% according to the results of Kubota drinking test. There was statistical difference between the group with epiglottis remained and that having epiglottis removed in terms of the absence of dysphagia and severity. The statistical values of normal, moderate and severe dysphagia were in the order of 18.160, 7.229, 12.344( P dysphagia as well as that of intermediate severity, and their statistical values were 4.790 and 9.110( P dysphagia post partial laryngectomy.

  18. Lie Group Classifications and Non-differentiable Solutions for Time-Fractional Burgers Equation

    International Nuclear Information System (INIS)

    Wu Guocheng

    2011-01-01

    Lie group method provides an efficient tool to solve nonlinear partial differential equations. This paper suggests Lie group method for fractional partial differential equations. A time-fractional Burgers equation is used as an example to illustrate the effectiveness of the Lie group method and some classes of exact solutions are obtained. (electromagnetism, optics, acoustics, heat transfer, classical mechanics, and fluid dynamics)

  19. The effect of teaching method on long-term knowledge retention.

    Science.gov (United States)

    Beers, Geri W; Bowden, Susan

    2005-11-01

    Choosing a teaching strategy that results in knowledge retention on the part of learners can be challenging for educators. Studies on problem-based learning (PBL) have supported its effectiveness, compared to other, more traditional strategies. The results of a previous study comparing the effect of lecture versus PBL on objective test scores indicated there was no significant difference in scores. To measure long-term knowledge retention, the same groups were evaluated 1 year after instruction. The posttest administered in the original study was repeated, and the scores from a comprehensive adult health examination and the endocrine subsection were analyzed. At an alpha level of 0.05, a statistically significant difference was found in the scores on two of the measures. The scores of the PBL group were significantly higher on the endocrine section of the examination and the repeat posttest.

  20. Effects of ionizing radiation and partial hepatectomy on messenger RNA synthesis

    International Nuclear Information System (INIS)

    Abdel-Halim, M.N.

    1979-01-01

    Newly synthesized messenger RNA, as measured by a 40 min uptake of the radioactive precursor (6- 14 C) orotic acid, was studied in the regenerating livers of non-irradiated and gamma-irradiated (1800 rad) adrenal-intact and adrenalectomized rats 24 and 48 hours after partial hepatectomy. Two groups of rats, one with and one without adrenal glands were each divided into four subgroups: (1) control rats, (2) irradiated rats, (3) partially hepatectomized rats and (4) irradiated, partially hepatectomized rats. The radioactive profile of polyribosome formation and distribution was determined by sucrose density gradient centrifugation (10 to 40 per cent). The result of this study indicates that ionizing radiation decreases the synthesis of newly formed messenger RNA in regenerating livers of adrenal-intact rats. However, adrenalectomy largely abolished that inhibition. These data suggest that the decrease in messenger RNA synthesis may be explained by the disturbance of adrenal hormones induced by partial hepatectomy and ionizing radiation. (author)

  1. Tamoxifen with and without radiation after partial mastectomy in patients with involved nodes

    Energy Technology Data Exchange (ETDEWEB)

    Cooke, Andrew L; Perera, Francisco; Fisher, Barbara; Opeitum, Abiola; Yu, Norman

    1995-02-15

    Purpose: To determine the effect of tamoxifen on local control after partial mastectomy with and without adjuvant breast irradiation. Methods and Materials: A retrospective study of 97 node positive patients identified from the records of the London Regional Cancer Center included 44 patients who received tamoxifen and breast irradiation (40 or 50 Gy plus booster dose) after partial mastectomy, and 53 patients who received tamoxifen only after partial mastectomy. Base line characteristics of the two groups were similar. Results: At 39 months actuarial follow-up there was a breast tumor recurrence (BTR) in 5% vs. 21% of patients when radiation was omitted (p = 0.0388), but there was no difference in the cause-specific mortality of the two treatment groups. Cox Regression analysis (on only 10 BTR) showed age and adjuvant radiation as significant predictors of BTR. In patients not receiving radiation, no BTR was seen in 22 patients {>=}70 years of age at diagnosis vs. 8 BTR in 31 patients <70 years (p = 0.0130). All BTR occurred while patients were receiving tamoxifen. Conclusion: Tamoxifen alone with omission of radiation after partial mastectomy provides inferior breast tumor control in node positive patients. This is especially true for patients under 70 years of age. Patients aged 70 years or older at the time of diagnosis of breast cancer who receive tamoxifen have a low rate of breast tumor recurrence when radiation is omitted. These patients represent a group for whom radiation might not be necessary.

  2. EFFECTS OF DEXAMETHASONE AND PHENIRAMINE MALEATE ON HEMODYNAMIC AND RESPIRATORY PARAMETERS AFTER CEMENTATION IN CEMENTED PARTIAL HIP PROSTHESIS.

    Science.gov (United States)

    Yektaş, Abdulkadir; Gümüş, Funda; Totoz, Tolga; Gül, Nurten; Erkalp, Kerem; Alagöl, Ayşin

    2015-02-01

    To prevent hemodynamic and respiratory changes that are likely to occur during cementation in partial hip prosthesis by prophylactic use of pheniramine maleate and dexamethasone. The study included 40 patients aged between 60 and 85 years with an American Society ofAnesthesiologists (ASA) grade of II-III who underwent partial hip prosthesis. Just after spinal anesthesia, 4 mL normal saline was pushed in patients in Group S, whereas 45.5 mg pheniramine maleate and 8 mg dexamethasone mixture was pushed intravenously in a total volume of 4 mL in patients in Group PD. Amounts of atropine and adrenaline administered after cementation were significantly higher in Group S than in Group PD (P pheniramine maleate and dexamethasone in partial hip prosthesis led to an increase in SpO2 value and a decrease in the utilization of adrenaline and atropine after cementation.

  3. Hospitalization for partial nephrectomy was not associated with intrathecal opioid analgesia: Retrospective analysis.

    Science.gov (United States)

    Weingarten, Toby N; Del Mundo, Serena B; Yeoh, Tze Yeng; Scavonetto, Federica; Leibovich, Bradley C; Sprung, Juraj

    2014-10-01

    The aim of this retrospective study is to test the hypothesis that the use of spinal analgesia shortens the length of hospital stay after partial nephrectomy. We reviewed all patients undergoing partial nephrectomy for malignancy through flank incision between January 1, 2008, and June 30, 2011. We excluded patients who underwent tumor thrombectomy, used sustained-release opioids, or had general anesthesia supplemented by epidural analgesia. Patients were grouped into "spinal" (intrathecal opioid injection for postoperative analgesia) versus "general anesthetic" group, and "early" discharge group (within 3 postoperative days) versus "late" group. Association between demographics, patient physical status, anesthetic techniques, and surgical complexity and hospital stay were analyzed using multivariable logistic regression analysis. Of 380 patients, 158 (41.6%) were discharged "early" and 151 (39.7%) were "spinal" cases. Both spinal and early discharge groups had better postoperative pain control and used less postoperative systemic opioids. Spinal analgesia was associated with early hospital discharge, odds ratio 1.52, (95% confidence interval 1.00-2.30), P = 0.05, but in adjusted analysis was no longer associated with early discharge, 1.16 (0.73-1.86), P = 0.52. Early discharge was associated with calendar year, with more recent years being associated with early discharge. Spinal analgesia combined with general anesthesia was associated with improved postoperative pain control during the 1(st) postoperative day, but not with shorter hospital stay following partial nephrectomy. Therefore, unaccounted practice changes that occurred during more recent times affected hospital stay.

  4. Students’ Mathematical Problem-Solving Abilities Through The Application of Learning Models Problem Based Learning

    Science.gov (United States)

    Nasution, M. L.; Yerizon, Y.; Gusmiyanti, R.

    2018-04-01

    One of the purpose mathematic learning is to develop problem solving abilities. Problem solving is obtained through experience in questioning non-routine. Improving students’ mathematical problem-solving abilities required an appropriate strategy in learning activities one of them is models problem based learning (PBL). Thus, the purpose of this research is to determine whether the problem solving abilities of mathematical students’ who learn to use PBL better than on the ability of students’ mathematical problem solving by applying conventional learning. This research included quasi experiment with static group design and population is students class XI MIA SMAN 1 Lubuk Alung. Class experiment in the class XI MIA 5 and class control in the class XI MIA 6. The instrument of final test students’ mathematical problem solving used essay form. The result of data final test in analyzed with t-test. The result is students’ mathematical problem solving abilities with PBL better then on the ability of students’ mathematical problem solving by applying conventional learning. It’s seen from the high percentage achieved by the group of students who learn to use PBL for each indicator of students’ mathematical problem solving.

