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

Problem-based learning interventions in a traditional curriculum are an effective learning tool.

Science.gov (United States)

Townsend, Grant

2011-12-01

on the whole showed a benefit from using PBL, for example in critical reasoning, problem solving abilities and creativity. Some evidence exists that single PBL intervention in a traditional curriculum is an effective learning tool, though test results appear not to be affected.

Personal skills and abilities in curriculum development planning for Project Oriented and Problem-Based Learning (POPBL)

DEFF Research Database (Denmark)

Moesby, Egon

2005-01-01

In this article, the author is giving examples on an approach to include the personal competences in the initial phase of the planning process for a change towards project organized and problem-based learning ? POPBL. A model is presented on how to have trainees recognize the necessity to include...... professional competences as well as personal competences in a new POPBL based curriculum. The article continues by giving an example of a possible method to be used in the developing of a curriculum where the personal skills and abilities are an active and equally valued as the development of the students...

Context Impact of Clinical Scenario on Knowledge Transfer and Reasoning Capacity in a Medical Problem-Based Learning Curriculum

Science.gov (United States)

Collard, A.; Brédart, S.; Bourguignon, J.-P.

2016-01-01

Since 2000, the faculty of Medicine at the University of Liège has integrated problem-based learning (PBL) seminars from year two to seven in its seven-year curriculum. The PBL approach has been developed to facilitate students' acquisition of reasoning capacity. This contextualized learning raises the question of the de- and re-contextualization…

Problem-Based Learning and Learning Approach: Is There a Relationship?

Science.gov (United States)

Groves, Michele

2005-01-01

Aim: To assess the influence of a graduate-entry PBL (problem-based learning) curriculum on individual learning style; and to investigate the relationship between learning style, academic achievement and clinical reasoning skill. Method: Subjects were first-year medical students completed the Study Process Questionnaire at the commencement, and…

Support of a Problem-Based Learning Curriculum by Basic Science Faculty

Directory of Open Access Journals (Sweden)

William L. Anderson

2002-11-01

Full Text Available Although published reports describe benefits to students of learning in a problem-based, student-centered environment, questions have persisted about the excessive faculty time commitments associated with the implementation of PBL pedagogy. The argument has been put forward that the excessive faculty costs of such a curriculum cannot be justified based upon the potential benefits to students. However, the magnitude of the faculty time commitment to a PBL curriculum to support the aforementioned argument is not clear to us and we suspect that it is also equally unclear to individuals charged with making resource decisions supporting the educational efforts of the institution. Therefore, to evaluate this cost - benefit question, we analyzed the actual basic science faculty time commitment in a hybrid PBL curriculum during the first phase 18 months of undergraduate medical education. The results of this analysis do demonstrate an increase in faculty time commitments but do not support the argument that PBL pedagogy is excessively costly in terms of faculty time. For the year analyzed in this report, basic science faculty members contributed on average of 27.4 hours to the instruction of medical students. The results of the analysis did show significant contributions (57% of instructional time by the clinical faculty during the initial 18 months of medical school. In addition, the data revealed a four-fold difference between time commitments of the four basic science departments. We conclude that a PBL curriculum does not place unreasonable demands on the time of basic science faculty. The demands on clinical faculty, in the context of their other commitments, could not be evaluated. Moreover, this type of analysis provides a tool that can be used to make faculty resource allocation decisions fairly.

Mechatronic Control Engineering: A Problem Oriented And Project Based Learning Curriculum In Mechatronic

DEFF Research Database (Denmark)

Pedersen, Henrik Clemmensen; Andersen, Torben Ole; Hansen, Michael Rygaard

2008-01-01

Mechatronics is a field of multidisciplinary engineering that not only requires knowledge about different technical areas, but also insight into how to combine technologies optimally, to design efficient products and systems.This paper addresses the group project based and problem-oriented learning...... the well established methods from control engineering form very powerful techniques in both analysis and synthesis of mechatronic systems. The necessary skills for mechatronic engineers are outlined followed up by a discussion on how problem oriented project based learning is implemented. A complete...... curriculum named Mechatronic Control Engineering is presented, which is started at Aalborg University, Denmark, and the content of the semesters and projects are described. The projects are all characterized by the use of simulation and control for the purpose of analyzing and designing complex commercial...

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...

The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum.

Science.gov (United States)

Lucieer, Susanna M; van der Geest, Jos N; Elói-Santos, Silvana M; de Faria, Rosa M Delbone; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

2016-03-01

Society expects physicians to always improve their competencies and to be up to date with developments in their field. Therefore, an important aim of medical schools is to educate future medical doctors to become self-regulated, lifelong learners. However, it is unclear if medical students become better self-regulated learners during the pre-clinical stage of medical school, and whether students develop self-regulated learning skills differently, dependent on the educational approach of their medical school. In a cross-sectional design, we investigated the development of 384 medical students' self-regulated learning skills with the use of the Self-Regulation of Learning Self-Report Scale. Next, we compared this development in students who enrolled in two distinct medical curricula: a problem-based curriculum and a lectured-based curriculum. Analysis showed that more skills decreased than increased during the pre-clinical stage of medical school, and that the difference between the curricula was mainly caused by a decrease in the skill evaluation in the lecture-based curriculum. These findings seem to suggest that, irrespective of the curriculum, self-regulated learning skills do not develop during medical school.

A Power Electronic and Drives Curriculum with Project-oriented and Problem-based Learning: A Dynamic Teaching Approach for the Future

DEFF Research Database (Denmark)

Blaabjerg, Frede

2002-01-01

extra study time. This paper present a teaching approach which makes it possible very fast for the student to get in-depth skills in this important area which is the problem-oriented and project-based learning. The trend and application of power electronics are illustrated. The necessary skills...... for power electronic engineers are outlined followed up by a discussion on how problem-oriented and project-based learning are implemented. A complete curriculum at Aalborg University is presented where different power electronics related projects at different study levels are carried out....

Problem-Based Learning in the Physical Science Classroom, K-12

Science.gov (United States)

McConnell, Tom J.; Parker, Joyce; Eberhardt, Janet

2018-01-01

"Problem-Based Learning in the Physical Science Classroom, K-12" will help your students truly understand concepts such as motion, energy, and magnetism in true-to-life contexts. The book offers a comprehensive description of why, how, and when to implement problem-based learning (PBL) in your curriculum. Its 14 developmentally…

Student perceptions of a virtual learning environment for a problem-based learning undergraduate medical curriculum.

Science.gov (United States)

de Leng, Bas A; Dolmans, Diana H J M; Muijtjens, Arno M M; van der Vleuten, Cees P M

2006-06-01

To investigate the effects of a virtual learning environment (VLE) on group interaction and consultation of information resources during the preliminary phase, self-study phase and reporting phase of the problem-based learning process in an undergraduate medical curriculum. A questionnaire was administered to 355 medical students in Years 1 and 2 to ask them about the perceived usefulness of a virtual learning environment that was created with Blackboard for group interaction and the use of learning resources. The students indicated that the VLE supported face-to-face interaction in the preliminary discussion and in the reporting phase but did not stimulate computer-mediated distance interaction during the self-study phase. They perceived that the use of multimedia in case presentations led to a better quality of group discussion than if case presentations were exclusively text-based. They also indicated that the information resources that were hyperlinked in the VLE stimulated the consultation of these resources during self-study, but not during the reporting phase. Students indicated that the use of a VLE in the tutorial room and the inclusion of multimedia in case presentations supported processes of active learning in the tutorial groups. However, if we want to exploit the full potential of asynchronous computer-mediated communication to initiate in-depth discussion during the self-study phase, its application will have to be selective and deliberate. Students indicated that the links in the VLE to selected information in library repositories supported their learning.

eLearning techniques supporting problem based learning in clinical simulation.

Science.gov (United States)

Docherty, Charles; Hoy, Derek; Topp, Helena; Trinder, Kathryn

2005-08-01

This paper details the results of the first phase of a project using eLearning to support students' learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School's philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum.

Teaching Biochemistry at a Medical Faculty with a Problem-Based Learning System.

Science.gov (United States)

Rosing, Jan

1997-01-01

Highlights the differences between classical teaching methods and problem-based learning. Describes the curriculum and problem-based approach of the Faculty of Medicine at the Maastricht University and gives an overview of the implementation of biochemistry in the medical curriculum. Discusses the procedure for student assessment and presents…

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 ...

Introducing a technology-enabled problem-based learning approach into a health informatics curriculum.

Science.gov (United States)

Green, Carolyn J; van Gyn, Geraldine H; Moehr, Jochen R; Lau, Francis Y; Coward, Patricia M

2004-03-18

To investigate the effect on learner satisfaction of introducing a technology-enabled problem-based learning (PBL) approach into a health informatics curriculum. Course redesign was undertaken to prepare students for three 4-month work terms and a rapidly changing professional environment upon graduation. Twenty-six Canadian undergraduate students of a redesigned course in biomedical fundamentals completed a midterm questionnaire in 2002. Eight of these students participated in a focus group. Students agreed that seven of nine functions provided by the web-based online course management system enhanced their learning: private email (92.3%), calendaring (88.5%), course notes (88.5%), discussion forums (84.5%), online grades (84.5%) assignment descriptions (80.8%) and online quizzes (80.8%). Although students agreed that two PBL activities enhanced learning (learning to present information) (84.5%) and learning to identify information needed (73.1%), the majority of students (69.2%) expressed a preference for the traditional lecture approach over the PBL approach. Students reported feeling uncertain of what was required of them and related anxiety accounted for most of the negative feedback. These findings give us clear goals for improvement in the course beginning with a comprehensive, carefully guided introduction to the processes of PBL. The positive trends are encouraging for the use of web-enabled courseware and for the further development of the PBL approach.

Does the Curriculum Matter in Peer Mentoring? From Mentee to Mentor in Problem-Based Learning: A Unique Case Study

Science.gov (United States)

McLean, Michelle

2004-01-01

Peer mentoring has been used for many years by the Nelson R. Mandela School of Medicine to integrate new students into the academic and social culture of the institution. In 2001, an unusual situation arose. A problem-based learning (PBL) curriculum was introduced and the first cohort in this programme was mentored by senior traditional curriculum…

Facilitating Problem-Based Learning in Teams with Scrum

DEFF Research Database (Denmark)

Ovesen, Nis

2013-01-01

Project-organised and problem-based learning (POPBL) is becoming increasingly popular across universities all over the world, and hence this, it is also gaining currency in some university-based design educations. At Aalborg University, the curriculum in Industrial Design engineering is no except......Project-organised and problem-based learning (POPBL) is becoming increasingly popular across universities all over the world, and hence this, it is also gaining currency in some university-based design educations. At Aalborg University, the curriculum in Industrial Design engineering...... is no exception: Each semester, students are divided into groups and work with various problems or issues partly defined by themselves within the frame of the semester theme. During the first year at Aalborg University, students are taught how to manage and plan projects independently with the use of common...... planning tools like Gantt charts, schedules and simple resource management practices – tools, which are used throughout the education. However, this paper argues that these common project planning and management practices – typically representing rigid “plan-your-work, then work-your-plan” approaches – do...

Project-Based Learning in Post-WWII Japanese School Curriculum: An Analysis via Curriculum Orientations

Science.gov (United States)

Nomura, Kazuyuki

2017-01-01

In the 2000s, the new national curriculum, dubbed as the "yutori curriculum," introduced a new subject for project-based learning "Integrated Study" as its prominent feature. Comparing curriculum orientations in project-based learning in three historical periods after the WWII including Integrated Study, this paper aims to…

Learning through Debate during Problem-Based Learning: An Active Learning Strategy

Science.gov (United States)

Mumtaz, Sadaf; Latif, Rabia

2017-01-01

We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016.…

Developing a Simulation-Based Mastery Learning Curriculum: Lessons From 11 Years of Advanced Cardiac Life Support.

Science.gov (United States)

Barsuk, Jeffrey H; Cohen, Elaine R; Wayne, Diane B; Siddall, Viva J; McGaghie, William C

2016-02-01

Curriculum development in medical education should follow a planned, systematic approach fitted to the needs and conditions of a local institutional environment and its learners. This article describes the development and maintenance of a simulation-based medical education curriculum on advanced cardiac life support skills and its transformation to a mastery learning program. Curriculum development used the Kern 6-step model involving problem identification and general needs assessment, targeted needs assessment, goals and objectives, educational strategies, implementation, and evaluation and feedback. Curriculum maintenance and enhancement and dissemination are also addressed. Transformation of the simulation-based medical education curriculum to a mastery learning program was accomplished after a 2-year phase-in trial. A series of studies spanning 11 years was performed to adjust the curriculum, improve checklist outcome measures, and evaluate curriculum effects as learning outcomes among internal medicine residents and improved patient care practices. We anticipate wide adoption of the mastery learning model for skill and knowledge acquisition and maintenance in medical education settings.

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.

Problem-Based Learning in Communication Systems: Student Perceptions and Achievement

Science.gov (United States)

Mitchell, John E.; Canavan, Brian; Smith, Jan

2010-01-01

The paper presents a curriculum design for, and subsequent evaluation of, a communications systems course using problem-based learning (PBL) as the instructional methodology. It details the rationale for implementing PBL as well as reporting intended learning outcomes and assessing the students' achievements. (Contains 2 figures and 4 tables.)

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.

Student and tutor perception of a new problem based learning ...

African Journals Online (AJOL)

Background: The Makerere University Faculty of Medicine started the implementation of the Problem Based Learning/Community Based Education and Service curriculum for incoming students in the academic year 2003/2004. It undertook an intense preparatory period of 2 years before implementation, which included ...

Dysfunctional problem-based learning curricula: resolving the problem

Directory of Open Access Journals (Sweden)

Lim William K

2012-09-01

Full Text Available Abstract Background Problem-based learning (PBL has become the most significant innovation in medical education of the past 40 years. In contrast to exam-centered, lecture-based conventional curricula, PBL is a comprehensive curricular strategy that fosters student-centred learning and the skills desired in physicians. The rapid spread of PBL has produced many variants. One of the most common is 'hybrid PBL' where conventional teaching methods are implemented alongside PBL. This paper contends that the mixing of these two opposing educational philosophies can undermine PBL and nullify its positive benefits. Schools using hybrid PBL and lacking medical education expertise may end up with a dysfunctional curriculum worse off than the traditional approach. Discussion For hybrid PBL schools with a dysfunctional curriculum, standard PBL is a cost-feasible option that confers the benefits of the PBL approach. This paper describes the signs of a dysfunctional PBL curriculum to aid hybrid PBL schools in recognising curricular breakdown. Next it discusses alternative curricular strategies and costs associated with PBL. It then details the four critical factors for successful conversion to standard PBL: dealing with staff resistance, understanding the role of lectures, adequate time for preparation and support from the administrative leadership. Summary Hybrid PBL curricula without oversight by staff with medical education expertise can degenerate into dysfunctional curricula inferior even to the traditional approach from which PBL emerged. Such schools should inspect their curriculum periodically for signs of dysfunction to enable timely corrective action. A decision to convert fully to standard PBL is cost feasible but will require time, expertise and commitment which is only sustainable with supportive leadership.

Evaluation of a Problem Based Learning Curriculum Using Content Analysis

Science.gov (United States)

Prihatiningsih, Titi Savitri; Qomariyah, Nurul

2016-01-01

Faculty of Medicine UGM has implemented Problem Based Learning (PBL) since 1985. Seven jump tutorial discussions are applied. A scenario is used as a trigger to stimulate students to identify learning objectives (LOs) in step five which are used as the basis for self study in step six. For each scenario, the Block Team formulates the LOs which are…

Problem-based learning in a health sciences librarianship course.