  5. γ-ray induced chromosome aberration in rabbit peripheral blood lymphocytes irradiated in partial and whole body and decline of aberration rate with time post-exposure

    International Nuclear Information System (INIS)

    Zhang Lianzhen; Deng Zhicheng; Wang Haiyan

    1997-01-01

    Te author presents the results of study on 60 Co γ-ray induced chromosome aberration in rabbits peripheral blood lymphocytes irradiated in partial and whole body and the aberration rate decrease with the time of post-exposure. The experiments included 5 groups, it was whole-body exposure group, partial-body exposure (abdomen and pelvic cavity) group, blood irradiation group in vitro and control group respectively. Radiation dose was 3.0 Gy delivered at rate of 0.5 Gy/min. The results show that it was no significant differences between whole body and in blood irradiation group. The chromosome aberration yield in whole body exposure group was higher than that in partial-body group and in the abdomen exposure group was higher than in that in the pelvic cavity irradiation; The chromosome aberration rate decreased with the time of post-exposure in partial and whole body by γ-ray irradiation

  6. Strains Around Abutment Teeth with Different Attachments Used for Implant-Assisted Distal Extension Partial Overdentures: An In Vitro Study.

    Science.gov (United States)

    ELsyad, Moustafa Abdou; Omran, Abdelbaset Omar; Fouad, Mohammed Mohammed

    2017-01-01

    The aim of this study was to evaluate and compare strain around abutment teeth with different attachments used for implant-assisted distal extension partial overdentures (IADEPODs). A mandibular Kennedy class I acrylic model (remaining teeth from first premolar to first premolar) was constructed. A conventional partial denture was constructed over the model (control, group 1). Two laboratory implants were then placed bilaterally in the first molar areas parallel to each other and perpendicular to the residual ridge. Three additional experimental partial overdentures (PODs) were constructed and connected to the implants using ball (group 2), magnetic (group 3), and Locator (group 4) attachments. Three linear strain gauges were bonded buccal, lingual, and distal to the first premolar abutment tooth at the right (loading) and the left (nonloading) sides. For each group, a universal testing device was used to apply a unilateral vertical static load (50 N) on the first molar area, and the strain was recorded using a multichannel digital strainometer. Significant differences between groups and between sites of strain gauges were detected. Strains recorded for all groups were compressive (negative) in nature. Group 1 demonstrated the highest strain, followed by group 3 and group 4; group 2 recorded the lowest strain. For group 2, the highest strain was recoded at the lingual nonloading side. For group 1, group 3, and group 4, the highest strain was recorded at the buccal loading side. Within the limitation of the present study, ball attachments used to retain IADEPODs to the implants were associated with lower strains around abutment teeth than Locator and magnetic attachments. The highest strain was recorded with conventional partial dentures. © 2015 by the American College of Prosthodontists.

  7. Multicentre prospective evaluation of implant-assisted mandibular bilateral distal extension removable partial dentures: patient satisfaction.

    Science.gov (United States)

    Wismeijer, Daniel; Tawse-Smith, Andrew; Payne, Alan G T

    2013-01-01

    To compare the levels of patient satisfaction with either conventional mandibular bilateral distal extension partial dentures or those assisted by bilateral distal implants. Forty-eight participants who were dissatisfied with their existing conventional mandibular distal extension dentures opposing complete maxillary dentures were selected for a multicentre prospective study in New Zealand, Colombia and the Netherlands. A control group of 12 participants in New Zealand received conventional mandibular partial dentures. Three test groups involving 36 participants in New Zealand (12), Colombia (12) and the Netherlands (12) received bilateral distal implants in the second molar regions. After conventional loading, the test group participants initially had healing caps placed on the distal implants providing support only, followed after approximately 6 months by ball abutments (retentive anchors) for support and retention. Patient outcomes were determined with questionnaires completed at specific stages of the study for up to 3 years. Visual analogue scale, Likert and oral health impact questionnaires before and after treatment indicated improved results. There were significantly improved parameters of overall satisfaction, stability, chewing and appearance after 3 years (P removable partial dentures are a preferable treatment option for patients with complaints about their conventional distal extension partial dentures. © 2011 John Wiley & Sons A/S.

  8. Computation of Partially Invariant Solutions for the Einstein Walker Manifolds' Identifying Equations

    OpenAIRE

    Nadjafikhah, Mehdi; Jafari, Mehdi

    2014-01-01

    In this paper, partially invariant solutions (PISs) method is applied in order to obtain new four-dimensional Einstein Walker manifolds. This method is based on subgroup classification for the symmetry group of partial differential equations (PDEs) and can be regarded as the generalization of the similarity reduction method. For this purpose, those cases of PISs which have the defect structure delta=1 and are resulted from two-dimensional subalgebras are considered in the present paper. Also ...

  9. Executive functioning during full and partial remission (positive and negative symptomatic remission) of schizophrenia.

    Science.gov (United States)

    Braw, Yoram; Benozio, Avi; Levkovitz, Yechiel

    2012-12-01

    Despite the upsurge of research regarding cognitive impairment in schizophrenia we still lack adequate understanding of the executive functioning of patients in symptomatic remission. Moreover, the cognitive functioning of patients in partial remission has not been studied previously although they comprise a significant proportion of schizophrenia patients. The current study therefore examined the executive functioning of patients in full symptomatic remission and for the first time assessed two sub-groups of patients in partial remission. Executive functioning of five groups was compared; symptomatic patients, patients in positive symptomatic remission, negative symptomatic remission, full symptomatic remission (SP, PSR, NSR, and FSR; N=101) and healthy controls (N=37). A graded cognitive profile was evident between the groups. SP patients exhibited widespread executive dysfunction while the performance of FSR patients was comparable to that of the healthy controls. Both PSR and NSR patients had working memory deficits, with PSR patients showing additional deficits in cognitive planning. The findings are encouraging, tentatively suggesting intact executive functioning among patients in full symptomatic remission. The graded cognitive profile of the patient groups strengthens earlier findings indicating the significant role of negative symptoms in determining executive dysfunction in schizophrenia. The findings point toward potential targets for therapeutic efforts and emphasize the need for further research of sub-groups of schizophrenia patients in partial remission. Copyright © 2012 Elsevier B.V. All rights reserved.

  10. Treadmill training with partial body-weight support after anterior cruciate ligament reconstruction: a randomized controlled trial.

    Science.gov (United States)

    Luo, Yuan; Shen, Weizhong; Jiang, Zhong; Sha, Jiao

    2016-12-01

    [Purpose] To compare the effects of treadmill training with partial body weight support (TTPBWS) and conventional physical therapy (PT) on subjects with anterior cruciate ligament reconstructions. [Subjects and Methods] A total of 40 subjects were randomly allocated to either a treatment group or a control group. Subjects received either treadmill training with partial body weight support (treatment group) or conventional physical therapy (control group). The circumferences of the lower extremities, Holden classifications, 10-meter walking times and the International Knee Documentation Committee (IKDC) scores were compared at 12 and 24 weeks post-operation. The knee joint stability was tested at 24 weeks post-operation using a KT-1000. [Results] Significant differences were found between the two groups at the 12 weeks post-operation. For most of the measures, there was no significant difference between the groups at 24 weeks post-operation. Interestingly, for most of the measures, there was no significant difference between their values in the treatment group at 12 weeks and their values in the control group at 24 weeks post-operation. [Conclusion] The function of a subject's lower extremities can be improved and the improvement was clearly accelerated by the intervention of treadmill training with partial body weight support, without compromising the stability of the knee joints in a given follow-up period.

  11. [Comparative Cost Effectiveness of Clostridium Histolyticum Collagenase (Xiapex®) and Partial Fasciectomy for the Treatment of Dupuytren's Contracture in Austria].

    Science.gov (United States)

    Neuwirth, M; Binter, A; Pipam, W; Rab, M

    2016-08-01

    Since Dupuytren's contracture is a common disorder, the costs for its surgical treatment impose a considerable burden on the healthcare system. For the first time in the German-speaking area, this study aimed to provide a comparative cost-effectiveness analysis for partial fasciectomy vs. treatment with Clostridium histolyticum collagenase (CCH). A retrospective monocentric study of the period from 2012 to 2014 comprised 40 patients with previously untreated Dupuytren's contracture of one finger. 20 outpatients received one CCH treatment (Group 1), while 20 inpatients underwent partial fasciectomy (Group 2). The direct pre-interventional treatment and post-interventional costs were compared. The direct post-interventional and postoperative results were comparable. Group 1 (CCH) showed a mean reduction in contracture of 96.4%; in Group 2 (partial fasciectomy), this was 97.7%. There were fewer complications in Group 1 than in Group 2. Mean treatment costs in Group 1 were € 1 458.60 and in Group 2, € 5 315.20. Treatment with CCH is more cost effective than with partial fasciectomy. This is due to greater costs for personnel, time and surgical material, as well as the treatment of the more frequent complications in Group 2. Despite the limited comparability, our findings are consistent with the present international literature. © Georg Thieme Verlag KG Stuttgart · New York.

  12. The partially alternating ternary sum in an associative dialgebra

    International Nuclear Information System (INIS)

    Bremner, Murray R; Sanchez-Ortega, Juana

    2010-01-01

    The alternating ternary sum in an associative algebra, abc - acb - bac + bca + cab - cba, gives rise to the partially alternating ternary sum in an associative dialgebra with products dashv and vdash by making the argument a the center of each term. We use computer algebra to determine the polynomial identities in degree ≤9 satisfied by this new trilinear operation. In degrees 3 and 5, these identities define a new variety of partially alternating ternary algebras. We show that there is a 49-dimensional space of multilinear identities in degree 7, and we find equivalent nonlinear identities. We use the representation theory of the symmetric group to show that there are no new identities in degree 9.

  13. Anatomic partial nephrectomy: technique evolution.

    Science.gov (United States)

    Azhar, Raed A; Metcalfe, Charles; Gill, Inderbir S

    2015-03-01

    Partial nephrectomy provides equivalent long-term oncologic and superior functional outcomes as radical nephrectomy for T1a renal masses. Herein, we review the various vascular clamping techniques employed during minimally invasive partial nephrectomy, describe the evolution of our partial nephrectomy technique and provide an update on contemporary thinking about the impact of ischemia on renal function. Recently, partial nephrectomy surgical technique has shifted away from main artery clamping and towards minimizing/eliminating global renal ischemia during partial nephrectomy. Supported by high-fidelity three-dimensional imaging, novel anatomic-based partial nephrectomy techniques have recently been developed, wherein partial nephrectomy can now be performed with segmental, minimal or zero global ischemia to the renal remnant. Sequential innovations have included early unclamping, segmental clamping, super-selective clamping and now culminating in anatomic zero-ischemia surgery. By eliminating 'under-the-gun' time pressure of ischemia for the surgeon, these techniques allow an unhurried, tightly contoured tumour excision with point-specific sutured haemostasis. Recent data indicate that zero-ischemia partial nephrectomy may provide better functional outcomes by minimizing/eliminating global ischemia and preserving greater vascularized kidney volume. Contemporary partial nephrectomy includes a spectrum of surgical techniques ranging from conventional-clamped to novel zero-ischemia approaches. Technique selection should be tailored to each individual case on the basis of tumour characteristics, surgical feasibility, surgeon experience, patient demographics and baseline renal function.

  14. Better recovery of kidney function in patients with de novo chronic kidney disease after partial nephrectomy compared with those with pre-existing chronic kidney disease.

    Science.gov (United States)

    Takagi, Toshio; Kondo, Tsunenori; Iizuka, Junpei; Omae, Kenji; Kobayashi, Hirohito; Hashimoto, Yasunobu; Yoshida, Kazuhiko; Tanabe, Kazunari

    2014-06-01

    We compared kidney functional recovery between patients with pre-existing chronic kidney disease, those with de novo chronic kidney disease and those with normal kidney function, after partial nephrectomy. A total of 311 patients who underwent partial nephrectomy at Tokyo Women's Medical University Hospital, Tokyo, Japan, between January 2004 and July 2011 with sufficient kidney functional data participated in the study. Patients with pre-existing chronic kidney disease (group1: 78 patients) were defined as those with estimated glomerular filtration rate under 60 mL/min/m(2) before partial nephrectomy. Patients with de novo chronic kidney disease (group 2: 49) were defined as those with estimated glomerular filtration rate over 60 mL/min/m(2) before surgery and who developed estimated glomerular filtration rate under 60 mL/min/m(2) 3 months after partial nephrectomy. Normal patients (group 3: 184) were defined as those with estimated glomerular filtration rate over 60 mL/min/m(2) both before and after partial nephrectomy. Group 1 was associated with older age and higher comorbidity, including hypertension and diabetes mellitus, compared with other groups. R.E.N.A.L. score was not significantly different between the groups. Although the percent change of estimated glomerular filtration rate between the preoperative period and 3 months after partial nephrectomy in group 2 was significantly decreased compared with that in other groups (group 1: -6.8%, group 2: -18%, group 3: -7.3%), the renal functional recovery between 3 and 12 months after partial nephrectomy in group 2 was better than that in other groups (group 1: -0.5%, group 2: 5.6%, group 3: -0.4%). Patients with de novo chronic kidney disease had better kidney functional recovery than the other two groups, which might suggest that they were surgically assaulted and developed chronic kidney disease in the early postoperative period, and were essentially different from those with pre-existing chronic kidney

  15. Innovative Tactic in Submandibular Salivary Gland Partial Resection

    Directory of Open Access Journals (Sweden)

    André Auersvald, MD, MSc

    2014-12-01

    Full Text Available Summary: Adequate neck contour is one of the goals in facial rejuvenation. In some patients, treating the submandibular salivary gland (SMSG ensures a satisfying result. Hematoma, sialoma, and paralysis of the depressors of the lower lip may occur when the deep neck is approached. The objective of this work is to present a new tactic to prevent the aforementioned complications. Two hundred forty consecutive neck lift patients with partial resection of the SMSG were studied. The tactic consisted of placing sutures to facilitate the retraction of the platysma muscle and the accompanying marginal mandibular and cervical branches of the facial nerve during the resection of the SMSG. It also included stitches that bring the platysma muscle in contact with the remaining SMSG, sealing the dissected area. The first 25 (control subjects did not undergo the tactic; the remaining 215 (study group did. The occurrence of paralysis of the depressors of the lower lip and of hematoma and sialoma originating from the SMSG resection was observed. When comparing the control group with the study group, the rates of hematoma (8% vs 0% and sialoma (24% vs 0% were significantly higher in the former. Paralysis of the depressors of the lower lip also had a higher rate in the control group (4% vs 0.9% although this difference was not statistically significant. The surgical tactic described is efficient in preventing the occurrence of hematoma, sialoma, and paralysis of the depressors of the lower lip in neck lift with partial resection of the SMSG.

  16. Quality of life after surgery for intractable partial epilepsy in children: a cohort study with controls.

    Science.gov (United States)

    Mikati, Mohamad A; Ataya, Nour; Ferzli, Jessica; Kurdi, Rana; El-Banna, Diana; Rahi, Amal; Shamseddine, Alhan; Sinno, Durriyah; Comair, Youssef

    2010-08-01

    Investigate if quality of life (QOL) normalizes on long-term follow-up after surgery for partial epilepsy in children. This is a cohort study with controls in which a consecutive cohort of nineteen 2-14-year-old children who underwent focal resections for intractable partial seizures between 1996 and 2006, were matched with 19 non-surgery intractable partial epilepsy patients, and with 19 healthy subjects. The two epilepsy groups were matched for age, sex, socio-economic status (SES), cognitive level, seizure type, and seizure frequency. The healthy group was matched with the two epilepsy groups for age, sex, SES, and cognitive level. QOL was assessed using the QOLCE (Quality of Life in Childhood Epilepsy Questionnaire). In the surgery group (follow-up 3.84+/-2.26 years), 78.9% had Engel class-I versus 21.1% in non-surgery (p=0.01) (follow-up 3.44+/-2.95 years). Surgery patients were similar to healthy subjects in the social, emotional, cognitive, behavioral, and overall QOL (p>0.05) but had lower scores in the total QOL, physical, and health domains (p0.05, power>0.8). Our data indicate that epilepsy surgery for partial seizures in children is associated with better QOL as compared to children with intractable epilepsy who are not operated on, and suggest that in those who achieve seizure freedom normal QOL may at least potentially be possible.

  17. Continuous Partial Attention as a Problematic Technology Use: A Case Of Educators

    Directory of Open Access Journals (Sweden)

    Dr. Mehmet Firat

    2013-07-01

    Full Text Available Continuous Partial Attention is a current concept open to research which, besides multitasking, intensely occupies the agenda of education, communication and cognitive psychology. The purpose of the present study was to determine educators’ continuous partial attention. In line with this purpose, the research data were collected from 109 educators in higher education from different age groups and from four different countries with the use of a questionnaire made up of two sections and seven questions. The findings obtained in the study revealed that the educators’ Continuous Partial Attention did not significantly differ with respect to their technology use efficacies, their ages or their countries. In addition, it was found out that the educators’ Continuous Partial Attention differed statistically significantly depending on the fields they worked in. Based on this, it could be stated that educators working in the field of educational technologies encounter with Continuous Partial Attention more frequently than educators working in other fields. At the end of the study, several suggestions were put forward.

  18. [Efficacy observation on application of negative pressure therapy in the treatment of superficial partial-thickness scald wound in children].