Science.gov (United States)

Dimitroff, A; Ancona, A M; Beman, S B; Dodge, A M; Hutchinson, K L; LaBonte, M J; Mays, T L; Simon, D T

1998-01-01

Problem-based learning (PBL) has been adopted by many medical schools in North America. Because problem solving, information seeking, and lifelong learning skills are central to the PBL curriculum, health sciences librarians have been actively involved in the PBL process at these medical schools. The introduction of PBL in a library and information science curriculum may be appropriate to consider at this time. PBL techniques have been incorporated into a health sciences librarianship course at the School of Library and Information Science (LIS) at the University of Wisconsin-Milwaukee to explore the use of this method in an advanced Library and Information Science course. After completion of the course, the use of PBL has been evaluated by the students and the instructor. The modified PBL course design is presented and the perceptions of the students and the instructor are discussed. PMID:9681169

Benefit of Problem-Based Learning for Psychosocial Medicine: first experiences at the medical faculty of berne

Directory of Open Access Journals (Sweden)

Laederach-Hofmann, Kurt

2005-04-01

Full Text Available Aim: Presentation of skills and knowledge of medical students in psychiatry or psychosocial medicine in basic study (year 1 to 3 after the introduction of a problem oriented learning curriculum at the Medical Faculty of Berne.Method: Description of the curriculum with the different teaching units, and the evaluation by means of formative tools used by students and tutors.Results: With reference to qualitative comparison students of the problem based learning track showed a better preparation of the different teaching units than did traditional students. Moreover, compared to classical teaching, students in problem based learning rated the commitment of the teachers higher. The formative results showed a better adherence to the teaching modules, a higher effort in self learning and a higher interest in psychological or psychiatric learning items.Discussion: The higher commitment of teachers and the explicit structuring of the teaching contents in psychiatry and psychosocial medicine showed positive effects in the learning strategy of students. Beside the fact that exams have been adapted to the new curriculum one can assume that the learning style has changed. This might be a result of the better learning environment in the new curriculum. However, there is not clear how and to what extent these changes will remain active until the final exams of the medical curriculum when psychosocial contents will be reexamined.Conclusions: The intense commitment of the teachers and the better structuring of the subject matter may lead to a better integration of psychosocial and psychiatric issues into the medical curriculum.

A comparison of students who chose a traditional or a problem-based learning curriculum after failing year 2 in the traditional curriculum: a unique case study at the Nelson R. Mandela School of Medicine.

Science.gov (United States)

McLean, Michelle

2004-01-01

To canvas perceptions and experiences of students who had failed Year 2 of a traditional medical program and who chose to remain in the conventional program (n = 6) or had swapped to Curriculum 2001 (C2001), a problem-based learning (PBL) curriculum (n = 14). A year after their decision regarding curriculum choice, students were canvassed (largely open-ended survey) about this decision and about their perceptions of their curricular experiences. C2001 students were positive about their PBL experiences. Overwhelmingly, their decision to swap streams had been a good one. They identified PBL features as supporting their learning. Repeating traditional curriculum students were, however, more circumspect in their opinions. C2001 students had clearly embraced PBL. They were now medical students, largely because of PBL activities underpinned by a sound educational philosophy. This unique case study has provided additional evidence that PBL students are generally more content with their studies than their conventional curriculum counterparts.

Developing Clinical Competency in Crisis Event Management: An Integrated Simulation Problem-Based Learning Activity

Science.gov (United States)

Liaw, S. Y.; Chen, F. G.; Klainin, P.; Brammer, J.; O'Brien, A.; Samarasekera, D. D.

2010-01-01

This study aimed to evaluate the integration of a simulation based learning activity on nursing students' clinical crisis management performance in a problem-based learning (PBL) curriculum. It was hypothesized that the clinical performance of first year nursing students who participated in a simulated learning activity during the PBL session…

STEM the Boredom: Engage Students in the Australian Curriculum Using ICT with Problem-Based Learning and Assessment

Science.gov (United States)

Newhouse, Christopher Paul

2017-02-01

The well-being of modern economies and societies is increasingly requiring citizens to possess capabilities in integrating knowledge and skills in science, technology, engineering and science to solve problems. However, by the end of schooling, the majority of Australian students show little interest in these discipline areas and have no plans to continue study or work in them; many refer to these disciplines as boring. Further, they typically have little experience in integrating knowledge and skills from these disciplines and/or in applying this to solve relevant problems. Therefore, there is a need to engage students with such learning experiences to develop their interest and capabilities, particularly during the early years of secondary schooling. This is not easy for teachers to respond to, but with the support of modern digital technologies and the new Australian curriculum, the potential is expanded and the challenge is more readily achievable. However, appropriate pedagogies need to be supported that include more authentic approaches to assessment. Learning activities need to support students to integrate knowledge and skills across discipline areas in tackling real problems, and this also needs to be reflected in how students are assessed. In this paper, I will draw on personal experience as a teacher, a review of recent literature, components of the Australian Curriculum, and findings from research projects associated with my University research centre, to argue for, and illustrate how, teachers can orchestrate powerful learning activities to promote an interdisciplinary approach to STEM.

Using a Scientific Paper Format to Foster Problem-Based, Cohort-Learning in Undergraduate Environmental Science

Science.gov (United States)

Wagner, T.; Langley-Turnbaugh, S. J.; Sanford, R.

2006-01-01

The Department of Environmental Science at the University of Southern Maine implemented a problem-based, cohort-learning curriculum for undergraduate environmental science majors. The curriculum was based on a five-course sequence patterned after the outline of a scientific paper. Under faculty guidance, students select local environmental…

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

Science.gov (United States)

Smith, Harold C

2002-12-01

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

Using Problem Based Learning and Game Design to motivate Non-technical Students to engage in Technical Learning

DEFF Research Database (Denmark)

Reng, Lars; Schoenau-Fog, Henrik

2010-01-01

technology, a broader segment of students are consequently enrolled. One of the challenges of these new educations is to motivate the artistic minded students in learning the technical aspects of the curriculum, as they need these qualifications to work in the industry. At Aalborg University’s department...... have engaged and motivated artistic students to learn technical topics on their own....... of Medialogy, we employ problem based learning and game design to engage these students in learning the technical elements. This paper will describe our approach and exemplify the method by introducing various examples of student projects, where the interest in game design combined with problem based learning...

Teaching Psychosomatic Medicine Using Problem-Based Learning and Role-Playing

Science.gov (United States)

Heru, Alison M.

2011-01-01

Objective: Problem-based learning (PBL) has been implemented in medical education world-wide. Despite its popularity, it has not been generally considered useful for residency programs. The author presents a model for the implementation of PBL in residency programs. Method: The author presents a description of a PBL curriculum for teaching…

Problem Based Learning

DEFF Research Database (Denmark)

de Graaff, Erik; Guerra, Aida

, the key principles remain the same everywhere. Graaff & Kolmos (2003) identify the main PBL principles as follows: 1. Problem orientation 2. Project organization through teams or group work 3. Participant-directed 4. Experiental learning 5. Activity-based learning 6. Interdisciplinary learning and 7...... model and in general problem based and project based learning. We apply the principle of teach as you preach. The poster aims to outline the visitors’ workshop programme showing the results of some recent evaluations.......Problem-Based Learning (PBL) is an innovative method to organize the learning process in such a way that the students actively engage in finding answers by themselves. During the past 40 years PBL has evolved and diversified resulting in a multitude in variations in models and practices. However...

Benefit of Problem-Based Learning for Psychosocial Medicine: first experiences at the medical faculty of berne

OpenAIRE

Laederach-Hofmann, Kurt; Stadelmann, Barbara; Isenschmid, Bettina

2005-01-01

Aim: Presentation of skills and knowledge of medical students in psychiatry or psychosocial medicine in basic study (year 1 to 3) after the introduction of a problem oriented learning curriculum at the Medical Faculty of Berne.Method: Description of the curriculum with the different teaching units, and the evaluation by means of formative tools used by students and tutors.Results: With reference to qualitative comparison students of the problem based learning track showed a better preparation...

Learner Perspectives of Online Problem-Based Learning and Applications from Cognitive Load Theory

Science.gov (United States)

Chen, Ruth

2016-01-01

Problem-based learning (PBL) courses have historically been situated in physical classrooms involving in-person interactions. As online learning is embraced in higher education, programs that use PBL can integrate online platforms to support curriculum delivery and facilitate student engagement. This report describes student perspectives of the…

Differentiating case-based learning from problem-based learning after a twoday introductory workshop on case-based learning

Directory of Open Access Journals (Sweden)

Aqil Mohammad Daher

2017-12-01

Full Text Available Background Considerable overlap exists between case-based learning (CBL and problem-based learning (PBL and differentiating between the two can be difficult for a lot of the academicians. Aims This study gauged the ability of members of medical school, familiar with a problem-based learning (PBL curriculum, to differentiate between case-based learning (CBL and PBL after a two-day workshop on CBL. Methods A questionnaire was distributed to all participants, attending the introductory course on CBL. It was designed to document the basic characteristics of the respondents, their preference for either CBL or PBL, their ability to recognize differences between CBL and PBL, and their overall perception of the course. Results Of the total workshop participants, 80.5 per cent returned the completed questionnaire. The mean age of the respondents was 44.12±12.31 years and women made up a slight majority. Majority favoured CBL over PBL and felt it was more clinical, emphasizes on self-directed learning, provides more opportunities for learning, permits in-depth exploration of cases, has structured environment and encourages the use of all learning resources. On the respondents’ ability to discriminate CBL from PBL, a weighted score of 39.9 per cent indicated a failure on the part of the respondents to correctly identify differences between CBL and PBL. Less than half opined that CBL was a worthwhile progression from PBL and about third would recommend CBL over PBL. Conclusion It seems that majority of the respondents failed to adequately differentiate between CBL and PBL and didn’t favour CBL over PBL.

Effects of conventional and problem-based learning on clinical and general competencies and career development

NARCIS (Netherlands)

Cohen-Schotanus, Janke; Muijtjens, Arno M. M.; Schonrock-Adema, Johanna; Geertsma, Jelle; van der Vleuten, Cees P. M.

OBJECTIVE: To test hypotheses regarding the longitudinal effects of problem-based learning (PBL) and conventional learning relating to students' appreciation of the curriculum, self-assessment of general competencies, summative assessment of clinical competence and indicators of career development.

Adopting Problem-Based Learning in Criminology and Criminal Justice Education

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Dae-Young Kim

2014-06-01

Full Text Available While problem-based learning (PBL has been successfully used in many disciplines for over 30 years, it has not yet been widely adopted by criminal justice instructors. It is a student-centered curriculum that empowers undergraduate students to decide what they learn and to apply their knowledge and skills while solving real-world problems in relevant and authentic contexts. The present study provides an overview of PBL and empirical evidence for the effectiveness of problem-based instruction in many disciplines. This article offers theoretical foundations for adopting PBL in the study of crime and criminal justice. Finally, for scaffolding instructors striving to implement PBL, this article describes possible formats of implementation and also identifies the challenges new PBL instructors may encounter during application and provides specific recommendations.

Self-reported competency ratings of graduates of a problem-based medical curriculum

NARCIS (Netherlands)

H.G. Schmidt (Henk); H.M. van der Molen

2001-01-01

textabstractPurpose. To study the self-reports of professional competencies by graduates of a problem-based medical curriculum. Method. All graduates from a medical school and a faculty of health sciences with a problem-based curriculum were sent a questionnaire asking them to compare their own

3D Game-Based Learning System for Improving Learning Achievement in Software Engineering Curriculum

Science.gov (United States)

Su,Chung-Ho; Cheng, Ching-Hsue

2013-01-01

The advancement of game-based learning has encouraged many related studies, such that students could better learn curriculum by 3-dimension virtual reality. To enhance software engineering learning, this paper develops a 3D game-based learning system to assist teaching and assess the students' motivation, satisfaction and learning achievement. A…

Supporting teachers integrating web 2.0 in a Problem Based Learning approach

DEFF Research Database (Denmark)

Buus, Lillian

2010-01-01

Based on theoretical and methodological considerations within problem-based learning (PBL), web 2.0 technologies and learning designs, the article try to illustrate a design model for supporting teachers in their learning design trying to integrate web 2.0 technologies into their PBL approach...... that a transition from curriculum-based teaching to PBL entails a movement from a teacher-centered approach to a learner-centered approach [4],[5]. This move can in many ways be compared to the conceptual move from web 1.0 to web 2.0 that by some is seen as a transition from ‘users/learners as consumers’ towards...... ‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E...

Deep and surface learning in problem-based learning: a review of the literature.

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Dolmans, Diana H J M; Loyens, Sofie M M; Marcq, Hélène; Gijbels, David

2016-12-01

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether and why these effects do differ across (a) the context of the learning environment (single vs. curriculum wide implementation), and (b) study quality. Studies were searched dealing with PBL and students' approaches to learning. Twenty-one studies were included. The results indicate that PBL does enhance deep learning with a small positive average effect size of .11 and a positive effect in eleven of the 21 studies. Four studies show a decrease in deep learning and six studies show no effect. PBL does not seem to have an effect on surface learning as indicated by a very small average effect size (.08) and eleven studies showing no increase in the surface approach. Six studies demonstrate a decrease and four an increase in surface learning. It is concluded that PBL does seem to enhance deep learning and has little effect on surface learning, although more longitudinal research using high quality measurement instruments is needed to support this conclusion with stronger evidence. Differences cannot be explained by the study quality but a curriculum wide implementation of PBL has a more positive impact on the deep approach (effect size .18) compared to an implementation within a single course (effect size of -.05). PBL is assumed to enhance active learning and students' intrinsic motivation, which enhances deep learning. A high perceived workload and assessment that is perceived as not rewarding deep learning are assumed to enhance surface learning.

What Makes the Learning of Physiology in a PBL Medical Curriculum Challenging? Student Perceptions

Science.gov (United States)

Tufts, Mark A.; Higgins-Opitz, Susan B.

2009-01-01

Physiology is an integral component of any medical curriculum. Traditionally, the learning of physiology has relied heavily on systems-based didactic lectures. In 2001, the Nelson R. Mandela School of Medicine (NRMSM; Durban, South Africa) embarked on a problem-based curriculum in which the learning of physiology was integrated with relevant…

Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School

Science.gov (United States)

Schmidt, Henk G.; van der Molen, Henk T.; te Winkel, Wilco W. R.; Wijnen, Wynand H. F. W.

2009-01-01

Effects of problem-based learning as reported in curricular comparison studies have been shown to be inconsistent over different medical schools. Therefore, we decided to summarize effects of a single well-established problem-based curriculum rather than to add up sometimes-conflicting findings from different problem-based curricula. Effect sizes…

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

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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.

Learning Styles of Science and Engineering Students in Problem and Project Based Education

DEFF Research Database (Denmark)

Kolmos, Anette; Holgaard, Jette Egelund

2008-01-01

At the Faculty of Engineering and Science at Aalborg University, Denmark, process skills are an integrated part of the curriculum objectives. During the first year programme, a special course in Collaboration, Learning and Project Management (CLP) is given to develop those skills. In order...... to develop students’ learning and the CLP-course, the Felder-Soloman Index of Learning Styles (ILS®) has been used in that course and data has been collected to investigate whether some learning style preferences are more conspicuous that others in a problem based learning environment. The results show, more...... pronounced than similar studies, that the first year engineering students at Aalborg University are considerable more active than reflective. This results leads to a discussion of whether reflection and conceptualization should be facilitated further in the curriculum to balance the students learning style...

Undergraduate medical student's perceptions on traditional and problem based curricula: pilot study.

Science.gov (United States)

Meo, Sultan Ayoub

2014-07-01

To evaluate and compare students' perceptions about teaching and learning, knowledge and skills, outcomes of course materials and their satisfaction in traditional Lecture Based learning versus Problem-Based Learning curricula in two different medical schools. The comparative cross-sectional questionnaire-based study was conducted in the Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia, from July 2009 to January 2011. Two different undergraduate medical schools were selected; one followed the traditional curriculum, while the other followed the problem-based learning curriculum. Two equal groups of first year medical students were selected. They were taught in respiratory physiology and lung function lab according to their curriculum for a period of two weeks. At the completion of the study period, a five-point Likert scale was used to assess students' perceptions on satisfaction, academic environment, teaching and learning, knowledge and skills and outcomes of course materials about effectiveness of problem-based learning compared to traditional methods. SPSS 19 was used for statistical analysis. Students used to problem-based learning curriculum obtained marginally higher scores in their perceptions (24.10 +/- 3.63) compared to ones following the traditional curriculum (22.67 +/- 3.74). However, the difference in perceptions did not achieve a level of statistical significance. Students following problem-based learning curriculum have more positive perceptions on teaching and learning, knowledge and skills, outcomes of their course materials and satisfaction compared to the students belonging to the traditional style of medical school. However, the difference between the two groups was not statistically significant.