    Science.gov (United States)

    Shen, Chuan-an; Chai, Jia-ke; Tuo, Xiao-ye; Cai, Jian-hua; Li, Dong-jie; Zhang, Lin; Zhu, Hua; Cai, Jin-dong

    2013-02-01

    To observe the effect of negative pressure therapy in the treatment of superficial partial-thickness scald in children. Three hundred and seven children with superficial partial-thickness scald hospitalized from August 2009 to May 2012 were divided into negative pressure therapy group (NPT, n = 145) and control group (C, n = 162) according to the random number table. Patients in group NPT were treated with negative pressure from within post injury day (PID) 3 to PID 9 (with -16 kPa pressure), while traditional occlusive dressing method was used in group C. Changes in body temperature, wound healing condition, frequency of dressing change were compared between group NPT and group C. Bacterial culture results of wounds were compared before and after treatment in group NPT. Volume of drained transudate per one percent of wound area was recorded in group NPT on PID 1 to PID 3. Data were processed with t test or chi-square test. The incidence of high fever was significantly lower in group NPT (26.9%, 39/145) than in group C (63.6%, 103/162, χ(2) = 41.419, P partial-thickness scald.

  19. A Study on Teaching Gases to Prospective Primary Science Teachers Through Problem-Based Learning

    Science.gov (United States)

    Senocak, Erdal; Taskesenligil, Yavuz; Sozbilir, Mustafa

    2007-07-01

    The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed learning, cooperative learning and critical thinking.

  20. Tutorial on Online Partial Evaluation

    Directory of Open Access Journals (Sweden)

    William R. Cook

    2011-09-01

    Full Text Available This paper is a short tutorial introduction to online partial evaluation. We show how to write a simple online partial evaluator for a simple, pure, first-order, functional programming language. In particular, we show that the partial evaluator can be derived as a variation on a compositionally defined interpreter. We demonstrate the use of the resulting partial evaluator for program optimization in the context of model-driven development.

  1. The unfolding effects on the protein hydration shell and partial molar volume: a computational study.

    Science.gov (United States)

    Del Galdo, Sara; Amadei, Andrea

    2016-10-12

    In this paper we apply the computational analysis recently proposed by our group to characterize the solvation properties of a native protein in aqueous solution, and to four model aqueous solutions of globular proteins in their unfolded states thus characterizing the protein unfolded state hydration shell and quantitatively evaluating the protein unfolded state partial molar volumes. Moreover, by using both the native and unfolded protein partial molar volumes, we obtain the corresponding variations (unfolding partial molar volumes) to be compared with the available experimental estimates. We also reconstruct the temperature and pressure dependence of the unfolding partial molar volume of Myoglobin dissecting the structural and hydration effects involved in the process.

  2. The effect of unilateral partial edentulism to muscle thickness

    International Nuclear Information System (INIS)

    Koca-Ceylan, Golzem; Guler, Ahmet U.; Taskay-Yelmir, Nergiz; Lutfi, Incesu; Aksoz, Tolga

    2003-01-01

    Teeth and muscle play a very important role for occlusal equilibrium and function.when tooth loss begins ,it may also effect the function of muscle tissues. The thickness of masseter and anterior temporalis muscles were measured bilaterally in 30 healthy fully dentate adults and in 30 unilateral edentulous patients by using ultrasonographic imaging. All scans were carried out by the same radiologist to eliminate the inter-observer difference, using a real time scanner (Toshiba SSA -270A,Japan). A 7.5 MHz linear transducer was used. The effect of age, sex, duration of partial edentulism, unilateral chewing habits of the individuals to the muscle thickness were also evaluated. In all subjects,facial proportion index was also determined. Main purpose of this study was to compare and establish the differences of muscle thickness between dentate and edentulous side in unilateral partial edentulous patients with ultrasonography and to test whether the variation in the thickness of the muscle is related to the variation in the facial and morphology. Ultrasonography revealed a large variation in the thickness of the masseter and temporolis muscles in experimental and controlled groups ,both relaxed and contracted conditions.The thickness of muscles in females was less in both conditions.In experimental group, a high negative correlation was found between the thickness of the masseter muscle and Facial Proportion Index ( FPI) in the females ,however, the statistical analysis showed no significant difference in the males. Also a high negative correlation was found in female control group. There was no statistically significant relationship between unilateral chewing habits and muscle thickness .In this study the duration of partial edentulism did not affect the thickness of the muscle.Further research is required to study muscular atrophy for comparison with total edentulism. (author)

  3. Creating a Student-centered Learning Environment: Implementation of Problem-based Learning to Teach Microbiology to Undergraduate Medical Students.

    Science.gov (United States)

    Kandi, Venkataramana; Basireddy, Parimala Reddy

    2018-01-05

    Introduction Medical education involves training necessary to become a physician or a surgeon. This includes various levels of training like undergraduate, internship, and postgraduate training. Medical education can be quite complex, since it involves training in pre-clinical subjects (anatomy, physiology, biochemistry), the para-clinical subjects (microbiology, pathology, pharmacology, and forensic medicine), and a discrete group of clinical subjects that include general medicine, surgery, obstetrics and gynaecology, ear, nose and throat specialization, paediatrics, cardiology, pulmonology, dermatology, ophthalmology, and orthopaedics, and many other clinical specializations and super specialities (cardio-thoracic surgery, neurosurgery, etc.). Training medical students involves both classroom teaching and practical applications. Classroom teaching is usually confined to didactic lectures, where the teacher unilaterally disseminates the information. This kind of teaching was recently noted to be not very effective in producing better quality medical graduates. The present study aims to introduce problem-based learning (PBL) to teach microbiology to undergraduate medical students and evaluate their perception towards such type of learning. Methods A total of 159 students were included in the study. An informed and oral consent was obtained from each participant, and the study was approved by the institutional ethical committee. All the students included in the study were grouped into 14 groups of 11-13 students. Students were carefully grouped ensuring that each group had a good mix that included different levels of achievers. Students were given a detailed introduction to the exercise before they started it. A questionnaire that consisted of 11 points was given to the students and they were asked to give feedback (strongly disagree, disagree, agree to some extent, agree, strongly agree) both on the functioning of PBL and the tutor performance during PBL

  4. [Application of problem-based learning in pre-job training of postgraduate students in department of endodontics].

    Science.gov (United States)

    Shao, Li-na; Wang, Xue-mei; Qiu, Li-hong; Zhan, Fu-liang; Xue, Ming

    2013-08-01

    To apply problem-based learning (PBL) in pre-job training of postgraduate students in department of endodontics. Thirty master degree postgraduate students of China Medical University were randomly divided into 2 groups, there were 15 students in each group. One group were taught with PBL method while the other group with lecture-based learning (LBL) method. 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. There was no significant difference in basic knowledge, medical records writing, oral examination between the two groups (P>0.05). There were significant differences in case analysis, dental operation, theory examination, practical examination and total scores between the two groups (Pjob training of postgraduate students.

  5. Project-based learning in geomatics at Aalborg University

    DEFF Research Database (Denmark)

    Höhle, Joachim

    2005-01-01

    The paper deals with the education in Geomatics at Aalborg University (AAU), Denmark. Since its foundation in 1974 AAU has used Project-Based Learning (PBL) as its educational model. In each of the 10 semesters a project has to be carried out by a group of students. The paper presents the ideas...... behind PBL and the use of this approach in Geomatics. Some examples of project work in the field of photogrammetry and remote sensing are given. Teachers and researchers at AAU recently published a book on the Aalborg PBL model, in which progress, diversity and challenges of the approach are documented....... Some of the findings in this investigation are presented. The on-campus education in Geomatics uses the Internet, and the paper informs about its application on campus. PBL is also practised at AAU's distance education programmes, which combine e-learning and weekend seminars on the campus. Experiences...

  6. Occlusion and Temporomandibular Function among Subjects with Mandibular Distal Extension Removable Partial Dentures

    Directory of Open Access Journals (Sweden)

    N. H. J. Creugers

    2010-01-01

    Full Text Available Objective. To quantify effects on occlusion and temporomandibular function of mandibular distal extension removable partial dentures in shortened dental arches. Methods. Subjects wearing mandibular extension removable partial dentures (n=25 were compared with subjects with shortened dental arches without extension (n=74 and with subjects who had worn a mandibular extension removable partial denture in the past (n=19. Subjects with complete dentitions (n=72 were controls. Data were collected at baseline and at 3-, 6-, and 9-year observations. Results. Occlusal activity in terms of reported awareness of bruxism and occlusal tooth wear of lower anterior teeth did not differ significantly between the groups. In contrast, occlusal tooth wear of premolars in shortened dental arches with or without extension dentures was significantly higher than in the controls. Differences amongst groups with respect to signs and symptoms related to temporomandibular disorders were not found. Occlusal support of the dentures did not influence anterior spatial relationship. Occlusal contacts of the denture teeth decreased from 70% for second premolars via 50% for first molars, to 30% for second molars. Conclusions. Mandibular distal extension removable partial dentures in moderate shortened dental arches had no effects on occlusion and temporomandibular function.

  7. Factors influencing a problem-based learning implementation: A case study of IT courses

    Science.gov (United States)

    Darus, Norida Muhd; Mohd, Haslina; Baharom, Fauziah; Saip, Mohamed Ali; Puteh, Nurnasran; Marzuki @ Matt, Zaharin; Husain, Mohd Zabidin; Yasin, Azman

    2016-08-01

    IT students must be trained to work efficiently as teamwork. One of the techniques that can be used to train them is through Problem-Based Learning (PBL) approach. The PBL implementation can be influenced by various factors depending on the ultimate goal of the study. This study is focusing on the IT students' perception of the PBL implementation. The student's perception is important to ensure the successfulness of the PBL implementation. Therefore, it is important to identify the factors that might influence the implementation of PBL of IT courses. This study aims to identify some catalyst factors that may influence the PBL implementation of IT courses. The study involved three (3) main phases: identifying PBL implementation factors, constructing a PBL model, and PBL model validation using statistical analysis. Four main factors are identified: PBL Characteristics, PBL Course Assessment, PBL Practices, and PBL Perception. Based on these four factors, a PBL model is constructed. Then, based on the proposed PBL model, four hypotheses are formulated and analyzed to validate the model. All hypotheses are significantly acceptable. The result shows that the PBL Characteristics and PBL Course Assessment factors are significantly influenced the PBL Practices and indirectly influenced the Students' Perception of the PBL Implementation for IT courses. This PBL model can assist decision makers in enhancing the PBL teaching and learning strategy for IT courses. It is also can be tested to other courses in the future.

  8. Computer tomographic assessment of partial liquid ventilation in dogs with inhalation injury

    International Nuclear Information System (INIS)

    Wang Liya; Gong Honghan; Xiao Xiangzuo; Guo Guanghua; Li Guohui; Zhou Li; Fu Lihui; Fan Kunwu

    2004-01-01

    Objective: To analyze CT and pathologic findings of lung in dogs with inhalation injury, and to provide reliable basis to explore the mechanism of partial liquid ventilation (PLV) treatment on inhalation injury. Methods: Respiratory tract injury models in 14 dogs were made by steam inhalation and they were divided into 2 groups. The control group was treated by high frequency ventilation (HFV) and the treatment group was treated by partial liquid with perfluorocarbon plus HFV. CT scan of the lung in dogs with inhalation injury was performed before and after perfluorocarbon (PFC) PLV, and then the histopathologic pieces with isolation lung were obtained. Analysis and comparison of the results among them was conducted. Results: After steam inhalation injury, CT appeared as exudation with patchy and mass in 6 dogs, cotton-wool spots in 2 dogs, ground-glass opacity in 2 dogs, and consolidation in 4 dogs. CT appeared as mass in 5 dogs with inhalation injury of perfluorocarbon-filled lungs during partial liquid ventilation, patchy in 2 dogs, and homogeneous in 1 dog. The distribution of perfluorocarbon was in the posterior region of lung. The CT findings were in accordance with those in histopathology. Conclusion: Perfluorocarbon is distributed predominantly in the dependent regions of the lung and the distribution of perfluorocarbon is gravity dependent. It is benefit for the inhalation injury

  9. Partially Observed Mixtures of IRT Models: An Extension of the Generalized Partial-Credit Model

    Science.gov (United States)

    Von Davier, Matthias; Yamamoto, Kentaro

    2004-01-01

    The generalized partial-credit model (GPCM) is used frequently in educational testing and in large-scale assessments for analyzing polytomous data. Special cases of the generalized partial-credit model are the partial-credit model--or Rasch model for ordinal data--and the two parameter logistic (2PL) model. This article extends the GPCM to the…

  10. Clinical Outcomes and Safety of Partial Full-Thickness Myotomy versus Circular Muscle Myotomy in Peroral Endoscopic Myotomy for Achalasia Patients

    Directory of Open Access Journals (Sweden)

    Chenyu Li

    2017-01-01

    Full Text Available Background. Here we aimed to evaluate and compare the efficacy and safety between partial full-thickness myotomy and circular muscle myotomy during POEM procedure in achalasia patients. Methods. Clinical data of achalasia of cardia (AC patients who underwent POEM in our center during January 2014 to January 2015 was collected (34 cases. 19 patients who received partial full-thickness myotomy were assigned to group A and 14 patients who received circular muscle myotomy were assigned to group B. The procedure-related parameters between the two groups were compared. Symptom relief rate and postprocedure manometry outcomes were compared to evaluate the efficacy. Procedure-related adverse events and complications were compared to evaluate the safety. Results. (1 Mean operation times were significantly shorter in group A than group B (62.42±23.17 vs 87.86±26.44 min, p0.05. (3 Comparison of procedure-related adverse events and complications had no statistical differences (all p>0.05. Conclusion. Partial full-thickness myotomy had no significant differences in efficacy or safety with circular myotomy, but partial full-thickness myotomy significantly reduced the procedure time.

  11. Partial twisting for scalar mesons

    International Nuclear Information System (INIS)

    Agadjanov, Dimitri; Meißner, Ulf-G.; Rusetsky, Akaki

    2014-01-01

    The possibility of imposing partially twisted boundary conditions is investigated for the scalar sector of lattice QCD. According to the commonly shared belief, the presence of quark-antiquark annihilation diagrams in the intermediate state generally hinders the use of the partial twisting. Using effective field theory techniques in a finite volume, and studying the scalar sector of QCD with total isospin I=1, we however demonstrate that partial twisting can still be performed, despite the fact that annihilation diagrams are present. The reason for this are delicate cancellations, which emerge due to the graded symmetry in partially quenched QCD with valence, sea and ghost quarks. The modified Lüscher equation in case of partial twisting is given

  12. Bioinformatics approach of three partial polyprenol reductase genes in Kandelia obovata

    Science.gov (United States)

    Basyuni, M.; Wati, R.; Sagami, H.; Oku, H.; Baba, S.

    2018-03-01

    This present study describesthe bioinformatics approach to analyze three partial polyprenol reductase genes from mangrove plant, Kandeliaobovataas well aspredictedphysical and chemical properties, potential peptide, subcellular localization, and phylogenetic. The diversity was noted in the physical and chemical properties of three partial polyprenol reductase genes. The values of chloroplast were relatively high, showed that chloroplast transit peptide occurred in mangrove polyprenol reductase. The target peptide value of mitochondria varied from 0.088 to 0.198 indicated it was possible to be present. These results suggested the importance of understanding the diversity of physicochemical properties of the different amino acids in polyprenol reductase. The subcellular localization of two partial genes located in the plasma membrane. To confirm the homology among the polyprenol reductase in the database, a dendrogram was drawn. The phylogenetic tree depicts that there are three clusters, the partial genes of K. obovata joined the largest one: C23157 was close to Ricinus communis polyprenol reductase. Whereas, C23901 and C24171 were grouped with Ipomoea nil polyprenol reductase, suggested that these polyprenol reductase genes form distinct separation into tropical habitat plants.

  13. Single-leaf partial meniscectomy in extensive horizontal tears of the discoid lateral meniscus: Does decreased peripheral meniscal thickness affect outcomes? (Mean four-year follow-up).

    Science.gov (United States)

    Lee, Se-Won; Chun, Yong-Min; Choi, Chong-Hyuk; Kim, Sung-Jae; Jung, Min; Han, Joon-Woo; Kim, Sung-Hwan

    2016-06-01

    To evaluate whether single-leaf partial meniscectomy in horizontal tears along the entire discoid lateral meniscus has any advantages in clinical and radiological results compared with other meniscectomies in discoid lateral meniscus. A total of 145 patients with a horizontal tear pattern in symptomatic lateral discoid meniscus were retrospectively reviewed. Twenty-seven patients had undergone full-extent single-leaf partial meniscectomy (group A), 60 had undergone conventional partial meniscectomy (saucerization) maintaining peripheral meniscal height (group B), and 58 patients had undergone total meniscectomy (group C). Each patient was evaluated with the Lysholm knee score, International Knee Documentation Committee (IKDC) subjective grading, and modified Kellgren-Lawrence grade in plain radiography at their last follow-up. Group C had inferior functional results to groups A and B on the Lysholm knee score and IKDC subjective score. There was no significant difference between groups A and B. Group C fared significantly worse than groups A and B (p=0.003, pmeniscus tears, the full-extent single-leaf partial meniscectomy group had no adverse results compared with the total meniscectomy group and was not significantly different compared to the conventional partial meniscectomy group. Cohort study. Level III, therapeutic study. See Guidelines for Authors for a complete description of levels of evidence. Copyright © 2015 Elsevier B.V. All rights reserved.