Instituting systems-based practice and practice-based learning and improvement: a curriculum of inquiry

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Andrew P. Wilper

2013-09-01

Full Text Available Background : The Accreditation Council for Graduate Medical Education (ACGME requires that training programs integrate system-based practice (SBP and practice-based learning and improvement (PBLI into internal medicine residency curricula. Context and setting : We instituted a seminar series and year-long-mentored curriculum designed to engage internal medicine residents in these competencies. Methods : Residents participate in a seminar series that includes assigned reading and structured discussion with faculty who assist in the development of quality improvement or research projects. Residents pursue projects over the remainder of the year. Monthly works in progress meetings, protected time for inquiry, and continued faculty mentorship guide the residents in their project development. Trainees present their work at hospital-wide grand rounds at the end of the academic year. We performed a survey of residents to assess their self-reported knowledge, attitudes and skills in SBP and PBLI. In addition, blinded faculty scored projects for appropriateness, impact, and feasibility. Outcomes : We measured resident self-reported knowledge, attitudes, and skills at the end of the academic year. We found evidence that participants improved their understanding of the context in which they were practicing, and that their ability to engage in quality improvement projects increased. Blinded faculty reviewers favorably ranked the projects’ feasibility, impact, and appropriateness. The ‘Curriculum of Inquiry’ generated 11 quality improvement and research projects during the study period. Barriers to the ongoing work include a limited supply of mentors and delays due to Institutional Review Board approval. Hospital leadership recognizes the importance of the curriculum, and our accreditation manager now cites our ongoing work. Conclusions : A structured residency-based curriculum facilitates resident demonstration of SBP and practice-based learning and

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

Science.gov (United States)

Karimi, Reza

2011-01-01

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

Job requirements compared to dental school education: impact of a case-based learning curriculum.

Science.gov (United States)

Keeve, Philip L; Gerhards, Ute; Arnold, Wolfgang A; Zimmer, Stefan; Zöllner, Axel

2012-01-01

Case-based learning (CBL) is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL)-based curriculum as regards to key competencies required at their professional activity. 407 graduates from a patient-oriented, case-based learning (CBL) dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD) for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus). Spearman's rank correlation coefficient was calculated to reveal statistical significance (statistical significance plearning/working" (∆+0.08), whereas "Problem-solving skills" (∆-0.07), "Psycho-social competence" (∆-0.66) and "Business competence" (∆-2.86) needed improvement in the CBL-based curriculum. CBL demonstrated benefits with regard to competencies which were highly required in the job of dentists. Psycho-social and business competence deserve closer attention in future curricular development.

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

Science.gov (United States)

Meo, Sultan Ayoub

2013-09-01

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

Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

Science.gov (United States)

Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten; van der Molen, Henk

2017-01-01

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational…

Active teaching-learning methodologies: medical students' views of problem-based learning

Directory of Open Access Journals (Sweden)

José Roberto Bittencourt Costa

Full Text Available The prevailing undergraduate medical training process still favors disconnection and professional distancing from social needs. The Brazilian Ministries of Education and Health, through the National Curriculum Guidelines, the Incentives Program for Changes in the Medical Curriculum (PROMED, and the National Program for Reorientation of Professional Training in Health (PRO-SAÚDE, promoted the stimulus for an effective connection between medical institutions and the Unified National Health System (SUS. In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO established a teaching plan in 2005 using active methodologies, specifically problem-based learning (PBL. Research was conducted through semi-structured interviews with third-year undergraduate students at the UNIFESO Medical School. The results were categorized as proposed by Bardin's thematic analysis, with the purpose of verifying the students' impressions of the new curriculum. Active methodologies proved to be well-accepted by students, who defined them as exciting and inclusive of theory and practice in medical education.

Problem-based learning and radiology

International Nuclear Information System (INIS)

Thurley, P.; Dennick, R.

2008-01-01

The Royal College of Radiologists recently published documents setting out guidelines to improve the teaching of radiology to medical students. These included recommendations that clinicians who teach radiology should be aware of newer educational techniques, such as problem-based learning, and should be involved in the development of curricula and assessment in medical schools. This review aims to introduce the educational theories behind problem-based learning and describe how a problem-based learning tutorial is run. The relevance of problem-based learning to radiology and the potential advantages and disadvantages are discussed

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

Directory of Open Access Journals (Sweden)

Karimi R

2011-05-01

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

Exploring creativity and critical thinking in traditional and innovative problem-based learning groups.

Science.gov (United States)

Chan, Zenobia C Y

2013-08-01

To explore students' attitude towards problem-based learning, creativity and critical thinking, and the relevance to nursing education and clinical practice. Critical thinking and creativity are crucial in nursing education. The teaching approach of problem-based learning can help to reduce the difficulties of nurturing problem-solving skills. However, there is little in the literature on how to improve the effectiveness of a problem-based learning lesson by designing appropriate and innovative activities such as composing songs, writing poems and using role plays. Exploratory qualitative study. A sample of 100 students participated in seven semi-structured focus groups, of which two were innovative groups and five were standard groups, adopting three activities in problem-based learning, namely composing songs, writing poems and performing role plays. The data were analysed using thematic analysis. There are three themes extracted from the conversations: 'students' perceptions of problem-based learning', 'students' perceptions of creative thinking' and 'students' perceptions of critical thinking'. Participants generally agreed that critical thinking is more important than creativity in problem-based learning and clinical practice. Participants in the innovative groups perceived a significantly closer relationship between critical thinking and nursing care, and between creativity and nursing care than the standard groups. Both standard and innovative groups agreed that problem-based learning could significantly increase their critical thinking and problem-solving skills. Further, by composing songs, writing poems and using role plays, the innovative groups had significantly increased their awareness of the relationship among critical thinking, creativity and nursing care. Nursing educators should include more types of creative activities than it often does in conventional problem-based learning classes. The results could help nurse educators design an appropriate

Problem-based learning: Dental student's perception of their education environments at Qassim University.

Science.gov (United States)

Alkhuwaiter, Shahad S; Aljuailan, Roqayah I; Banabilh, Saeed M

2016-01-01

The objectives of this study were to assess perceptions of the Saudi dental students of the problem-based learning (PBL) curriculum and to compare their perceptions among different sex and academic years. Data was collected through a questionnaire-based survey at Qassim College of dentistry. The questionnaire consisted of 19 questions regarding the perception of PBL curriculum and was distributed to 240 students. The chi-square test was used for statistical analysis of the data. Out of the 240 students recruited for this study, 146 returned a complete questionnaire (the response rate was 60.8%). The majority of the students perceived that PBL enhances the ability to speak in front of people (91.1%); improved the ability to find the information using the internet/library (81.5%); enhances the problem-solving skills (71.3%); increases the practice of cooperative and collaborative learning (69.2%); improves the decision-making skills (66.4%). Sixty-five percent ( n = 96) noted that some students dominate whereas others are passive during PBL discussion session. Statistically, significant differences were found in the following variables according to the academic year students assuming before responsibility for their own learning ( P learning ( P knowledge and learning to elaborate and organize their knowledge ( P weakness for improvement ( P learning environment and to take the students recommendations into consideration.

Using standardized patients versus video cases for representing clinical problems in problem-based learning.

Science.gov (United States)

Yoon, Bo Young; Choi, Ikseon; Choi, Seokjin; Kim, Tae-Hee; Roh, Hyerin; Rhee, Byoung Doo; Lee, Jong-Tae

2016-06-01

The quality of problem representation is critical for developing students' problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students' experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula.

Science.gov (United States)

Schlett, Christopher L; Doll, Hinnerk; Dahmen, Janosch; Polacsek, Ole; Federkeil, Gero; Fischer, Martin R; Bamberg, Fabian; Butzlaff, Martin

2010-01-14

Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p learning/working" (Delta + 0.57), "Psycho-social competence" (Delta + 0.56), "Teamwork" (Delta + 0.39) and "Problem-solving skills" (Delta + 0.36), whereas "Research competence" (Delta--1.23) and "Business competence" (Delta--1.44) in the PBL-based curriculum needed improvement. Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.

Dimensions of problem based learning

DEFF Research Database (Denmark)

Nielsen, Jørgen Lerche; Andreasen, Lars Birch

2013-01-01

The article contributes to the literature on problem based learning and problem-oriented project work, building on and reflecting the experiences of the authors through decades of work with problem-oriented project pedagogy. The article explores different dimensions of problem based learning such...... and Learning (MIL). We discuss changes in the roles of the teachers as supervisors within this learning environment, and we explore the involvement of students as active participants and co-designers of how course and project activities unfold....

Features and characteristics of problem based learning

Directory of Open Access Journals (Sweden)

Eser Ceker

2016-12-01

Full Text Available Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look for the latest technology supported tools of Problem Based Learning. This research showed that the most researched characteristics of PBL are; teacher and student assessments on Problem Based Learning, Variety of disciplines in which Problem Based Learning strategies were tried and success evaluated, Using Problem Based Learning alone or with other strategies (Hybrid or Mix methods, Comparing Problem Based Learning with other strategies, and new trends and tendencies in Problem Based Learning related research. Our research may help us to identify the latest trends and tendencies referred to in the published studies related to “problem based learning” areas. In this research, Science Direct and Ulakbim were used as our main database resources. The sample of this study consists of 150 articles.

A case study of secondary teachers facilitating a historical problem-based learning instructional unit

Science.gov (United States)

Pecore, John L.

Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers

Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

Science.gov (United States)

Mossuto, Mark

2009-01-01

The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

The implementation of interest-based entrepreneurship curriculum in the Theory of Economics course

Science.gov (United States)

Surjanti, J.; Nugrohoseno, D.; Budiono; Musfidah, H.

2018-01-01

College and university are educational institutions and they should be able to design entrepreneurship program in order to strengthen creativity and innovation. Potential grown-up citizens potential is the main problem of national development solved through the role of universities by reconstructing the curriculum based on 2016 Indonesian National Curriculum Framework. The interest of building entrepreneurship becomes the work of all elements which one of them is a university. Reconstructing interest-based entrepreneurship curriculum is the first step to construct characterized economic. Economics lecturers have a responsibility to develop the curriculum. This study aimed to explore the interest in entrepreneurship used to develop the contextual learning using problem-based learning (PBL) method that refers to Universitas Negeri Surabaya’s motto “Growing with character” and integrated into 2016 Indonesian National Curriculum Framework. This study was qualitative explorative. The subjects of the study are 86 students in their first semester. The objective of the study was curriculum development interest-based entrepreneurship in the theory of economics course. The results of the study showed that the interest-based entrepreneurship curriculum was able to reach the targeted learning outcome as well as to create a product in the culinary and services project in Wonorejo mangrove forest according to students’ interests.

Comparing problem-based learning students to students in a lecture-based curriculum: learning strategies and the relation with self-study time

OpenAIRE

Wijnen, Marit; Loyens, Sofie; Smeets, Guus; Kroeze, Maarten; Molen, Henk

2017-01-01

textabstractIn educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one’s own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational method, is believed to stimulate the use of these effective learning strategies. Several aspects of PBL such as discussions of real-life pro...

Predicting Educational Success and Attrition in Problem-Based Learning: Do First Impressions Count?

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Wijnia, Lisette; Loyens, Sofie M. M.; Derous, Eva; Koendjie, Nitaasha S.; Schmidt, Henk G.

2014-01-01

This study examines whether tutors (N?=?15) in a problem-based learning curriculum were able to predict students' success in their first year and their entire bachelor programme. Tutors were asked to rate each student in their tutorial group in terms of the chance that this student would successfully finish their first year and the entire…

Solving the Curriculum Sequencing Problem with DNA Computing Approach

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Debbah, Amina; Ben Ali, Yamina Mohamed

2014-01-01

In the e-learning systems, a learning path is known as a sequence of learning materials linked to each others to help learners achieving their learning goals. As it is impossible to have the same learning path that suits different learners, the Curriculum Sequencing problem (CS) consists of the generation of a personalized learning path for each…

Analysis of mathematical problem-solving ability based on metacognition on problem-based learning

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Mulyono; Hadiyanti, R.

2018-03-01

Problem-solving is the primary purpose of the mathematics curriculum. Problem-solving abilities influenced beliefs and metacognition. Metacognition as superordinate capabilities can direct, regulate cognition and motivation and then problem-solving processes. This study aims to (1) test and analyzes the quality of problem-based learning and (2) investigate the problem-solving capabilities based on metacognition. This research uses mixed method study with The subject research are class XI students of Mathematics and Science at High School Kesatrian 2 Semarang which divided into tacit use, aware use, strategic use and reflective use level. The collecting data using scale, interviews, and tests. The data processed with the proportion of test, t-test, and paired samples t-test. The result shows that the students with levels tacit use were able to complete the whole matter given, but do not understand what and why a strategy is used. Students with aware use level were able to solve the problem, be able to build new knowledge through problem-solving to the indicators, understand the problem, determine the strategies used, although not right. Students on the Strategic ladder Use can be applied and adopt a wide variety of appropriate strategies to solve the issues and achieved re-examine indicators of process and outcome. The student with reflective use level is not found in this study. Based on the results suggested that study about the identification of metacognition in problem-solving so that the characteristics of each level of metacognition more clearly in a more significant sampling. Teachers need to know in depth about the student metacognitive activity and its relationship with mathematical problem solving and another problem resolution.

Interprofessional Clinical Ethics Education: The Promise of Cross-Disciplinary Problem-Based Learning.

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Kurtz, Melissa J; Starbird, Laura E

2016-09-01

A review of Lin et al.'s pilot study exploring the effects of an interprofessional, problem-based learning clinical ethics curriculum on Taiwanese medical and nursing students' attitudes towards interprofessional collaboration highlights the benefits of interprofessional collaboration and offers insight into how problem-based learning might be universally applied in ethics education. Interprofessional collaboration is an ideal approach for exploring ethical dilemmas because it involves all relevant professionals in discussions about ethical values that arise in patient care. Interprofessional ethics collaboration is challenging to implement, however, given time constraints and organizational and practice demands. Nevertheless, we suggest that when professionals collaborate, they can collectively express greater commitment to the patient. We also suggest future research avenues that can explore additional benefits of interprofessional collaboration in clinical ethics. © 2016 American Medical Association. All Rights Reserved.

A Study on Teaching Gases to Prospective Primary Science Teachers through Problem-Based Learning

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Senocak, Erdal; Taskesenligil, Yavuz; Sozbilir, Mustafa

2007-01-01

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…

Flow Formulation-based Model for the Curriculum-based Course Timetabling Problem

DEFF Research Database (Denmark)

Bagger, Niels-Christian Fink; Kristiansen, Simon; Sørensen, Matias

2015-01-01

problem. This decreases the number of integer variables signicantly and improves the performance compared to the basic formulation. It also shows competitiveness with other approaches based on mixed integer programming from the literature and improves the currently best known lower bound on one data...... instance in the benchmark data set from the second international timetabling competition.......In this work we will present a new mixed integer programming formulation for the curriculum-based course timetabling problem. We show that the model contains an underlying network model by dividing the problem into two models and then connecting the two models back into one model using a maximum ow...

Problem-based learning

NARCIS (Netherlands)

Loyens, Sofie; Kirschner, Paul A.; Paas, Fred

2010-01-01

Loyens, S. M. M., Kirschner, P. A., & Paas, F. (2011). Problem-based learning. In S. Graham (Editor-in-Chief), A. Bus, S. Major, & L. Swanson (Associate Editors), APA educational psychology handbook: Vol. 3. Application to learning and teaching (pp. 403-425). Washington, DC: American Psychological

Characteristics of Problem-Based Learning

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Kolmos, Anette

2003-01-01

Problem BAsed LEarning (PBL) is widely regarded as a successful and innovative method for engineering education. The article highlights the Dutch approach of directing the learning process throuogh problem analysis and the Danish model of project-organised learning...

Effects of tutor-related behaviours on the process of problem-based learning.

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

2011-10-01

Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the behavioural effects of tutors in terms of subject-matter expertise, social congruence and cognitive congruence on students' learning process and on their final achievement. The extent of students' learning at each PBL phase was estimated by tracking the number of relevant concepts recalled at the end of each learning phase, while student achievement was based on students' ability to describe and elaborate upon the relationship between relevant concepts learned. By using Analysis of Covariance, social congruence of the tutor was found to have a significant influence on learning in each PBL phase while all of the tutor-related behaviours had a significant impact on student achievement. The results suggest that the ability of tutors to communicate informally with students and hence create a less threatening learning environment that promotes a free flow exchange of ideas, has a greater impact on learning at each of the PBL phases as compared to tutors' subject-matter expertise and their ability to explain concepts in a way that is easily understood by students. The data presented indicates that these tutor-related behaviours are determinants of learning in a PBL curriculum, with social congruence having a greater influence on learning in the different PBL phases.