  14. Partial order infinitary term rewriting

    DEFF Research Database (Denmark)

    Bahr, Patrick

    2014-01-01

    We study an alternative model of infinitary term rewriting. Instead of a metric on terms, a partial order on partial terms is employed to formalise convergence of reductions. We consider both a weak and a strong notion of convergence and show that the metric model of convergence coincides with th...... to the metric setting -- orthogonal systems are both infinitarily confluent and infinitarily normalising in the partial order setting. The unique infinitary normal forms that the partial order model admits are Böhm trees....

  15. Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: a pilot project.

    Science.gov (United States)

    Al-Kloub, Manal Ibrahim; Salameh, Taghreed Nayel; Froelicher, Erika Sivarajan

    2014-03-01

    This study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning. A mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire. Fifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes. Successful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum. Copyright © 2013 Elsevier Ltd. All rights reserved.

  16. Beginning partial differential equations

    CERN Document Server

    O'Neil, Peter V

    2011-01-01

    A rigorous, yet accessible, introduction to partial differential equations-updated in a valuable new edition Beginning Partial Differential Equations, Second Edition provides a comprehensive introduction to partial differential equations (PDEs) with a special focus on the significance of characteristics, solutions by Fourier series, integrals and transforms, properties and physical interpretations of solutions, and a transition to the modern function space approach to PDEs. With its breadth of coverage, this new edition continues to present a broad introduction to the field, while also addres

  17. An analysis of medical students’ reflective essays in problem-based learning

    Directory of Open Access Journals (Sweden)

    Jihyun Si

    2018-03-01

    Full Text Available Purpose This study aimed to explore students’ learning experience in problem-based learning (PBL particularly in terms of what they learned and how they learned in one Korean medical school by analyzing their reflective essays with qualitative research methods. Methods This study included 44 first-year medical students. They took three consecutive PBL courses and wrote reflective essays 3 times anonymously on the last day of each course. Their reflective essays were analyzed using an inductive content analysis method. Results The coding process yielded 16 sub-categories and these categories were grouped into six categories according to the distinctive characteristics of PBL learning experience: integrated knowledge base, clinical problem solving, collaboration, intrinsic motivation, self-directed learning, and professional attitude. Among these categories, integrated knowledge base (34.68% and professional attitude (2.31% were the categories mentioned most and least frequently. Conclusion The findings of this study provide an overall understanding of the learning experience of Korean medical students during PBL in terms of what they learned and how they learned with rich descriptive commentaries from their perspectives as well as several thoughtful insights to help develop instructional strategies to enhance the effectiveness of PBL.

  18. The Efficacy of Problem-based Learning in an Analytical Laboratory Course for Pre-service Chemistry Teachers

    Science.gov (United States)

    Yoon, Heojeong; Woo, Ae Ja; Treagust, David; Chandrasegaran, AL

    2014-01-01

    The efficacy of problem-based learning (PBL) in an analytical chemistry laboratory course was studied using a programme that was designed and implemented with 20 students in a treatment group over 10 weeks. Data from 26 students in a traditional analytical chemistry laboratory course were used for comparison. Differences in the creative thinking ability of students in both the treatment and control groups were evaluated before and at the end of the implementation of the programme, using the Torrance Tests of Creative Thinking. In addition, changes in students' self-regulated learning skills using the Self-Regulated Learning Interview Schedule (SRLIS) and their self-evaluation proficiency were evaluated. Analysis of covariance showed that the creative thinking ability of the treatment group had improved statistically significantly after the PBL course (p effect on creative thinking ability. The SRLIS test showed that students in the treatment group used self-regulated learning strategies more frequently than students in the comparison group. According to the results of the self-evaluation, students became more positive and confident in problem-solving and group work as the semester progressed. Overall, PBL was shown to be an effective pedagogical instructional strategy for enhancing chemistry students' creative thinking ability, self-regulated learning skills and self-evaluation.

  19. Dental Faculty Members' Pedagogic Beliefs and Curriculum Aims in Problem-Based Learning: An Exploratory Study.

    Science.gov (United States)

    von Bergmann, HsingChi; Walker, Judith; Dalrymple, Kirsten R; Shuler, Charles F

    2017-08-01

    The aims of this exploratory study were to explore dental faculty members' views and beliefs regarding knowledge, the dental profession, and teaching and learning and to determine how these views related to their problem-based learning (PBL) instructional practices. Prior to a PBL in dental education conference held in 2011, all attendees were invited to complete a survey focused on their pedagogical beliefs and practices in PBL. Out of a possible 55 participants, 28 responded. Additionally, during the conference, a forum was held in which preliminary survey findings were shared and participants contributed to focus group data collection. The forum results served to validate and bring deeper understanding to the survey findings. The conference participants who joined the forum (N=32) likely included some or many of the anonymous respondents to the survey, along with additional participants interested in dental educators' beliefs. The findings of the survey and follow-up forum indicated a disconnect between dental educators' reported views of knowledge and their pedagogical practices in a PBL environment. The results suggested that the degree of participants' tolerance of uncertainty in knowledge and the discrepancy between their epistemological and ontological beliefs about PBL pedagogy influenced their pedagogical choices. These findings support the idea that learner-centered, inquiry-based pedagogical approaches such as PBL may create dissonance between beliefs about knowledge and pedagogical practice that require the building of a shared understanding of and commitment to curricular goals prior to implementation to ensure success. The methods used in this study can be useful tools for faculty development in PBL programs in dental education.

  20. Motivating Students for Project-based Learning for Application of Research Methodology Skills.

    Science.gov (United States)

    Tiwari, Ranjana; Arya, Raj Kumar; Bansal, Manoj

    2017-12-01

    Project-based learning (PBL) is motivational for students to learn research methodology skills. It is a way to engage and give them ownership over their own learning. The aim of this study is to use PBL for application of research methodology skills for better learning by encouraging an all-inclusive approach in teaching and learning rather than an individualized tailored approach. The present study was carried out for MBBS 6 th - and 7 th -semester students of community medicine. Students and faculties were sensitized about PBL and components of research methodology skills. They worked in small groups. The students were asked to fill the student feedback Questionnaire and the faculty was also asked to fill the faculty feedback Questionnaire. Both the Questionnaires were assessed on a 5 point Likert scale. After submitted projects, document analysis was done. A total of 99 students of the 6 th and 7 th semester were participated in PBL. About 90.91% students agreed that there should be continuation of PBL in subsequent batches. 73.74% felt satisfied and motivated with PBL, whereas 76.77% felt that they would be able to use research methodology in the near future. PBL requires considerable knowledge, effort, persistence, and self-regulation on the part of the students. They need to devise plans, gather information evaluate both the findings, and their approach. Facilitator plays a critical role in helping students in the process by shaping opportunity for learning, guiding students, thinking, and helping them construct new understanding.

  1. Partial unilateral lentiginous and colon polyp in a young male patient

    Directory of Open Access Journals (Sweden)

    Gulhan Gurel

    2018-03-01

    Full Text Available Partial unilateral lentiginosis is an unusual pigmentary disorder characterized by numerous lentigines grouped within an area of normal skin. Pigmented macules are usually localized in one half of the body. Associations with café-au-lait spots, cutis marmorata, acanthosis nigricans, nevus depigmentosus, vitiligo, blue nevus, segmental neurofibromatosis, central nervous system diseases, celiac disease, and sickle cell anemia have been reported. We describe a 17-year-old male patient with a partial unilateral lentiginous lesion on the left side of the body and left upper back and incidental polyp in the descending colon.

  2. Microbiological analysis after complete or partial removal of carious dentin using two different techniques in primary teeth: A randomized clinical trial

    Science.gov (United States)

    Singhal, Deepak Kumar; Acharya, Shashidhar; Thakur, Arun Singh

    2016-01-01

    Background: The management of deep carious lesions can be done by various techniques but residual caries dilemma still persists and bacterial reduction in cavities treated by either partial or complete caries removal techniques is debatable. So the objective of the present randomized clinical trial was to compare microbial counts in cavities submitted to complete caries removal and partial caries removal using either hand instruments or burs before and after 3 weeks of restoration. Materials and Methods: Primary molars with acute carious lesions in inner half of dentine and vital pulp were randomly divided into three groups of 14 each: Group A: Partial caries removal using hand instruments atraumatic restorative treatment (ART) only; Group B: Partial caries removal using bur; Group C: Complete caries removal using bur and caries detector dye. Dentine sample obtained after caries removal and 3 weeks after restoration, were subjected to microbial culture and counting (colony-forming units [CFU]/mg of dentine) for total viable bacterial count, Streptococcus spp., mutans streptococci, Lactobacillus spp. Results: Three techniques of caries removal showed significant (P < 0.05) reduction in all microorganisms studied after 3 weeks of evaluation, but there was no statistically significant difference in percentage reduction of microbial count among three groups. Conclusion: Results suggest the use of partial caries removal in a single session as compared to complete caries removal as a part of treatment of deep lesions in deciduous teeth in order to reduce the risk of pulp exposure. Partial caries removal using ART can be preferred for community settings as public health procedure for caries management. PMID:26962313

  3. Hyperbolic partial differential equations

    CERN Document Server

    Witten, Matthew

    1986-01-01

    Hyperbolic Partial Differential Equations III is a refereed journal issue that explores the applications, theory, and/or applied methods related to hyperbolic partial differential equations, or problems arising out of hyperbolic partial differential equations, in any area of research. This journal issue is interested in all types of articles in terms of review, mini-monograph, standard study, or short communication. Some studies presented in this journal include discretization of ideal fluid dynamics in the Eulerian representation; a Riemann problem in gas dynamics with bifurcation; periodic M

  4. Geometric modular action and transformation groups

    International Nuclear Information System (INIS)

    Summers, S.J.