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

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Bijli Nanda

2013-10-01

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

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

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Nanda, Bijli; Manjunatha, Shankarappa

2013-01-01

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

Technology-Enhanced Problem-Based Learning Methodology in Geographically Dispersed Learners of Tshwane University of Technology

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Sibitse M. Tlhapane

2010-03-01

Full Text Available Improving teaching and learning methodologies is not just a wish but rather strife for most educational institutions globally. To attain this, the Adelaide Tambo School of Nursing Science implemented a Technology-enhanced Problem-Based Learning methodology in the programme B Tech Occupational Nursing, in 2006. This is a two-year post-basic nursing program. The students are geographically dispersed and the curriculum design is the typically student-centred outcomes-based education. The research question posed by this paper is: How does technology-enhanced problem-based learning enhance student-centred learning, thinking skills, social skills and social space for learners? To answer the above question, a case study with both qualitative and quantitative data was utilised. The participants consisted of all students registered for the subject Occupational Health level 4. The sample group was chosen from willing participants from the Pretoria, eMalahleni and Polokwane learning sites, using the snowball method. This method was seen as appropriate due to the timing of the study. Data was collected using a questionnaire with both open and closed-ended questions. An analyses of the students‟ end of year examination was also done, including a comparison of performances by students on technology enhanced problem-based learning and those on problem-based learning only. The findings revealed that with Technology-enhanced Problem Based Learning (PBL, students‟ critical thinking, problem solving, and social skills improved and that social space was enhanced. This was supported by improved grades in students‟ on Technology-enhanced PBL as compared to those on PBL only.

"The Child's World": a creative and visual trigger to stimulate student enquiry in a problem based learning module.

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Barron, Carol; Lambert, Veronica; Conlon, Joy; Harrington, Tracey

2008-11-01

Despite the abundance of literature on problem based learning (PBL) [Murray, I., Savin-Baden, M., 2000. Staff development in problem-based learning. Teaching in Higher Education 5 (1), 107-126; Johnson, A.K., Tinning, R.S., 2001. Meeting the challenge of problem-based learning: developing the facilitators. Nurse Education Today 21 (3), 161-169; McCourt, C., Thomas, G., 2001. Evaluation of a problem based curriculum in midwifery. Midwifery 17 (4), 323-331; Cooke, M., Moyle, K., 2002. Students' evaluation of problem-based learning. Nurse Education Today 22, 330-339; Haith-Cooper, M., 2003a. An exploration of tutors' experiences of facilitating problem-based learning. Part 1--an educational research methodology combining innovation and philosophical tradition. Nurse Education Today 23, 58-64; Haith-Cooper, M., 2003b. An exploration of tutor' experiences of facilitating problem-based learning. Part 2--implications for the facilitation of problem based learning. Nurse Education Today 23, 65-75; Rowan, C.J., Mc Court, C., Beake, S., 2007. Problem based learning in midwifery--The teacher's perspective. Nurse Education Today 27, 131-138; Rowan, C.J., Mc Court, C., Beake, S., 2008. Problem based learning in midwifery--The students' perspective. Nurse Education Today 28, 93-99] few studies focus on describing "triggers", the process involved in their development and their evaluation from students' perspective. It is clearly documented that well designed, open ended, real life and challenging "triggers" are key to the success of PBL implementation [Roberts, D., Ousey, K., 2004. Problem based learning: developing the triggers. Experiences from a first wave site. Nurse Education in Practice 4, 154-158, Gibson, I., 2005. Designing projects for learning. In: Barrett, T., Mac Labhrainn, I., Fallon, H., (Eds.), Handbook of Enquiry and Problem-based Learning: Irish Case Studies and International Perspectives. AISHE & CELT: NUI Galway. , Barrett, T., 2005. Understanding problem-based

Professional Learning Communities (PLCs) as a Means for School-Based Science Curriculum Change

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Browne, Christi L.

The challenge of school-based science curriculum change and educational reform is often presented to science teachers and departments who are not necessarily prepared for the complexity of considerations that change movements require. The development of a Professional Learning Community (PLC) focused on a science department's curriculum change efforts, may provide the necessary tools to foster sustainable school-based curriculum science changes. This research presents a case study of an evolving science department PLC consisting of 10 middle school science teachers from the same middle school and their efforts of school-based science curriculum change. A transformative mixed model case study with qualitative data and deepened by quantitative analysis, was chosen to guide the investigation. Collected data worked to document the essential developmental steps, the occurrence and frequency of the five essential dimensions of successful PLCs, and the influences the science department PLC had on the middle school science department's progression through school-based science curriculum change, and the barriers, struggles and inhibiting actions of the science department PLC. Findings indicated that a science department PLC was unique in that it allowed for a focal science departmental lens of science curriculum change to be applied to the structure and function of the PLC and therefore the process, proceedings, and results were directly aligned to and driven by the science department. The science PLC, while logically difficult to set-up and maintain, became a professional science forum where the middle school science teachers were exposed to new science teaching and learning knowledge, explored new science standards, discussed effects on student science learning, designed and critically analyzed science curriculum change application. Conclusions resulted in the science department PLC as an identified tool providing the ability for science departmental actions to lead to

Status of problem based learning in postgraduate anesthesia teaching: A cross-sectional survey

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Geetanjali Chilkoti

2015-01-01

Full Text Available Background: Anesthesia is a specialized branch of medicine with a very narrow margin of error. Incorporation of problem-based learning (PBL in anesthesia post-graduate (PG teaching enhances the critical thinking and problem-solving skills. It also helps in developing a broader prospective of clinical case scenarios. Case based discussions (CBD are most widely practiced out of all PBL methods in anesthesia PG teaching. Materials and Methods: We conducted an anonymous questionnaire based, cross-sectional survey among 62 anesthesia residents from various medical institutions in a city of Delhi, India. We aimed to assess the current status of PBL by assessing the student satisfaction with CBD in anesthesia PG teaching, educational objectives accomplished with CBD and effectiveness of teaching curriculum in PG teaching with suggested modifications, if any. Result and Conclusion: We observed that CBD is lacking in many important key areas of PBL e.g., formulation of objectives, communication on the content and direction of PBL, facilitation skills, supplementation of inadequacies of CBD. However, CBD seems to be a valid method of PBL in terms of the educational objectives accomplished with it but increased motivation for learning is required. Majority of the students felt that PG teaching curriculum should be centralized, with increased emphasis on open interactive sessions regarding its effectiveness.

Is problem-based learning a quality approach to education in health sciences?

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Kwan, C Y

2001-07-01

The Faculty of Health Sciences at McMaster University has pioneered, experimented and finally excelled in the application of problem-based learning (PBL) as an entire medical curriculum for the past 35 years. However, the general practice of PBL by other medical schools around the globe has progressed slowly. In theory, PBL as an educational philosophy has long been considered as a quality cognitive concept and was adopted by many medical schools via curriculum reform to improve students' learning attitude. In practice, what is the experimental evidence for PBL meeting the expectation of a quality education in health sciences? How do we differentiate problems associated with PBL philosophy per se from those associated with the ways PBL are handled and implemented? I will address these questions from the perspective of the assessment of performance of students, graduates and practising physicians from the PBL track compared to those from the conventional track based on literature information. Ample evidence suggests that PBL is superior in producing more compassionate physicians and graduates with lifelong learning and leadership quality. But, some educators and administrators are still skeptical that the benefits from PBL may be too marginal to justify the resources required in sustaining it. In this presentation, the assessment of PBL, in both theoretical and practical terms, will be discussed using McMaster PBL as a convenient example because of its relatively long history in practising PBL in medical education.

Strengths and weaknesses of Problem Based Learning from the professional perspective of registered nurses

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María Cónsul-Giribet

2014-10-01

Full Text Available OBJECTIVE: to identify competency strengths and weaknesses as perceived by nursing professionals who graduated with a integrated curriculum and competency-based through Problem Based Learning in small groups.METHOD: an intrinsic case study method was used, which analyzes this innovation through former students (from the first class with three years of professional experience. The data were collected through a questionnaire and discussion groups.RESULTS: the results show that their competency level is valued in a very satisfactory manner. This level paradoxically contrasts with the lack of theoretical knowledge they perceived at the end of their education, when they started working in clinical practice.CONCLUSIONS: the teaching strategy was key to motivate an in-depth study and arouse the desire to know. In addition, Problem Based Learning favors and reinforces the decision to learn, which is that necessary in the course of professional life.

"What's So Terrible About Swallowing an Apple Seed?" Problem-Based Learning in Kindergarten

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Zhang, Meilan; Parker, Joyce; Eberhardt, Jan; Passalacqua, Susan

2011-10-01

Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have examined how PBL can be adapted for kindergarten. In this study, we examined how a veteran kindergarten teacher, who was experienced with PBL in her own learning, adapted PBL to teach students earth materials, a topic emphasized in the new state curriculum standards but students had difficulty understanding. The pre-post tests showed that students improved their content understanding. Analysis of the classroom discourse showed that PBL and the teacher's facilitation strategies provided opportunities for students to develop their questioning skills. In conclusion, we discuss the implications of this study for using PBL in kindergarten classrooms.

Combination of graph heuristics in producing initial solution of curriculum based course timetabling problem

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Wahid, Juliana; Hussin, Naimah Mohd

2016-08-01

The construction of population of initial solution is a crucial task in population-based metaheuristic approach for solving curriculum-based university course timetabling problem because it can affect the convergence speed and also the quality of the final solution. This paper presents an exploration on combination of graph heuristics in construction approach in curriculum based course timetabling problem to produce a population of initial solutions. The graph heuristics were set as single and combination of two heuristics. In addition, several ways of assigning courses into room and timeslot are implemented. All settings of heuristics are then tested on the same curriculum based course timetabling problem instances and are compared with each other in terms of number of population produced. The result shows that combination of saturation degree followed by largest degree heuristic produce the highest number of population of initial solutions. The results from this study can be used in the improvement phase of algorithm that uses population of initial solutions.

Problem-based learning in pharmacology:a survey of department heads in Taiwan, China

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Ying-tung LAU

2004-01-01

Problem-based learning (PBL) requires active student participation and the use of clinical cases as a trigger to learn within a given area. It has gained much attention as a pedagogic alternative in the course of reform in medica education due to information overload. From discipline-based consideration, it is interesting to understand the views of department heads of pharmacology about implementing PBL for their medical students. According to a general survey from the heads of the department of pharmacology across medical schools in Taiwan, we found that although serious reservation about the approach remains, many departments indeed look forward to including PBL component in their pharmacology curriculum.

Primary exploration of the application of case based learning method in clinical probation teaching of the integrated curriculum of hematology

Institute of Scientific and Technical Information of China (English)

Zi-zhen XU; Ye-fei WANG; Yan WANG; Shu CHENG; Yi-qun HU; Lei DING

2015-01-01

Objective To explore the application and the effect of the case based learning(CBL)method in clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.Methods The CBL method was applied to the experimental group,and the traditional approach for the control group.After the lecture,a questionnaire survey was conducted to evaluate the teaching effect in the two groups.Results The CBL method efficiently increased the students’interest in learning and autonomous learning ability,enhanced their ability to solve clinical problems with basic theoretic knowledge and cultivated their clinical thinking ability.Conclusion The CBL method can improve the quality of clinical probation teaching of the integrated curriculum of hematology among eight-year-program medical students.

Science-Based Thematic Cultural Art Learning in Primary School (2013 Curriculum

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Warih Handayaningrum

2016-12-01

Full Text Available This study is aimed at discussing the development result of thematic cultural art subject’s learning material based on science for primary school (2013 curriculum. This study is expected to inspire teacher to develop learning material that may explore artworks exist in our living environment (based on the context of children’s environment. This study applies steps in developmental research collaboration by Borg & Gall (1989 and Puslitjaknov (2008 to create the product. The development stages comprise observation in several primary schools in Surabaya, Gresik, and Sidoarjo that has implemented 2013 curriculum that is followed up by stages of development. Furthermore, prototype of cultural and art thematic learning material development results are verified by learning material experts, material expert, primary school teacher, and revised afterwards. The result of this research development is a set of teacher and student books. Science-based cultural art here means cultural art learning as the main medium to introduce local culture products (music, drawing, dance, and drama by integrating mathematics, sciences, Bahasa Indonesia, and local language subjects. Cultural art products in the form of dance, music, drawing, dramas will help children to understand a simple mathematical concept, such as: two-dimensional figure, geometry, comparing or estimating longer-shorter, smaller-bigger, or more-less.

The effectiveness of clinical problem-based learning model of medico-jurisprudence education on general law knowledge for Obstetrics/Gynecological interns.

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Chang, Hui-Chin; Wang, Ning-Yen; Ko, Wen-Ru; Yu, You-Tsz; Lin, Long-Yau; Tsai, Hui-Fang

2017-06-01

The effective education method of medico-jurisprudence for medical students is unclear. The study was designed to evaluate the effectiveness of problem-based learning (PBL) model teaching medico-jurisprudence in clinical setting on General Law Knowledge (GLK) for medical students. Senior medical students attending either campus-based law curriculum or Obstetrics/Gynecology (Ob/Gyn) clinical setting morning meeting from February to July in 2015 were enrolled. A validated questionnaire comprising 45 questions were completed before and after the law education. The interns attending clinical setting small group improvisation medico-jurisprudence problem-based learning education had significantly better GLK scores than the GLK of students attending campus-based medical law education course after the period studied. PBL teaching model of medico-jurisprudence is an ideal alternative pedagogy model in medical law education curriculum. Copyright © 2017. Published by Elsevier B.V.

Features and Characteristics of Problem Based Learning

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Ceker, Eser; Ozdamli, Fezile

2016-01-01

Throughout the years, there appears to be an increase in Problem Based Learning applications in education; and Problem Based Learning related research areas. The main aim of this research is to underline the fundamentals (basic elements) of Problem Based Learning, investigate the dimensions of research approached to PBL oriented areas (with a look…

Pharmacotherapeutic education through problem based learning and its impact on cognitive and motivational attitude of Indian students.

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Chandra, D; Sharma, S; Sethi, G; Dkhar, S

1996-01-01

The cognitive and motivational attitudes to problem based learning (i.e., simple didactic problem stated in written form and Programmed Patient) has been compared with those to didactic lectures (DL), the traditional teaching method. The change in recall performance measured in MCQ tests was considered as a change in the cognitive domain. The first test was conducted one week after completion of the topic and second test was taken 3 months later, without prior information. The motivational change was recorded by open-ended questions about the learning method. Three groups of students at second MBBS professional year level consisting of 55, 57 and 59 people, were assigned a simple didactic problem stated in written form (SDP), programmed patients (PP), and didactic lecture (DL), respectively. The average scores obtained by the learners in problem based learning (PBL) groups were similar to the students in the DL group in both the tests. Most of the students in PBL groups appreciated the exercise and suggested including more such exercises in the curriculum. These exercises helped them to better understand patient problems and prescribing behaviour as well as in development of communication skills. However, these exercises were time consuming and were not examination oriented. Pharmacotherapeutic teaching through PBL could be used within a traditional curriculum to develop relevant and rational use of drugs, provided the evaluation method was also modified.

Investigating the impact of a LEGO(TM)-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

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Marulcu, Ismail

This mixed method study examined the impact of a LEGO-based, engineering-oriented curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. This study takes a social constructivist theoretical stance that science learning involves learning scientific concepts and their relations to each other. From this perspective, students are active participants, and they construct their conceptual understanding through the guidance of their teacher. With the goal of better understanding the use of engineering education materials in classrooms the National Academy of Engineering and National Research Council in the book "Engineering in K-12 Education" conducted an in-depth review of the potential benefits of including engineering in K--12 schools as (a) improved learning and achievement in science and mathematics, (b) increased awareness of engineering and the work of engineers, (c) understanding of and the ability to engage in engineering design, (d) interest in pursuing engineering as a career, and (e) increased technological literacy (Katehi, Pearson, & Feder, 2009). However, they also noted a lack of reliable data and rigorous research to support these assertions. Data sources included identical written tests and interviews, classroom observations and videos, teacher interviews, and classroom artifacts. To investigate the impact of the design-based simple machines curriculum compared to the scientific inquiry-based simple machines curriculum on student learning outcomes, I compared the control and the experimental groups' scores on the tests and interviews by using ANCOVA. To analyze and characterize the classroom observation videotapes, I used Jordan and Henderson's (1995) method and divide them into episodes. My analyses revealed that the design-based Design a People Mover: Simple Machines unit was, if not better, as successful as the inquiry-based FOSS Levers and Pulleys unit in terms of students' content learning. I also

From cases to projects in problem-based medical education

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Diana Stentoft

2014-06-01

Full Text Available Problem-based learning (PBL based on patient cases has become a well-established worldwide educational approach in medical education. Recent studies indicate that case-based PBL when used throughout an entire curriculum may develop into a counter-productive routine for students as well as teachers. Consequently, there is a need to develop PBL approaches further allowing students to work with more ill-defined problems and alternative learning structures. In this paper, we argue that this can be realised by introducing project-PBL into the medical curriculum, as in the medical education at Aalborg University, Denmark. We outline organisations of case- and project- PBL in the medical curriculum and present an explorative study of 116 first and second year students’ experiences working in the two settings of PBL. Results reveal that students generally rate their PBL experiences positively however, project-PBL is rated more positively than case-PBL on all parameters studied. These results invite further consideration of the differences in working with cases and projects. Two central differences are discussed; the nature of the problem as the trigger of learning and students' possibilities for directing their own learning processes. The study demonstrates that introducing project-PBL may contribute significantly in problem-based medical education. However, the need for extensive research into advantages and limitations of the combined use of case- and project-PBL is also emphasised.