    1996-01-01

    We study a weak form of geometric modular action, which is naturally associated with transformation groups of partially ordered sets and which provides these groups with projective representations. Under suitable conditions it is shown that these groups are implemented by point transformations of topological spaces serving as models for space-times, leading to groups which may be interpreted as symmetry groups of the space-times. As concrete examples, it is shown that the Poincare group and the de Sitter group can be derived from this condition of geometric modular action. Further consequences and examples are discussed. (orig.)

  5. Clinical application of trisacryl gelatin microsphere in partial splenic embolization for secondary hypersplenism

    International Nuclear Information System (INIS)

    Hao Weiyuan; Yu Xixiang; Zhu Guoqing; Lin Yongsheng; You Mengxing

    2011-01-01

    Objective: To evaluate partial splenic embolization (PSE) with trisacryl gelatin microsphere in treating secondary hypersplenism. Methods: Thirty patients with hypersplenism were treated with PSE. The patients were randomly divided into two groups. Trisacryl gelatin microsphere used as the embolic material was employed in study group (n = 14), while Gelfoam was employed in control group(n = 16). The occlusive area was controlled within 50% to 80%. All patients were followed up for six months. After the PSE procedure the peripheral white blood cell (WBC) count and the platelet (PLT) count were determined, and the adverse reaction was observed. Results: Six months after the treatment, both WBC and PLT counts fell to normal in 28 patients, and recurrence was seen in two patients of control group. No significant difference in clinical therapeutic results existed between two groups. However, the abdominal pain in the patients of study group was obviously mild and lasted shorter than that in the patients of control group. In performing the embolization procedure, the embolic agent trisacryl gelatin microsphere was easily to be managed. Conclusion: Used as an embolic agent in partial splenic embolization for secondary hypersplenism, trisacryl gelatin microsphere is effective and safe, moreover, it is easy to be operated with fewer postoperative side effects. (authors)

  6. Partial differential equations

    CERN Document Server

    Evans, Lawrence C

    2010-01-01

    This text gives a comprehensive survey of modern techniques in the theoretical study of partial differential equations (PDEs) with particular emphasis on nonlinear equations. The exposition is divided into three parts: representation formulas for solutions; theory for linear partial differential equations; and theory for nonlinear partial differential equations. Included are complete treatments of the method of characteristics; energy methods within Sobolev spaces; regularity for second-order elliptic, parabolic, and hyperbolic equations; maximum principles; the multidimensional calculus of variations; viscosity solutions of Hamilton-Jacobi equations; shock waves and entropy criteria for conservation laws; and, much more.The author summarizes the relevant mathematics required to understand current research in PDEs, especially nonlinear PDEs. While he has reworked and simplified much of the classical theory (particularly the method of characteristics), he primarily emphasizes the modern interplay between funct...

  7. Partial Cooperative Equilibria: Existence and Characterization

    Directory of Open Access Journals (Sweden)

    Amandine Ghintran

    2010-09-01

    Full Text Available We study the solution concepts of partial cooperative Cournot-Nash equilibria and partial cooperative Stackelberg equilibria. The partial cooperative Cournot-Nash equilibrium is axiomatically characterized by using notions of rationality, consistency and converse consistency with regard to reduced games. We also establish sufficient conditions for which partial cooperative Cournot-Nash equilibria and partial cooperative Stackelberg equilibria exist in supermodular games. Finally, we provide an application to strategic network formation where such solution concepts may be useful.

  8. 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.

  9. Embedding interaction within a blend of learner centric pedagogy and technology

    Directory of Open Access Journals (Sweden)

    Roisin C. Donnelly

    2009-06-01

    Full Text Available This paper explores the concept and practice of interaction within a blended problem‐based and eLearning module foracademic professional development in higher education. A qualitative study spanning two years of the lived experiences of17 academic staff in a module entitled ‘Designing eLearning’ was considered likely to provide a much‐needed analysis ofcurrent thinking and practice on the potential of interaction. Relevant constructivist theories are applied to face‐to‐faceproblem‐based learning (PBL tutorials, online discussions, focus group interviews and reflective papers. For designers andtutors in blended PBL, it is important to seek best practices for how to combine instructional strategies in classroom andcomputer‐mediated environments that take advantage of the strengths of each and avoid their weaknesses. Specificaspects of interaction (technical, peer, content and the learning experience within blended PBL tutorials are explored toprovide research‐based information about the realities of delivering a PBL module using a variety of relevant and authenticlearning technologies

  10. Word posets, with applications to Coxeter groups

    Directory of Open Access Journals (Sweden)

    Matthew J. Samuel

    2011-08-01

    Full Text Available We discuss the theory of certain partially ordered sets that capture the structure of commutation classes of words in monoids. As a first application, it follows readily that counting words in commutation classes is #P-complete. We then apply the partially ordered sets to Coxeter groups. Some results are a proof that enumerating the reduced words of elements of Coxeter groups is #P-complete, a recursive formula for computing the number of commutation classes of reduced words, as well as stronger bounds on the maximum number of commutation classes than were previously known. This also allows us to improve the known bounds on the number of primitive sorting networks.

  11. PENINGKATAN SELF-REGULATED LEARNING SKILLS MAHASISWA PADA MATA KULIAH AKUNTANSI PENGANTAR MELALUI PROBLEM-BASED LEARNING

    Directory of Open Access Journals (Sweden)

    Andian Ari Istiningrum

    2017-02-01

    Full Text Available Abstrak: Penelitian ini bertujuan untuk mengetahui: (i peningkatan self-regulated learning skills (SRL melalui implementasi problem-based learning (PBL dan (ii peningkatan kemampuan dosen pelaksana dalam mengimplementasikan PBL. Penelitian ini merupakan lesson study terbagi atas dua siklus dimana masing-masing siklus terdiri atas tahap plan, do, dan see.Subjek penelitian adalah mahasiswa Akuntansi Universitas Negeri Yogyakarta semester pertama yang mengambil mata kuliah Akuntansi Pengantar sebanyak 35 mahasiswa. Data mengenai SRL dikumpulkan dengan angket yang diisi mahasiswa, sedangkan data mengenai implementasi PBL oleh dosen pelaksana dikumpulkan dengan lembar observasi yang diisi oleh mahasiswa dan anggota timlesson study. Data dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa (i PBL mampu meningkatkan SRL mahasiswa walaupun tingkat ketercapaiannya masih belum optimal, dan (ii kemampuan dosen pelaksana dalam melaksanakan PBL meningkat dengan tingkat ketercapaian yang optimal. IMPROVING STUDENTS’ SELF-REGULATED LEARNING SKILLS IN THE INTRODUCTION TO ACCOUNTING COURSE THROUGH PROBLEM-BASED LEARNING Abstract: This study aims to reveal (i the improvement of self-regulated learning skills (SRL through problem-based learning (PBL, and (ii the improvement of lecturers’ performance in implementing PBL. To achieve these purposes, a lesson study with two cycles was conducted. Each cycle consisted of plan phase, do phase, and see phase. The study was conducted to the 1 semester Accounting Students at Yogyakarta State University who attended the Introduction to Accounting course. There were 35 students as the research subjects. The sampling technique used to collect data regarding SRL was questionnaires which were filled out by the students; while the data regarding the lecturer’s performance was collected by observation sheets that were filled out by students and members of lesson study group. The study

  12. Successful removable partial dentures.

    Science.gov (United States)

    Lynch, Christopher D

    2012-03-01

    Removable partial dentures (RPDs) remain a mainstay of prosthodontic care for partially dentate patients. Appropriately designed, they can restore masticatory efficiency, improve aesthetics and speech, and help secure overall oral health. However, challenges remain in providing such treatments, including maintaining adequate plaque control, achieving adequate retention, and facilitating patient tolerance. The aim of this paper is to review the successful provision of RPDs. Removable partial dentures are a successful form of treatment for replacing missing teeth, and can be successfully provided with appropriate design and fabrication concepts in mind.

  13. Computation of partially invariant solutions for the Einstein Walker manifolds' identifying equations

    Science.gov (United States)

    Nadjafikhah, Mehdi; Jafari, Mehdi

    2013-12-01

    In this paper, partially invariant solutions (PISs) method is applied in order to obtain new four-dimensional Einstein Walker manifolds. This method is based on subgroup classification for the symmetry group of partial differential equations (PDEs) and can be regarded as the generalization of the similarity reduction method. For this purpose, those cases of PISs which have the defect structure δ=1 and are resulted from two-dimensional subalgebras are considered in the present paper. Also it is shown that the obtained PISs are distinct from the invariant solutions that obtained by similarity reduction method.

  14. 32 CFR 751.13 - Partial payments.

    Science.gov (United States)

    2010-07-01

    ... voucher and all other information related to the partial payment shall be placed in the claim file. Action... 32 National Defense 5 2010-07-01 2010-07-01 false Partial payments. 751.13 Section 751.13 National... Claims Against the United States § 751.13 Partial payments. (a) Partial payments when hardship exists...

  15. [Acrylic resin removable partial dentures].

    Science.gov (United States)

    de Baat, C; Witter, D J; Creugers, N H J

    2011-01-01

    An acrylic resin removable partial denture is distinguished from other types of removable partial dentures by an all-acrylic resin base which is, in principle, solely supported by the edentulous regions of the tooth arch and in the maxilla also by the hard palate. When compared to the other types of removable partial dentures, the acrylic resin removable partial denture has 3 favourable aspects: the economic aspect, its aesthetic quality and the ease with which it can be extended and adjusted. Disadvantages are an increased risk of caries developing, gingivitis, periodontal disease, denture stomatitis, alveolar bone reduction, tooth migration, triggering of the gag reflex and damage to the acrylic resin base. Present-day indications are ofa temporary or palliative nature or are motivated by economic factors. Special varieties of the acrylic resin removable partial denture are the spoon denture, the flexible denture fabricated of non-rigid acrylic resin, and the two-piece sectional denture. Furthermore, acrylic resin removable partial dentures can be supplied with clasps or reinforced by fibers or metal wires.

  16. The phosphoinositide 3-kinase/Akt-signal pathway mediates proliferation and secretory function of hepatic sinusoidal endothelial cells in rats after partial hepatectomy

    International Nuclear Information System (INIS)

    Chen Ping; Zhang Lin; Ding Jiming; Zhu Jin; Li Ying; Duan Shigang; Yan Hongtao; Huan Yongwei; Dong Jiahong

    2006-01-01

    Objective: To investigate the role of AKT signaling pathway in hepatic sinusoidal endothelial cells (SECs) early after partial hepatectomy in rats and the regulatory mechanisms involved. Methods: The animal model of 70% hepatectomy was made. Hepatic SECs were isolated and cultured according to Braet et al.'s method with some modifications. The cultured hepatic SECs were divided into two groups: 70% partial hepatectomy groups and LY294002 group (LY). We observed the expressions of AKT and NF-κB in cultured hepatic SECs by Western blot, measured the levels of NO, NOs, IL-6, and HGF in the supernatants of hepatic SEC cultures and [ 3 H]thymidine incorporation, and analyzed cell cycle of cultured hepatic SECs by flow cytometer. The relationship of the Akt pathway with secretions and proliferation of hepatic SECs after partial hepatectomy was probed. Results: The levels of Akt protein expression increased significantly after partial hepatectomy in OG group and with a peak at 24 h post operation. Meanwhile, there was a markedly increase in phosphorylated Akt protein during 2-72 h after operation. But the expression and activity of Akt protein did not change significantly after partial hepatectomy in the LY group. So, partial hepatectomy can marked induce Akt expression and result in rapid and marked phosphorylation of Akt from 2 to 72 h thereafter. The changes of NF-κB expression in cultured hepatic SECs were similar to those of Akt expression after operation. The concentrations of HGF and IL-6 in the supernatants of cultured hepatic SECs were relatively low in the LY group, and were markedly increased after partial hepatectomy, with a peak at 24 h in the OG group. There were significant differences between the OG and LY groups at 6 and 24 h (P < 0.05). Both NO and NOS secretion was increased in the OG group compared to the LY group within 24 h after partial hepatectomy. But the secretion of NO and NOS was increased more markedly in the LY group than that in the OG

  17. Construction of a solar water heater sustainable in the amazon: using the methodology PBL for interaction between engineering courses and high schools

    Directory of Open Access Journals (Sweden)

    Patricia Mota Milhomem

    2015-12-01

    Full Text Available Across the country is being widely spread the use of energy  renewable, one of the clearest examples of this is to obtain energy by the sun's rays, as well as the latest advances in wind turbine deployment in the South and Northeast. Thus, in order to encourage high school students to engage in the study of science and research development intertwined with energy efficiency. The Laboratório de Engenhocas (hereafter, translated: Gadget Lab extension program of the Federal University of Pará (UFPA/CAMTUC, approved projects CNPq (National Council for Scientific and Technological Development in order to insert into in state high schools of the municipality the methodology PBL (Project Based Learning in order teach the students to learn, be proactive and spark interest in the field of applied sciences. Thus, students sought to develop activities that contribute to minimize the problems of society, thus, was the built and implemented a Low Cost Solar Heater in a single family residence Tucuruí where it was possible to analyze its feasibility and efficiency.

  18. Comparison of isokinetic peak force and power in adults with partial and total blindness.

    Science.gov (United States)

    Horvat, Michael; Ray, Christopher; Nocera, Joe; Croce, Ron

    2006-08-01

    For many populations the ability to move efficiently is compromised by an impaired muscular functioning. Strength development is necessary to overcome the effects of gravity to maintain posture and generate movement responses for mobility. The strength and power capabilities of individuals with total blindness (n = 12) were compared to those with partial vision (n = 12) to evaluate effects of vision on performance. Results indicate that (1) no significant differences were apparent between total blindness and partial vision, (2) significant sex differences were evident in each group, and (3) better performance was apparent at lower velocities. It was concluded that physical performance in individuals with blindness and partial vision are equally deficient.

  19. 293.15 K到333.15 K温度下一些氨基酸及其相应基团水溶液中的偏摩尔体积研究%Studies on Partial Molar Volumes of Some Amino Acids and Their Groups in Aqueous Solutions from 293.15 K to 333.15 K

    Institute of Scientific and Technical Information of China (English)

    赵长伟; 马沛生; 夏淑倩

    2004-01-01

    Densities of aqueous solutions of eight amino acids, glycine, L-alanine, L-valine, L-isoleucine, L-serine,L-threonine, L-arginine and L-phenylalanine, are measured as a function of amino acid concentration from 293.15 K to 333.15K. These data are used to calculate the apparent molar volume V and infinite dilution apparent molar volume V0 (partial molar volume). Data of five amino acids are used to correlate partial molar volume V0 using group contribution method to estimate the contributions of the zwitterionic end groups (NH3+,COO-) and CH2group, OH group, CNHNHNH2 group and C6H5(phenyl) group of amino acids. The results show that V0 values for all kinds of groups of amino acids studied increase with increase of temperature except those for CH2 group,which are almost constant within the studied temperature range. Data of other amino acids, L-valine, L-isoleucine and L-threonine, are chosen for comparison with the predicted partial molar volume V0 using the group additivity parameters obtained. The results confirm that this group additivity method has excellent predictive utility.

  20. Negative pressure wound therapy for partial-thickness burns.

    Science.gov (United States)

    Dumville, Jo C; Munson, Christopher; Christie, Janice

    2014-12-15

    A burn wound is a complex and evolving injury, with both local and systemic consequences. Burn treatments include a variety of dressings, as well as newer strategies, such as negative pressure wound therapy (NPWT), which, by means of a suction force that drains excess fluids from the burn, tries to promote the wound healing process and minimise progression of the burn wound. To assess the effectiveness of NPWT for people with partial-thickness burns. We searched the Cochrane Wounds Group Specialised Register (searched 04 September 2014); The Cochrane Central Register of Controlled Trials (CENTRAL) (The Cochrane Library 2014, Issue 8). All randomised controlled trials (RCTs) and controlled clinical trials (CCTs) that evaluated the safety and effectiveness of NPWT for partial-thickness burns. Two review authors used standardised forms, and extracted the data independently. We assessed each trial for risk of bias, and resolved differences by discussion. One RCT, that was an interim report, satisfied the inclusion criteria. We undertook a narrative synthesis of results, as the absence of data and poor reporting precluded us from carrying out any formal statistical analysis. The trial was at high risk of bias. There was not enough evidence available to permit any conclusions to be drawn regarding the use of NPWT for treatment of partial-thickness burn wounds.