What is the problem in problem-based learning in higher education mathematics

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Dahl, Bettina

2018-01-01

Problem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge where the application in society is not always obvious. Does mathematics, including pure mathematics, fit into a PBL curriculum? This paper argues that it does for two reasons: (1) PBL resembles the working methods of research mathematicians. (2) The concept of society includes the society of researchers to whom theoretical mathematics is relevant. The paper describes two cases of university PBL projects in mathematics; one in pure mathematics and the other in applied mathematics. The paper also discusses that future engineers need to understand the world of mathematics as well as how engineers fit into a process of fundamental-research-turned-into-applied-science.

THE TRAVELLING SALESMAN PROBLEM IN THE ENGINEERING EDUCATION PROGRAMMING CURRICULUM

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Yevgeny Gayev

2017-11-01

Full Text Available Objective: To make students familiar with the famous Traveling Salesman Problem (TSP and suggest the latter to become a common exercise in engineering programming curriculum provided the students master computer science in the easy programming environment MATLAB. Methods: easy programming in MATLAB makes true such modern educational approach as “discovery based” methodology. Results: a MATLAB TSP-program oriented to Ukrainian map is suggested that allows to pictorially demonstrate the process of optimal route search with an option to decelerate or accelerate the demonstration. The program is guessed to be useful both for learning the TSP as one of fundamental logistics problems and as an intriguing programming curriculum excersize. Several sub-programs according to key stone Computer Science Curriculum have also been suggested. This lies in line with recent “discovery based” learning methodology. Discussion: we explain how to create this program for visual discrete optimization, suggest required subprograms belonging to key stone programming algorithms including rather modern graphical user interface (GUI, how to use this MATLAB TSP-program for demonstration the drastical grows of solution time required. Conclusions: easy programming being realized in MATLAB makes dificult curriculum problems attractive to students; it focuses them to main problem’ features, laws and algorithms implementing the “discovery based” methodology in such a way.

Teaching biochemistry to medical students in Singapore--from organic chemistry to problem-based learning.

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Khoo, H E

2005-07-01

The medical faculty in the National University of Singapore started in 1905 but the Chair in Biochemistry was only established in 1927. For many years the biochemistry course consisted of the teaching of the organic chemistry of substances of physiological importance, nutrition, metabolism and hormones. In 1961, clinical biochemistry was introduced and in the 1980s, genetics and molecular biology were included. By then, most of the organic chemistry content had been removed as greater emphasis was placed on clinical correlation. Laboratory classes consisted of mock glucose tolerance tests and the measurement of various enzymes. By the 1990s, students were no longer interested in such practical classes, so a bold decision was made around 1995 to remove laboratory classes from the curriculum. Unfortunately, this meant that the medical students who might have been interested in laboratory work could no longer do such work. However, the new curriculum in 1999 gave the department an opportunity to offer a laboratory course as an elective for interested students. This new curriculum adopted an integrated approach with Genetics being taught as part of Paediatrics, and a new module (Structural and Cell Biology) comprising aspects of cell biology and biochemistry was introduced. This module is currently taught by staff from Anatomy, Physiology and Biochemistry. Some biochemistry content is now incorporated into the clinical problem scenarios of problem-based learning such as jaundice, diabetes mellitus, anorexia nervosa, etc. So the evolution of teaching biochemistry to medical students in Singapore has paralleled worldwide trends and moved from the didactic teaching of organic chemistry of biomolecules to problem-based learning using clinical cases.

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

LENUS (Irish Health Repository)

Polyzois, I

2010-02-01

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

A Systematic Review of Research on the Use of Problem-Based Learning in the Preparation and Development of School Leaders

Science.gov (United States)

Hallinger, Philip; Bridges, Edwin M.

2017-01-01

Problem: Problem-based learning (PBL) was introduced into the parlance of educational leadership and management almost 30 years ago. During the ensuing decades, a global community of professors, doctoral students, and curriculum designers has built upon early models with the goal of increasing the impact of school leadership preparation. This…

Problem Solving Model for Science Learning

Science.gov (United States)

Alberida, H.; Lufri; Festiyed; Barlian, E.

2018-04-01

This research aims to develop problem solving model for science learning in junior high school. The learning model was developed using the ADDIE model. An analysis phase includes curriculum analysis, analysis of students of SMP Kota Padang, analysis of SMP science teachers, learning analysis, as well as the literature review. The design phase includes product planning a science-learning problem-solving model, which consists of syntax, reaction principle, social system, support system, instructional impact and support. Implementation of problem-solving model in science learning to improve students' science process skills. The development stage consists of three steps: a) designing a prototype, b) performing a formative evaluation and c) a prototype revision. Implementation stage is done through a limited trial. A limited trial was conducted on 24 and 26 August 2015 in Class VII 2 SMPN 12 Padang. The evaluation phase was conducted in the form of experiments at SMPN 1 Padang, SMPN 12 Padang and SMP National Padang. Based on the development research done, the syntax model problem solving for science learning at junior high school consists of the introduction, observation, initial problems, data collection, data organization, data analysis/generalization, and communicating.

Teaching psychosomatic medicine using problem-based learning and role-playing.

Science.gov (United States)

Heru, Alison M

2011-01-01

Problem-based learning (PBL) has been implemented in medical education world-wide. Despite its popularity, it has not been generally considered useful for residency programs. The author presents a model for the implementation of PBL in residency programs. The author presents a description of a PBL curriculum for teaching psychosomatic medicine to PGY 2 members in a psychiatry training program. The goals of PBL are to encourage self-directed learning; enhance curiosity, using case-based, contextualized learning; promote collaborative practice; and support patient-centered care. The addition of role-playing exercises helps PGY 2 residents to develop their skills from simply developing a differential diagnosis to being able to construct biopsychosocial formulations, and it provides these residents an opportunity to practice presenting case formulations to the patient and family. Residents and faculty enjoyed the PBL role-playing sessions. Residents wanted the learning objectives given to them rather than generating their own learning objectives, to move through the cases faster, and to receive more information and more cases. Teaching psychosomatic medicine, using PBL and role-playing, allows many of the proposed Academy of Psychosomatic Medicine residency core competencies to be met. However, further refinement of the PBL method needs to take place in order to adapt its use to residency programs.

Bridging Innovation and Curriculum in Higher Education

DEFF Research Database (Denmark)

Zhang, Fenzhi; Kolmos, Anette; Du, Xiangyun

2010-01-01

As innovation is seen as a key factor in economic competitiveness, graduates who can contribute to and participate in innovation are in great need.. Higher education is confronted with the demands that the curriculum practice and learning environments should facilitate innovation and competences...... for innovation. Problem and project based learning has been seen as a strategy for renewing the teaching practice and the learning environment by integrating the competence demands of the curriculum and of work life during the process of education. However, the integrations of innovation into curriculum...... are minor in the problem and project based learning (PBL) literature. Based on theoretical reflections and practical cases in Aalborg University (Denmark), this article presents the basis of PBL knowledge and curriculum conceptualization, and explores a case experience which bridges innovation and PBL...

Life skills, mathematical reasoning and critical thinking: a curriculum for the prevention of problem gambling.

Science.gov (United States)

Turner, Nigel E; Macdonald, John; Somerset, Matthew

2008-09-01

Previous studies have shown that youth are two to three times more likely than adults to report gambling related problems. This paper reports on the development and pilot evaluation of a school-based problem gambling prevention curriculum. The prevention program focused on problem gambling awareness and self-monitoring skills, coping skills, and knowledge of the nature of random events. The results of a controlled experiment evaluating the students learning from the program are reported. We found significant improvement in the students' knowledge of random events, knowledge of problem gambling awareness and self-monitoring, and knowledge of coping skills. The results suggest that knowledge based material on random events, problem gambling awareness and self-monitoring skills, and coping skills can be taught. Future development of the curriculum will focus on content to expand the students' coping skill options.

Pengembangan problem based learning dengan assessment for learning berbantuan smartphone dalam pembelajaran matematika

Directory of Open Access Journals (Sweden)

Muhammad Ridlo Yuwono

2017-11-01

Full Text Available [Bahasa]: Penelitian ini bertujuan untuk menghasilkan model Problem Based Learning (PBL menggunakan penilaian Assessment for Learning (AfL berbantuan smartphone, disingkat PBL-AfL-S yang valid, praktis dan efektif untuk mendukung implementasi kurikulum 2013 di SMA. Tahap-tahap pengembangan model PBL-AfL-S terdiri dari penelitian pendahuluan, pengembangan/prototiping, dan evaluasi. Kualitas model PBL-AfL-S mengacu pada kriteria kualitas menurut Nieveen (1999 yaitu valid, praktis, dan efektif. Model PBL-AfL-S diujicobakan di SMA Negeri 3 Klaten dalam dua tahap uji coba. Uji coba tahap I dilaksanakan di kelas XI-IPA 6 dan uji coba tahap II dilaksanakan di kelas XI-IPA 7. Instrumen penelitian terdiri dari: 1 Instrumen penilaian kevalidan komponen model dan perangkat pendukung pembelajaran, 2 Instrumen kepraktisan aktivitas guru dan siswa, dan 3 Instrumen keefektifan yang meliputi angket penilaian diri, lembar penilaian proyek, tes prestasi belajar, dan lembar respon siswa. Hasil penelitian menunjukkan bahwa model PBL-AfL-S dan perangkat pembelajarannya telah memenuhi kriteria valid, praktis dan efektif. Kata kunci: Pembelajaran; Masalah; Asesmen; Smartphone [English]: This study aims to develop a Problem Based Learning (PBL model using Assessment for Learning (AFL with smartphone, abbreviated as PBL-AfL-S as valid, practical and effective to support the implementation of the 2013 curriculum in High School. The stages of developing the PBL-AfL-S model consist of preliminary research, development or prototyping, and evaluation. The quality criteria of PBL-AfL-S refer to Nieveen (1999, i.e. valid, practical, and effective. The PBL-AfL-S model was piloted in SMA Negeri 3 Klaten in two phases. Tryout 1 was conducted in class XI-IPA 6 and tryout 2 was in class XI-IPA 7. The research instruments consist of: 1 The validity instrument of the model and its learning support tools, 2 the practicality of the teacher’s and students’ activity, and 3 The

Cognitive development in introductory physics: A research-based approach to curriculum reform

Science.gov (United States)

Teodorescu, Raluca Elena

This project describes the research on a classification of physics problems in the context of introductory physics courses. This classification, called the Taxonomy of Introductory Physics Problems (TIPP), relates physics problems to the cognitive processes required to solve them. TIPP was created for designing and clarifying educational objectives, for developing assessments that can evaluate individual component processes of the problem-solving process, and for guiding curriculum design in introductory physics courses, specifically within the context of a "thinking-skills" curriculum. TIPP relies on the following resources: (1) cognitive research findings adopted by physics education research, (2) expert-novice research discoveries acknowledged by physics education research, (3) an educational psychology taxonomy for educational objectives, and (4) various collections of physics problems created by physics education researchers or developed by textbook authors. TIPP was used in the years 2006--2008 to reform the first semester of the introductory algebra-based physics course (called Phys 11) at The George Washington University. The reform sought to transform our curriculum into a "thinking-skills" curriculum that trades "breadth for depth" by focusing on fewer topics while targeting the students' cognitive development. We employed existing research on the physics problem-solving expert-novice behavior, cognitive science and behavioral science findings, and educational psychology recommendations. Our pedagogy relies on didactic constructs such as the GW-ACCESS problem-solving protocol, learning progressions and concept maps that we have developed and implemented in our introductory physics course. These tools were designed based on TIPP. Their purpose is: (1) to help students build local and global coherent knowledge structures, (2) to develop more context-independent problem-solving abilities, (3) to gain confidence in problem solving, and (4) to establish

THE EFFECTIVENESS OF CASE BASED DISCUSSION AS A VALID PROBLEM BASED LEARNING METHOD IN ANAESTHESIA POSTGRADUATE TEACHING

Directory of Open Access Journals (Sweden)

Melveetil S

2015-11-01

Full Text Available : CONTEXT: Anaesthesia is a branch of medicine which allows only a very narrow margin of error. Anaesthesia post-graduate (PG teaching with problem-based learning (PBL enhances the critical thinking and problem-solving skills among the students .Among the different problem based learning methods case based discussions (CBD are most widely practiced out of all in anaesthesia PG teaching. METHODS AND MATERIAL: An anonymous questionnaire based, crosssectional survey among 37 anaesthesia residents from two medical institutions in North Kerala, India was conducted. The present survey was designed to assess the effectiveness of case based discussions in anaesthesia PG teaching by assessing the student’s satisfaction with CBD and the suggested modifications if any to improve the current status of teaching. RESULTS AND CONCLUSIONS: The CBD as a part of PBL in anesthesia PG teaching in our set up lacks many important aspects of PBL such as formulation of objectives, facilitation skills, communication on direction of PBL and supplementation of inadequacies. A broader, strict and organized implementation of PBL incorporating the key elements of PBL needs emphasis in PG teaching curriculum. Facilitation skill development programs needs motivation and encouragement from the perspective of the academic administrators.

Problem Solving Reasoning and Problem Based Instruction in Geometry Learning

Science.gov (United States)

Sulistyowati, F.; Budiyono, B.; Slamet, I.

2017-09-01

This research aims to analyze the comparison Problem Solving Reasoning (PSR) and Problem Based Instruction (PBI) on problem solving and mathematical communication abilities viewed from Self-Regulated Learning (SRL). Learning was given to grade 8th junior high school students. This research uses quasi experimental method, and then with descriptive analysis. Data were analyzed using two-ways multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) with different cells. The result of data analysis were learning model gives different effect, level of SRL gives the same effect, and there is no interaction between the learning model with the SRL on the problem solving and mathematical communication abilities. The t-test statistic was used to find out more effective learning model. Based on the test, regardless of the level of SRL, PSR is more effective than PBI for problemsolving ability. The result of descriptive analysis was PSR had the advantage in creating learning that optimizing the ability of learners in reasoning to solve a mathematical problem. Consequently, the PSR is the right learning model to be applied in the classroom to improve problem solving ability of learners.

Attitudes among students and teachers on vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum.

Science.gov (United States)

Brynhildsen, J; Dahle, L O; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Important elements in the curriculum at the Faculty of Health Sciences in Linköping are vertical integration, i.e. integration between the clinical and basic science sections of the curriculum, and horizontal integration between different subject areas. Integration throughout the whole curriculum is time-consuming for both teachers and students and hard work is required for planning, organization and execution. The aim was to assess the importance of vertical and horizontal integration in an undergraduate medical curriculum, according to opinions among students and teachers. In a questionnaire 102 faculty teachers and 106 students were asked about the importance of 14 different components of the undergraduate medical curriculum including vertical and horizontal integration. They were asked to assign between one and six points to each component (6 points = extremely important for the quality of the curriculum; 1 point = unimportant). Students as well as teachers appreciated highly both forms of integration. Students scored horizontal integration slightly but significantly higher than the teachers (median 6 vs 5 points; p=0.009, Mann-Whitney U-test), whereas teachers scored vertical integration higher than students (6 vs 5; p=0.019, Mann-Whitney U-test). Both students and teachers considered horizontal and vertical integration to be highly important components of the undergraduate medical programme. We believe both kinds of integration support problem-based learning and stimulate deep and lifelong learning and suggest that integration should always be considered deeply when a new curriculum is planned for undergraduate medical education.

MEMECAHKAN MASALAH GEOGRAFI MELALUI PROBLEM BASED LEARNING

Directory of Open Access Journals (Sweden)

Sujiono Sujiono

2018-01-01

Full Text Available This study aims to determine the effect of Problem Based Learning model on geography problem-solving sklills. This research model is quasi experiment with non-equivalent control group design. The subjects of the study were the students of XI IPS SMA Negeri 1 Pulau Laut Timur, academic year 2016/2017. The assessment instrument is an essay test based on an indicator of problem solving skills, ie (1 identifying problems; (2 formulate the problem; (3 finding alternative solutions; (4 choose alternative solutions; and (5 make conclusions. Data analysis using independent sample t-test model with 5% significance level. The results showed that there is an influence of PBL model on geography problem-solving sklills. The geography problem-solving skills of experimental class with PBL model is higher than control class with conventional model. Suggestion given, that is to make a plan of learning well and doing learning PBL on outdoor study.   Keywords Problem Based Learning, problem-solving skills, geography   http://dx.doi.org/10.17977/um022v2i22017p072

Towards a Model of School-Based Curriculum Development and Assessment Using the SOLO Taxonomy.

Science.gov (United States)

Biggs, John

1989-01-01

One factor preventing the wider acceptance of school-based curriculum development and assessment is the problem of comparing performances of different students, in different schools. The SOLO taxonomy is used to describe the complexity of learning outcomes in a language that is generally applicable across the curriculum. (Author/MLW)

Competence-Based Blended Learning in Building Automation: Towards a EU Curriculum in "Domotica"

Science.gov (United States)

Sommaruga, L.; De Angelis, E.

2007-01-01

A competence-based approach was applied to a blended learning on line distance training in the Euroinno EU project aimed at vocational training in building automation. The current paper describes the experience gathered during the learning process and the definition of the curriculum. A number of issues emerged during the sessions concerning…

Self-Paced Prioritized Curriculum Learning With Coverage Penalty in Deep Reinforcement Learning.

Science.gov (United States)

Ren, Zhipeng; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Zhipeng Ren; Daoyi Dong; Huaxiong Li; Chunlin Chen; Dong, Daoyi; Li, Huaxiong; Chen, Chunlin; Ren, Zhipeng

2018-06-01

In this paper, a new training paradigm is proposed for deep reinforcement learning using self-paced prioritized curriculum learning with coverage penalty. The proposed deep curriculum reinforcement learning (DCRL) takes the most advantage of experience replay by adaptively selecting appropriate transitions from replay memory based on the complexity of each transition. The criteria of complexity in DCRL consist of self-paced priority as well as coverage penalty. The self-paced priority reflects the relationship between the temporal-difference error and the difficulty of the current curriculum for sample efficiency. The coverage penalty is taken into account for sample diversity. With comparison to deep Q network (DQN) and prioritized experience replay (PER) methods, the DCRL algorithm is evaluated on Atari 2600 games, and the experimental results show that DCRL outperforms DQN and PER on most of these games. More results further show that the proposed curriculum training paradigm of DCRL is also applicable and effective for other memory-based deep reinforcement learning approaches, such as double DQN and dueling network. All the experimental results demonstrate that DCRL can achieve improved training efficiency and robustness for deep reinforcement learning.

Integration of advanced technologies to enhance problem-based learning over distance: Project TOUCH.

Science.gov (United States)

Jacobs, Joshua; Caudell, Thomas; Wilks, David; Keep, Marcus F; Mitchell, Steven; Buchanan, Holly; Saland, Linda; Rosenheimer, Julie; Lozanoff, Beth K; Lozanoff, Scott; Saiki, Stanley; Alverson, Dale

2003-01-01

Distance education delivery has increased dramatically in recent years as a result of the rapid advancement of communication technology. The National Computational Science Alliance's Access Grid represents a significant advancement in communication technology with potential for distance medical education. The purpose of this study is to provide an overview of the TOUCH project (Telehealth Outreach for Unified Community Health; http://hsc.unm.edu/touch) with special emphasis on the process of problem-based learning case development for distribution over the Access Grid. The objective of the TOUCH project is to use emerging Internet-based technology to overcome geographic barriers for delivery of tutorial sessions to medical students pursuing rotations at remote sites. The TOUCH project also is aimed at developing a patient simulation engine and an immersive virtual reality environment to achieve a realistic health care scenario enhancing the learning experience. A traumatic head injury case is developed and distributed over the Access Grid as a demonstration of the TOUCH system. Project TOUCH serves as an example of a computer-based learning system for developing and implementing problem-based learning cases within the medical curriculum, but this system should be easily applied to other educational environments and disciplines involving functional and clinical anatomy. Future phases will explore PC versions of the TOUCH cases for increased distribution. Copyright 2003 Wiley-Liss, Inc.

Beyond Problem-Based Learning: Using Dynamic PBL in Chemistry

Science.gov (United States)

Overton, Tina L.; Randles, Christopher A.

2015-01-01

This paper describes the development and implementation of a novel pedagogy, dynamic problem-based learning. The pedagogy utilises real-world problems that evolve throughout the problem-based learning activity and provide students with choice and different data sets. This new dynamic problem-based learning approach was utilised to teach…

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula

Directory of Open Access Journals (Sweden)

Federkeil Gero

2010-01-01

Full Text Available Abstract Background Problem-based Learning (PBL has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Methods Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke and conventional curricula. Results Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female and the conventional curricula (n = 4720, 49% female were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p Conclusion Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.

Java problem-based learning

Directory of Open Access Journals (Sweden)

Goran P, Šimić

2012-01-01

Full Text Available The paper describes the self-directed problem-based learning system (PBL named Java PBL. The expert module is the kernel of Java PBL. It involves a specific domain model, a problem generator and a solution generator. The overall system architecture is represented in the paper. Java PBL can act as the stand-alone system, but it is also designed to provide support to learning management systems (LMSs. This is provided by a modular design of the system. An LMS can offer the declarative knowledge only. Java PBL offers the procedural knowledge and the progress of the learner programming skills. The free navigation, unlimited numbers of problems and recommendations represent the main pedagogical strategies and tactics implemented into the system.

Incorporating Problem-Based Learning in Physical Education Teacher Education

Science.gov (United States)

Hushman, Glenn; Napper-Owen, Gloria

2011-01-01

Problem-based learning (PBL) is an educational method that identifies a problem as a context for student learning. Critical-thinking skills, deductive reasoning, knowledge, and behaviors are developed as students learn how theory can be applied to practical settings. Problem-based learning encourages self-direction, lifelong learning, and sharing…

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.

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.

Achievement of learning outcome after implemented physical modules based on problem based learning

Science.gov (United States)

Isna, R.; Masykuri, M.; Sukarmin

2018-03-01

Implementation of Problem BasedLearning (PBL) modules can grow the students' thinking skills to solve the problems in daily life and equip the students into higher education levels. The purpose of this research is to know the achievement of learning outcome after implementation physics module based on PBL in Newton,s Law of Gravity. This research method use the experimental method with posttest only group design. To know the achievement of student learning outcomes was analyzed using t test through application of SPSS 18. Based on research result, it is found that the average of student learning outcomes after appliying physics module based on PBL has reached the minimal exhaustiveness criteria. In addition, students' scientific attitudes also improved at each meeting. Presentation activities which contained at learning sync are also able to practice speaking skills and broaden their knowledge. Looking at some shortcomings during the study, it is suggested the issues raised into learning should be a problem close to the life of students so that, the students are more active and enthusiastic in following the learning of physics.

Is problem-based learning an ideal format for developing ethical decision skills?

Directory of Open Access Journals (Sweden)

Peter H. Harasym

2013-10-01

Full Text Available Ethical decision making is a complex process, which involves the interaction of knowledge, skills, and attitude. To enhance the teaching and learning on ethics reasoning, multiple teaching strategies have to be applied. A medical ethical reasoning (MER model served as a framework of the development of ethics reasoning and their suggested instructional strategies. Problem-based learning (PBL, being used to facilitate students' critical thinking, self-directed learning, collaboration, and communication skills, has been considered effective on ethics education, especially when incorporated with experiential experience. Unlike lecturing that mainly disseminates knowledge and activates the left brain, PBL encourages “whole-brain” learning. However, PBL has several disadvantages, such as its inefficiency, lack of adequately trained preceptors, and the in-depth, silo learning within a relatively small number of cases. Because each school tends to utilize PBL in different ways, either the curriculum designer or the learning strategy, it is important to maximize the advantages of a PBL session, PBL then becomes an ideal format for refining students' ethical decisions and behaviors.

Impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines

Science.gov (United States)

Marulcu, Ismail; Barnett, Michael

2016-01-01

Background: Elementary Science Education is struggling with multiple challenges. National and State test results confirm the need for deeper understanding in elementary science education. Moreover, national policy statements and researchers call for increased exposure to engineering and technology in elementary science education. The basic motivation of this study is to suggest a solution to both improving elementary science education and increasing exposure to engineering and technology in it. Purpose/Hypothesis: This mixed-method study examined the impact of an engineering design-based curriculum compared to an inquiry-based curriculum on fifth graders' content learning of simple machines. We hypothesize that the LEGO-engineering design unit is as successful as the inquiry-based unit in terms of students' science content learning of simple machines. Design/Method: We used a mixed-methods approach to investigate our research questions; we compared the control and the experimental groups' scores from the tests and interviews by using Analysis of Covariance (ANCOVA) and compared each group's pre- and post-scores by using paired t-tests. Results: Our findings from the paired t-tests show that both the experimental and comparison groups significantly improved their scores from the pre-test to post-test on the multiple-choice, open-ended, and interview items. Moreover, ANCOVA results show that students in the experimental group, who learned simple machines with the design-based unit, performed significantly better on the interview questions. Conclusions: Our analyses revealed that the design-based Design a people mover: Simple machines unit was, if not better, as successful as the inquiry-based FOSS Levers and pulleys unit in terms of students' science content learning.

The Missing Curriculum in Physics Problem-Solving Education

Science.gov (United States)

Williams, Mobolaji

2018-05-01

Physics is often seen as an excellent introduction to science because it allows students to learn not only the laws governing the world around them, but also, through the problems students solve, a way of thinking which is conducive to solving problems outside of physics and even outside of science. In this article, we contest this latter idea and argue that in physics classes, students do not learn widely applicable problem-solving skills because physics education almost exclusively requires students to solve well-defined problems rather than the less-defined problems which better model problem solving outside of a formal class. Using personal, constructed, and the historical accounts of Schrödinger's development of the wave equation and Feynman's development of path integrals, we argue that what is missing in problem-solving education is practice in identifying gaps in knowledge and in framing these knowledge gaps as questions of the kind answerable using techniques students have learned. We discuss why these elements are typically not taught as part of the problem-solving curriculum and end with suggestions on how to incorporate these missing elements into physics classes.

Phenomenon-Based Teaching and Learning through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland

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Vasileios Symeonidis

2016-12-01

Full Text Available This paper aims to explore the phenomenon-based approach in teaching and learning, through the pedagogical lenses of phenomenology, the philosophy of phenomena. The phenomenon-based approach has informed the new core curriculum for basic education in Finland, which has officially introduced multidisciplinary learning modules as periods of phenomenon-based project studies. In this paper, we discuss how the specific approach is integrated into the curriculum, its theoretical grounding and its connections to constructivism. We also explore its implications for teaching and learning from a phenomenological perspective. The paper concludes that the responsive relation between teaching and learning is essential when our purpose is educational. Students are part of the learning process, but they do not necessarily initiate it; similarly, teachers cannot fully instruct it. Thus, we need to make meaning of the space between teaching and learning, in an effort to reclaim learning for pedagogy.

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

Science.gov (United States)

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

2015-07-19

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

Facilitating Problem Framing in Project-Based Learning

Science.gov (United States)

Svihla, Vanessa; Reeve, Richard

2016-01-01

While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated…

Investigative Primary Science: A Problem-Based Learning Approach

Science.gov (United States)

Etherington, Matthew B.

2011-01-01

This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

Integrating critical thinking and evidence-based dentistry across a four-year dental curriculum: a model for independent learning.

Science.gov (United States)

Marshall, Teresa A; Straub-Morarend, Cheryl L; Handoo, Nidhi; Solow, Catherine M; Cunningham-Ford, Marsha A; Finkelstein, Michael W

2014-03-01

Introducing critical thinking and evidence-based dentistry (EBD) content into an established dental curriculum can be a difficult and challenging process. Over the past three years, the University of Iowa College of Dentistry has developed and implemented a progressive four-year integrated critical thinking and EBD curriculum. The objective of this article is to describe the development and implementation process to make it available as a model for other dental schools contemplating introduction of critical thinking and EBD into their curricula. The newly designed curriculum built upon an existing problem-based learning foundation, which introduces critical thinking and the scientific literature in the D1 year, in order to expose students to the rationale and resources for practicing EBD in the D2 and D3 years and provide opportunities to practice critical thinking and apply the EBD five-step process in the D2, D3, and D4 years. All curricular content is online, and D3 and D4 EBD activities are integrated within existing clinical responsibilities. The curricular content, student resources, and student activities are described.

Teaching Problem Based Learning as Blended Learning

DEFF Research Database (Denmark)

Kolbæk, Ditte; Nortvig, Anne-Mette

2018-01-01

Problem-based and project organized learning (PBL) was originally developed for collaboration between physically present students, but political decisions at many universities require that collaboration, dialogues, and other PBL activities take place online as well. With a theoretical point...... of departure in Dewey and a methodological point of departure in netnography, this study focuses on an online module at Aalborg University where teaching is based on PBL. With the research question ‘How can teachers design for PBL online,’ this study explores the teacher’s role in a six weeks’ blended learning...... program, and we present suggestions for designs for blended learning PBL based on case studies from two PBL courses...

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.

THE ROLE OF STUDENT CHARACTERISTICS IN PROBLEM BASED LEARNING

Directory of Open Access Journals (Sweden)

Mia Damiyanti

2006-04-01

Full Text Available To reach the effectiveness of study, it is recommended to work on active learning method. The learning activity must be done with emphasis on the students’ characteristics. The characteristic means internal factors (cognitive entry behavior and affective entry characteristics, which are considered important as solving problems. The previous studies have shown that there is a correlation between achievement test and students’ characteristic entry behavior. At the beginning of the academic year of 2003, Faculty of Dentistry, University of Indonesia started active learning with PBL curriculum for the BDS degree. From a study about the correlation between the achievement and students’ entry behavior (previous knowledge, self concept, attitude, and anxiety during attending the test the study showed that characteristic entry behavior contributes to the student’s achievement test. The results supported the previous study.

Project- Based Learning and Problem-Based Learning: Are They Effective to Improve Student's Thinking Skills?

OpenAIRE

Anazifa, R. D; Djukri, D

2017-01-01

The study aims at finding (1) the effect of project-based learning and problem-based learning on student's creativity and critical thinking and (2) the difference effect of project-based learning and problem-based learning on student's creativity and critical thinking. This study is quasi experiment using non-equivalent control-group design. Research population of this study was all classes in eleventh grade of mathematics and natural science program of SMA N 1 Temanggung. The participants we...

Problem Based Learning - Linking Students and Industry

DEFF Research Database (Denmark)

Fink, Flemming K.

2006-01-01

WG2_G4 Problem based learning – linking students and industry: a case study from Aalborg, Denmark Flemming K. Flink ELITE Aalborg University In Aalborg University, Denmark, all study programmes are organised around inter-disciplinary project work in groups. Up to 50% of the study work is problem-...... is essentially problem solving. The presentation looks into on campus POPBL and the Facilitated Work Based Learning (FBL) for continuing education. It also presents case examples of POPBL work....

IMPACT OF THE PROBLEM-BASED LEARNING CURRICULUM ON ...

African Journals Online (AJOL)

(:entred, and to a large extent self-directed. ... 5. Operation learning scale: this scale relates to the reliance on step-by-step logical approach to learning and to the emphasis on factual .... called progressive disclosure method) in order to arrive at a diagnosis ... the students' personality traits more than the mode of learning.

An analysis of teacher’s preparation in implementing 2013 revision edition curriculum on mathematics specialization learning

Science.gov (United States)

Susilo, T.; Suryawan, A.

2018-05-01

This study aimed to determine the pedagogical competence of teachers, the readiness of planning and implementation of learning related to the implementation 2013 revised edition curriculum on mathematics specialization learning for senior high schools Wonogiri. Informants in this study there are 6 high school mathematics teachers X and XI class who teach in the school district Wonogiri. Data were collected using questionnaire method, interview, observation and documentation. Qualitative data analysis is done interactively through 4 paths: data collection, data reduction, data display, drawing conclusion. The results showed that high school mathematics teacher class X and XI in school district of Wonogiri City. The results show that most high school mathematics teachers in grade X and XI are ready to implement the 2013 revised edition curriculum and a few have not been able to implement due to internal or external factors. High school math teachers at Wonogiri district who are ready to face the 2013 revised edition curriculum have applied 10 teacher pedagogic competency indicators according to Regulation of the national education ministry Number 16 Year 2007 in learning. The readiness and implementation of mathematics learning is in line with the demands of the 2013 revised edition curriculum. Based on the teachers who are not ready, data on issues that arise in the implementation of the 2013 revised edition curriculum. Especially the problems in learning, namely mismatch of Core Competence (KI) and Basic Competence (KD) in teacher manual, material disregard in student handbook and lack of examples of problems that exist in teacher manual.

Beyond the rhetoric of problem-based learning: emancipatory limits and links with andragogy.

Science.gov (United States)

Milligan, F

1999-10-01

Problem-based learning (PBL), sometimes referred to as enquiry-based learning, is an approach to education that has gained increasing usage within health care in recent years. Its origins very much lie within medical education. The bulk of literature on PBL is optimistic about its potential, especially in relation to nurse education. It is argued here that the benefits of PBL are that it moves toward student-centred education and process-oriented methods that have been taking place for at least 16 years. There are clear links with andragogy although this is not always acknowledged, but the potential move away from emancipatory education inherent in PBL if used without reflection, is inconsistent with andragogy. This article takes a more critical view of the concept and argues that there are significant limits which need to be considered carefully. Apart from the possible move away from the emancipatory aims of education, there is commonly an implicit support of the medical model within PBL which is inappropriate at a time when the limits of medicine are becoming increasingly clear. It is concluded that further debate and research on the approach is necessary, but that as a facilitative strategy PBL does hold some promise. However, it would be inappropriate to use it as a curriculum model if only because it lacks the diversity required of a postmodern curriculum and would not respond effectively to differing student learning styles.

Integration of Problem-Based Learning and Web-Based Multimedia to Enhance Soil Management Course

Science.gov (United States)

Strivelli, R.; Krzic, M.; Crowley, C.; Dyanatkar, S.; Bomke, A.; Simard, S.; Grand, S.

2012-04-01

In an attempt to address declining enrolment in soil science programs and the changing learning needs of 21st century students, several universities in North America and around the world have re-organized their soil science curriculum and adopted innovative educational approaches and web-based teaching resources. At the University of British Columbia, Canada, an interdisciplinary team set out to integrate teaching approaches to address this trend. The objective of this project was to develop an interactive web-based teaching resource, which combined a face-to-face problem-based learning (PBL) case study with multimedia to illustrate the impacts of three land-uses on soil transformation and quality. The Land Use Impacts (LUI) tool (http://soilweb.landfood.ubc.ca/luitool/) was a collaborative and concentrated effort to maximize the advantages of two educational approaches: (1) the web's interactivity, flexibility, adaptability and accessibility, and (2) PBL's ability to foster an authentic learning environment, encourage group work and promote the application of core concepts. The design of the LUI case study was guided by Herrington's development principles for web-based authentic learning. The LUI tool presented students with rich multimedia (streaming videos, text, data, photographs, maps, and weblinks) and real world tasks (site assessment and soil analysis) to encourage students to utilize knowledge of soil science in collaborative problem-solving. Preliminary student feedback indicated that the LUI tool effectively conveyed case study objectives and was appealing to students. The resource is intended primarily for students enrolled in an upper level undergraduate/graduate university course titled Sustainable Soil Management but it is flexible enough to be adapted to other natural resource courses. Project planning and an interactive overview of the tool will be given during the presentation.

Problem based Learning versus Design Thinking in Team based Project work

DEFF Research Database (Denmark)

Denise J. Stokholm, Marianne

2014-01-01

project based learning issues, which has caused a need to describe and compare the two models; in specific the understandings, approaches and organization of learning in project work. The PBL model viewing the process as 3 separate project stages including; problem analysis, problem solving and project......All educations at Aalborg University has since 1974 been rooted in Problem Based Learning (PBL). In 1999 a new education in Industrial design was set up, introducing Design Based Learning (DBL). Even though the two approaches have a lot in common they also hold different understandings of core...... report, with focus on problem solving through analysis. Design Based Learning viewing the process as series of integrated design spaces including; alignment, research, mission, vision, concept, product and process report, with focus on innovative ideation though integration. There is a need of renewing...

Problem-based learning on quantitative analytical chemistry course

Science.gov (United States)

Fitri, Noor

2017-12-01

This research applies problem-based learning method on chemical quantitative analytical chemistry, so called as "Analytical Chemistry II" course, especially related to essential oil analysis. The learning outcomes of this course include aspects of understanding of lectures, the skills of applying course materials, and the ability to identify, formulate and solve chemical analysis problems. The role of study groups is quite important in improving students' learning ability and in completing independent tasks and group tasks. Thus, students are not only aware of the basic concepts of Analytical Chemistry II, but also able to understand and apply analytical concepts that have been studied to solve given analytical chemistry problems, and have the attitude and ability to work together to solve the problems. Based on the learning outcome, it can be concluded that the problem-based learning method in Analytical Chemistry II course has been proven to improve students' knowledge, skill, ability and attitude. Students are not only skilled at solving problems in analytical chemistry especially in essential oil analysis in accordance with local genius of Chemistry Department, Universitas Islam Indonesia, but also have skilled work with computer program and able to understand material and problem in English.

Organization and Integration of Learning Experiences in a Curriculum: A Case Study.

Science.gov (United States)

Everwijn, S. E. M.

1983-01-01

The literature on "organizers" by Ausubel, Earl, and Tyler provides clues to help teachers and students relate what has been learned in one subject to what is being learned in another. Problems of integration in a curriculum for student nurses are examined, and a solution to these problems is described. (RM)

Using Problem-Based Learning in Accounting

Science.gov (United States)

Hansen, James D.

2006-01-01

In this article, the author describes the process of writing a problem-based learning (PBL) problem and shows how a typical end-of-chapter accounting problem can be converted to a PBL problem. PBL uses complex, real-world problems to motivate students to identify and research the concepts and principles they need to know to solve these problems.…

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

Science.gov (United States)

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

2014-01-01

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

Conceptualizations on Innovation Competency in a Problem- and Project-Based Learning Curriculum

DEFF Research Database (Denmark)

Zhang, Fenzhi; Kolmos, Anette; de Graaff, Erik

2013-01-01

Understanding innovation competency is the first step in fostering innovative engineers as conceptualizations can both enhance and inhibit innovative behaviors. Though literature is replete with discussions on conceptualizing innovation competency, there is much disagreement regarding its concepts...... identified by analyzing the narratives of interviewees and coding the transcriptions into pre-prepared categories, based on the theoretical framework inspired by activity theory. The analysis of empirical data indicates a collaborative nature of innovation competency in the PBL curriculum; emphasizes...

ICT-Supported Problem-Based Learning: Possibilities of Applying Problem-Based Learning from Primary School to Higher Education

Directory of Open Access Journals (Sweden)

Czékmán Balázs

2016-06-01

Full Text Available Problem Based Learning was originally created for medical students to better diagnose new illnesses; this methodology can be used in almost all the fields of education. Teachers can teach by appealing to students’ natural instincts to create, and they can improve the students’ performance in different disciplines. So, we can say that it is an easy way of the acquisition and integration of new knowledge. While the content and structure of PBL courses may differ, the general goals and learning objectives tend to be similar. It begins with the assumption that learning is an active, integrated, and constructive process influenced by social and contextual factors. The task of our paper is to show how Problem-Based Learning can be used from primary to university level education in teaching different subjects.

Managing the Complexity of Design Problems through Studio-Based Learning

Science.gov (United States)

Cennamo, Katherine; Brandt, Carol; Scott, Brigitte; Douglas, Sarah; McGrath, Margarita; Reimer, Yolanda; Vernon, Mitzi

2011-01-01

The ill-structured nature of design problems makes them particularly challenging for problem-based learning. Studio-based learning (SBL), however, has much in common with problem-based learning and indeed has a long history of use in teaching students to solve design problems. The purpose of this ethnographic study of an industrial design class,…

Sources of Stress and Coping Strategies among Undergraduate Medical Students Enrolled in a Problem-Based Learning Curriculum

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Samira S. Bamuhair

2015-01-01

Full Text Available Background. Medical education is rated as one of the most difficult trainings to endure. Throughout their undergraduate years, medical students face numerous stressors. Coping with these stressors requires access to a variety of resources, varying from personal strengths to social support. We aimed to explore the perceived stress, stressors, and coping strategies employed by medical students studying in a problem-based learning curriculum. Methodology. This is a cross-sectional study of randomly selected medical students that explored demographics, perceived stress scale, sources of stress, and coping strategies. Results. Of the 378 medical students that participated in the study, males were 59.3% and females 40.7%. Nearly 53% of the students often felt stressed, and a third felt that they could not cope with stress. Over 82% found studying stressful and 64.3% were not sleeping well. Half of the students reported low self-esteem. Perceived stress scores were statistically significantly high for specific stressors of studying in general, worrying about future, interpersonal conflict, and having low self-esteem. Coping strategies that were statistically significantly applied more often were blaming oneself and being self-critical, seeking advice and help from others, and finding comfort in religion. Female students were more stressed than males but they employ more coping strategies as well. Conclusions. Stress is very common among medical students. Most of the stressors are from coursework and interpersonal relationships. Low self-esteem coupled with self-blame and self-criticism is quite common.

The integration of blended learning into an occupational therapy curriculum: a qualitative reflection.

Science.gov (United States)

Barnard-Ashton, Paula; Rothberg, Alan; McInerney, Patricia

2017-08-17

This paper presents a critical reflection of the integration of Blended Learning (BL) into an undergraduate occupational therapy curriculum which was delivered through Problem Based Learning (PBL). This is a qualitative reflection of a Participatory Action Research (PAR) study using Brookfield's model for critical reflection of an educator's practice. The model uses four 'lenses' through which to focus enquiry: Lens 1) our autobiography as a learner of practice; Lens 2) our learners' eyes; Lens 3) our colleagues' experiences; and Lens 4) the theoretical literature. Grounded theory analysis was applied to the data. The factors that contributed to successful integration of technology and e-Learning into an existing curriculum, the hurdles that were navigated along the way, and how these influenced decisions and innovation are explored. The core categories identified in the data were "drivers of change" and "outcomes of BL integration". Key situations and pivotal events are highlighted for their role in the process that led to the project maturing. Each lens reflects the successes and hurdles experienced during the study. Brookfield's model provides an objective method of reflection which showed that despite the hurdles, e-Learning was successfully integrated into the curriculum.

The MORPG-Based Learning System for Multiple Courses: A Case Study on Computer Science Curriculum

Science.gov (United States)

Liu, Kuo-Yu

2015-01-01

This study aimed at developing a Multiplayer Online Role Playing Game-based (MORPG) Learning system which enabled instructors to construct a game scenario and manage sharable and reusable learning content for multiple courses. It used the curriculum of "Introduction to Computer Science" as a study case to assess students' learning…

The effect of discovery learning and problem-based learning on middle school students’ self-regulated learning

Science.gov (United States)

Miatun, A.; Muntazhimah

2018-01-01

The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self-regulated learning. The learning model compared were discovery learning and problem-based learning. The population was all students at the grade VIII of Junior High School in Boyolali regency. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self-regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusion was as follows: (1) discovery learning gives better achievement than problem-based learning. (2) Achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. (3) For discovery learning, achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. For problem-based learning, students who have high and medium self-regulated learning have the same achievement. (4) For students who have high self-regulated learning, discovery learning gives better achievement than problem-based learning. Students who have medium and low self-regulated learning, both learning models give the same achievement.

A systemic examination of the introduction of an outdoor learning-based science curriculum to students, their teacher, and the school principal

Science.gov (United States)

Yunker, Molly Louis

The outdoor environment has been under-utilized as a legitimate setting for learning within the formal school context, resulting in few examples of curriculum materials that integrate the indoors and outdoors. This systemic problem is explored holistically through investigation of key sets of players in the school system. The overarching research question is "What is the role and value of integrated outdoor learning experiences within the school system?" I developed an eight-week Earth systems science unit grounded in research-based design principles. One teacher enacted the unit with 111 sixth graders, whose learning gains and perspectives of the role and value of integrated outdoor learning experiences were explored using a mixed-methods approach in a pre-post study design, including individual interviews, and instruments regarding students' perspectives of the outdoor component of the curricular enactment. I conducted six interviews with the participating teacher and one interview with the school principal, to explore their perspectives of the role of outdoor learning experiences, and their personal roles in the unit. The main finding from this study was that the outdoor component of the curriculum enhanced coherence---connectedness across science concepts, activities, and learning environments. Higher ability students were more aware of connections than lower ability students. Field experiences were seen as a tool for learning, and all students achieved substantial learning gains. The teacher viewed the role of the outdoor experiences as a way to engage students, and promote connections across the unit through firsthand and relevant experiences. The school principal viewed his role as supporting teachers in their practice and encouraging risk-taking and creativity in instructional approaches. This study is a valuable contribution to the field as it (1) identifies outdoor learning experiences as one way to enhance intraunit coherence, and (2) highlights

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

Science.gov (United States)

Jin, Jun

2014-01-01

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

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

Science.gov (United States)

Jin, Jun; Bridges, Susan M

2014-12-10

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

What students learn in problem-based learning: a process analysis

NARCIS (Netherlands)

E.H.J. Yew (Elaine); H.G. Schmidt (Henk)

2012-01-01

textabstractThis study aimed to provide an account of how learning takes place in problem-based learning (PBL), and to identify the relationships between the learning-oriented activities of students with their learning outcomes. First, the verbal interactions and computer resources studied by nine

Medical student's perspective of problem based learning (PBL ...

African Journals Online (AJOL)

The Faculty of Health Sciences at the University of Transkei has completed the first 5 years of its problem-based community oriented teaching curriculum. The use of SWOT analysis to evaluate current and future directions can lead to the successful evolution of any organization. The aim of this study was to obtain a students' ...

Integrating Web-Based Technology to Assist and Enhance Instruction, Assessment,and Application of Problem-Based Learning for Manual Therapy Techniques Used in Athletic Training and Sports Medicine

Directory of Open Access Journals (Sweden)

Todd Botto

2006-06-01

Full Text Available As students of the 21st century enter into higher education, faculty's pedagogical styles and delivery methods must evolve to address the rapidly changing needs and skills of the students and society. One such method is through the use of web-based course management delivery systems and interactive software. Web-based interactive course management tools are relatively new educational phenomena. In the therapeutic and rehabilitative exercise curriculums this powerful new instrument may be utilized to enhance cognitive comprehension of basic theories, definitions, and applications. In addition, this web-based interactive tool may also function as a virtual assistant for the learning and mastery of various psychomotor skills necessary in the clinic. Incorporating and utilizing the various computer technologies, allows for the necessary foundational cognitive building outside the traditional classroom while creating a more inclusive environment inside the classroom for a deeper and richer problem-based learning exercise. In the rehabilitation settings it is not only important that the student understands the material but that they also develop the necessary critical thinking skills for appropriate application of the theoretical knowledge. It has been shown that incorporating problem-based learning into a curriculum is an effective way to improve an individual's critical thinking skills. In the model careful planning and implementation was needed to develop an interactive web-based instrument that serves all students in the class regardless of their learning style or rate of comprehension.

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

Science.gov (United States)

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

2015-10-01

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

Enhancing Higher Order Thinking Skills In A Marine Biology Class Through Problem-Based Learning

Directory of Open Access Journals (Sweden)

Richard M. Magsino

2014-10-01

Full Text Available The purpose of this research was to examine students' perspectives of their learning in marine biology in the collaborative group context of Problem-based Learning (PBL. Students’ higher order thinking skills (HOTS using PBL involves the development of their logical thinking and reasoning abilities which stimulates their curiosity and associative thinking. This study aimed to investigate how critical thinking skills, particularly analysis, synthesis and evaluation were enhanced in a marine biology class through PBL. Qualitative research approach was used to examine student responses in a questionnaire involving 10 open-ended questions that target students’ HOTS on a problem presented in a marine biology class for BS Biology students. Using axial coding as a qualitative data analysis technique by which grounded theory can be performed, the study was able to determine how students manifest their higher reasoning abilities when confronted with a marine biology situation. Results show student responses yielding affirmative remarks on the 10 questions intended to know their level of analysis (e.g., analyzing, classifying, inferring, discriminating and relating or connecting, synthesis (e.g., synthesizing and collaborating, and evaluation (e.g., comparing, criticizing, and convincing of information from the presented marine biology problem. Consequently, students were able to effectively design experiments to address the presented issue through problem-based learning. Results of the study show that PBL is an efficient instructional strategy embedded within a conventional curriculum used to develop or enhance critical thinking in marine biology.

Self-reported competency ratings of graduates of a problem-leased medical curriculum

NARCIS (Netherlands)

van der Molen, H. T.

Purpose. To study the self-reports of professional competencies by graduates of a problem-based medical curriculum. Method. All graduates from a medical school and a faculty of health sciences with a problem-based curriculum were sent a questionnaire asking them to compare their own performances in

A comparison of in-class learner engagement across lecture, problem-based learning, and team learning using the STROBE classroom observation tool.

Science.gov (United States)

Kelly, P Adam; Haidet, Paul; Schneider, Virginia; Searle, Nancy; Seidel, Charles L; Richards, Boyd F

2005-01-01

Having recently introduced team learning into the preclinical medical curriculum, evidence of the relative impact of this instructional method on in-class learner engagement was sought. To compare patterns of engagement behaviors among learners in class sessions across 3 distinct instructional methods: lecture, problem-based learning (PBL), and team learning. Trained observers used the STROBE classroom observation tool to measure learner engagement in 7 lecture, 4 PBL, and 3 team learning classrooms over a 12-month period. Proportions of different types of engagement behaviors were compared using chi-square. In PBL and team learning, the amount of learner-to-learner engagement was similar and much greater than in lecture, where most engagement was of the learner-to-instructor and self-engagement types. Also, learner-to-instructor engagement appeared greater in team learning than in PBL. Observed engagement behaviors confirm the potential of team learning to foster engagement similar to PBL, but with greater faculty input.

Problem Solving-based Learning Materials on Fraction for Training Creativity of Elementary School Students

Science.gov (United States)

Widhitama, Y. N.; Lukito, A.; Khabibah, S.

2018-01-01

The aim of this research is to develop problem solving based learning materials on fraction for training creativity of elementary school students. Curriculum 2006 states that mathematics should be studied by all learners starting from elementary level in order for them mastering thinking skills, one of them is creative thinking. To our current knowledge, there is no such a research topic being done. To promote this direction, we initiate by developing learning materials with problem solving approach. The developed materials include Lesson Plan, Student Activity Sheet, Mathematical Creativity Test, and Achievement Test. We implemented a slightly modified 4-D model by Thiagajan et al. (1974) consisting of Define, Design, Development, and Disseminate. Techniques of gathering data include observation, test, and questionnaire. We applied three good qualities for the resulted materials; that is, validity, practicality, and effectiveness. The results show that the four mentioned materials meet the corresponding criteria of good quality product.

EFFECT OF PROBLEM BASED LEARNING AND MODEL CRITICAL THINKING ABILITY TO PROBLEM SOLVING SKILLS

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Unita S. Zuliani Nasution

2016-12-01

Full Text Available The purposes of this research were to analyze the different between physic resolving problem ability by using problem based learning model and direct instruction model, the different of physic resolving problem ability between the students that have critical thinking ability upper the average and the students that have critical thinking ability under the average, and the interaction of problem based learning model toward critical thinking ability and students’ physic resolving problem ability. This research was quasy experimental research that use critical thinking ability tests and physic resolving problem ability tests as the instruments. Result of the research showed that the students’ physic resolving problem ability by using problem based learning model was better than by using direct instruction model, students’ physic resolving problem ability and critical thinking ability upper the average showed better different and result than students’ critical thinking ability under the average, besides there was an interaction between problem based learning model and critical thinking ability in improving students’ physic resolving problem ability.

Problem-Based Educational Game Becomes Student-Centered Learning Environment

Science.gov (United States)

Rodkroh, Pornpimon; Suwannatthachote, Praweenya; Kaemkate, Wannee

2013-01-01

Problem-based educational games are able to provide a fun and motivating environment for teaching and learning of certain subjects. However, most educational game models do not address the learning elements of problem-based educational games. This study aims to synthesize and to propose the important elements to facilitate the learning process and…

How to Enhance Interdisciplinary Competence--Interdisciplinary Problem-Based Learning versus Interdisciplinary Project-Based Learning

Science.gov (United States)

Brassler, Mirjam; Dettmers, Jan

2017-01-01

Interdisciplinary competence is important in academia for both employability and sustainable development. However, to date, there are no specific interdisciplinary education models and, naturally, no empirical studies to assess them. Since problem-based learning (PBL) and project-based learning (PjBL) are learning approaches that emphasize…

Designing problem-based curricula: The role of concept mapping in scaffolding learning for the health sciences

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Susan M. Bridges

2015-03-01

Full Text Available While the utility of concept mapping has been widely reported in primary and secondary educational contexts, its application in the health sciences in higher education has been less frequently noted. Two case studies of the application of concept mapping in undergraduate and postgraduate health sciences are detailed in this paper. The case in undergraduate dental education examines the role of concept mapping in supporting problem-based learning and explores how explicit induction into the principles and practices of CM has add-on benefits to learning in an inquiry-based curriculum. The case in postgraduate medical education describes the utility of concept mapping in an online inquiry-based module design. Specific attention is given to applications of CMapTools™ software to support the implementation of Novakian concept mapping in both inquiry-based curricular contexts.

Learning through debate during problem-based learning: an active learning strategy.

Science.gov (United States)

Mumtaz, Sadaf; Latif, Rabia

2017-09-01

We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016. Each cohort of students was randomly split into 10 small PBL groups and exposed to weekly PBL activity. Within each group, the students were divided into a proposition half and an opposition half. Students were given 1 wk for debate preparation. The students' responses were recorded on a formulated questionnaire. Descriptive statistics were used to analyze quantitative data, and results are presented as percentages. The usefulness of debate in alleviating potential difficulties in communicating with patients was agreed to by 69% ( n = 126) of participants. That these sessions evoked critical thinking among students was reported by 78% ( n = 142). This series of debates helped 61% ( n = 111) of students to learn effectively about controversial issues. Seventy-one percent ( n = 130) considered that debate promoted argument generation and interpretation skills. Enhanced ability to analyze and research evidence was reported by 59% ( n = 108) of students. One hundred and thirteen students (62%) agreed that debate helped them to improve clinical decision-making, and 75% of students agreed that debates encouraged tolerance toward diverse viewpoints/convincing strategies. The majority of our medical students found debating enhanced analytic decision-making, communication, and critical thinking skills. Copyright © 2017 the American Physiological Society.

Effects of Problem Based Economics on High School Economics Instruction

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Finkelstein, Neal; Hanson, Thomas

2011-01-01

The primary purpose of this study is to assess student-level impacts of a problem-based instructional approach to high school economics. The curriculum approach examined here was designed to increase class participation and content knowledge for high school students who are learning economics. This study tests the effectiveness of Problem Based…

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.

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

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Matthew Choon-Eng Gwee

2008-03-01

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

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

Science.gov (United States)

Gwee, Matthew Choon-Eng

2008-03-01

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

The Use of Open-Ended Problem-Based Learning Scenarios in an Interdisciplinary Biotechnology Class: Evaluation of a Problem-Based Learning Course Across Three Years

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Todd R. Steck

2012-02-01

Full Text Available Use of open-ended Problem-Based Learning (PBL in biology classrooms has been limited by the difficulty in designing problem scenarios such that the content learned in a course can be predicted and controlled, the lack of familiarity of this method of instruction by faculty, and the difficulty in assessment. Here we present the results of a study in which we developed a team-based interdisciplinary course that combined the fields of biology and civil engineering across three years. We used PBL scenarios as the only learning tool, wrote the problem scenarios, and developed the means to assess these courses and the results of that assessment. Our data indicates that PBL changed students’ perception of their learning in content knowledge and promoted a change in students’ learning styles. Although no  statistically significant improvement in problem-solving skills and critical thinking skills was observed, students reported substantial changes in their problem-based learning strategies and critical thinking skills.

Medical students' self-efficacy in problem-based learning and its relationship with self-regulated learning.

Science.gov (United States)

Demirören, Meral; Turan, Sevgi; Öztuna, Derya

2016-01-01

Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students' motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students' self-reported SRL skills and their self-efficacy in PBL. A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students' views on benefiting from PBL. The female students' mean score was higher for the 'planning and goal setting' subscale of SRLP (p=0.017), and the second-year students' mean score was higher than that of the third-year students for the 'lack of self-directedness' subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the 'responsibility' subscale of SPBL (p=0.003; Cohen's d=0.26). The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students' development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning environment, individual differences, and how these can affect the

Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

Science.gov (United States)

Demirören, Meral; Turan, Sevgi; Öztuna, Derya

2016-01-01

Background Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. Results The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017), and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26). Conclusions The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning

Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

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Meral Demirören

2016-03-01

Full Text Available Background: Problem-based learning (PBL is most commonly used in medical education to enhance self-regulated learning (SRL skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods: A cross-sectional study was conducted with second (286; 83.1% and third (275; 80.2% year students at the Ankara University School of Medicine. The SRL perception (SRLP scale and self-efficacy for problem-based learning (SPBL scale were used in the study. Results: The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017, and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001 with small effect sizes (Cohen's d is 0.17 and 0.27. There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26. Conclusions: The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum

An analysis of the implementation of problem-based learning at the Department of Energy Technology – Aalborg University

DEFF Research Database (Denmark)

Silva, Filipe Miguel Faria da

2016-01-01

increases students’ motivation and improves their performance resulting in better grades when comparing with traditional teaching methods. Engineering curriculums at AAU are organised in projects (i.e. problem-based) and courses (i.e. lecture-based). However, there are no systematic studies evaluating how...... well students do in projects and courses, and their perceptions on the respective assessments. This paper evaluates the AAU PBL model, based on a statistical analysis of the grades obtained by students from the department of Energy Technology, together with answers given by these students in an online....... A possible area for curriculum improvement, consisting in changing the project content at the first years of bachelor, is also evaluated. The results show that the projects have consistently higher grades than courses and a lower failure rate. The students agree that PBL improves the learning of technical...

Scaffolding Problem-Based Learning with CSCL Tools

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Lu, Jingyan; Lajoie, Susanne P.; Wiseman, Jeffrey

2010-01-01

Small-group medical problem-based learning (PBL) was a pioneering form of collaborative learning at the university level. It has traditionally been delivered in face-to-face text-based format. With the advancement of computer technology and progress in CSCL, educational researchers are now exploring how to design digitally-implemented scaffolding…

Problem-Based Learning in Social Work Education

DEFF Research Database (Denmark)

Monrad, Merete; Mølholt, Anne-Kirstine

2017-01-01

’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when...

Problem-based learning: Developing resilience in nursing students

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Jih-Yuan Chen

2011-06-01

Full Text Available A society needs mature and confident nurse practitioners, who are able to think analytically and flexibly, recognize needs for further preparation, and willing to engage in self-development. Concern is raised regarding how educators will build the capacity of resilient students with a knowledge base and a minimum set of skills in responding to various issues and for engaging in self-reflection. Drawing on the framework of nursing competencies and global standards for the education of professional nurses, resilient students may contribute through their social competence, problem-solving ability, sense of purpose, and persistence in the process to achieve the goal of the project. Educators should know how to build the resilient attribute in students by encouraging them to engage in self-reflection. This article discusses four areas that help students build resilience from project-based learning of a small group: the impact of problem-based learning at clinical practice, project/problem-based learning, resilient nursing student, and developing nursing students’ resilience. Self-assessment to check the promoting skills for teaching in a problem-based learning program helps the faculty holding the empowerment to encourage or support the students to face the challenge within the small team.

Development of Curriculum of Learning through Photograph

Science.gov (United States)

Suzuki, Keiko; Aoki, Naokazu; Kobayashi, Hiroyuki

A curriculum of an integrated learning using power of photography in the junior highschool was constructed, and was experimented in the class "Seminar for Photographic Expression" of the integrated learning at a junior high school. The center of the curriculum is viewing photographs and self-expression using photography. By comparing the results of questionnaires investigation between before and after the class it is suggested that the curriculum brings about increase in self-esteem, empathy, and motivation for learning. This educational effect is really to foster ability to live self-sufficient lives. On the basis of these results curriculums which can be conducted by anyone at every junior highschool were proposed.

Mapping Students Use of Technologies in Problem Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

2011-01-01

This paper aims to understand how students use technology to enhance their learning in problem-based learning environments. The research methodology is based on both qualitative and quantitative studies. The results are based on students’ interviews, a survey and students’ reflections in course......-related blog posts; they show that students have positive perceptions toward using technologies in problem-based learning environments....

Curriculum Q-Learning for Visual Vocabulary Acquisition

OpenAIRE

Zaidi, Ahmed H.; Moore, Russell; Briscoe, Ted

2017-01-01

The structure of curriculum plays a vital role in our learning process, both as children and adults. Presenting material in ascending order of difficulty that also exploits prior knowledge can have a significant impact on the rate of learning. However, the notion of difficulty and prior knowledge differs from person to person. Motivated by the need for a personalised curriculum, we present a novel method of curriculum learning for vocabulary words in the form of visual prompts. We employ a re...

Deep and surface learning in problem-based learning: a review of the literature

NARCIS (Netherlands)

D.H.J.M. Dolmans (Diana); S.M.M. Loyens (Sofie); Marcq, H. (Hélène); D. Gijbels (David)

2016-01-01

textabstractIn problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested

Deep and surface learning in problem-based learning: a review of the literature

NARCIS (Netherlands)

D.H.J.M. Dolmans (Diana); S.M.M. Loyens (Sofie); H. Marcq (Hélène); D. Gijbels (David)

2015-01-01

textabstractIn problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested

A Problem Assisted Course Delivery for Occupational Health Students' Improved Learning: An Experience of Using Problems and Real Cases

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Seyedeh Negar Assadi

2016-05-01

Full Text Available Background and Purpose: Problem based medical education had been useful in education of medical sciences students. The objective is the determination of effects of problem based medical education on occupational health students' learning.Methods: This study was a semi-experimental study. By using the curriculum of Ministry of Health, occupational toxicology course had been taught based on a problem based plan for group A, then students' grades or data had been analyzed by SPSS 16, mean, standard deviation, t-test with P<0.05.Results: The total grade of occupational toxicology in group A (with problem based medical education was 18.03±1.84 and in group B (regular education, it was 17.60±1.72 with t=0.852 and P=0.398 had not significant differences. The specific lessons such as cadmium and allergic disorders were promoted and its mean grades were more in group A than B.Conclusions: Problem based medical education was helpful in learning of some chapters of occupational toxicology.Keywords: PROBLEM BASED MEDICAL EDUCATION, OCCUPATIONAL TOXICOLOGY, MEDICAL SCIENCES EDUCATION, OCCUPATIONAL HEALT

Incorporating technology-based learning tools into teaching and learning of optimization problems

Science.gov (United States)

Yang, Irene

2014-07-01

The traditional approach of teaching optimization problems in calculus emphasizes more on teaching the students using analytical approach through a series of procedural steps. However, optimization normally involves problem solving in real life problems and most students fail to translate the problems into mathematic models and have difficulties to visualize the concept underlying. As an educator, it is essential to embed technology in suitable content areas to engage students in construction of meaningful learning by creating a technology-based learning environment. This paper presents the applications of technology-based learning tool in designing optimization learning activities with illustrative examples, as well as to address the challenges in the implementation of using technology in teaching and learning optimization. The suggestion activities in this paper allow flexibility for educator to modify their teaching strategy and apply technology to accommodate different level of studies for the topic of optimization. Hence, this provides great potential for a wide range of learners to enhance their understanding of the concept of optimization.

Developing a Blended Learning-Based Method for Problem-Solving in Capability Learning

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Dwiyogo, Wasis D.

2018-01-01

The main objectives of the study were to develop and investigate the implementation of blended learning based method for problem-solving. Three experts were involved in the study and all three had stated that the model was ready to be applied in the classroom. The implementation of the blended learning-based design for problem-solving was…

Innovative teaching: Using multimedia in a problem-based learning environment

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Mai Neo

2001-10-01

Full Text Available Presently, traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards problem-based learning as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems. In this paper, we focus on using multimedia technology as an innovative teaching and learning strategy in a problem-based learning environment by giving the students a multimedia project to train them in this skill set. The purpose of this project was to access the students’ skills in framing and solving problems using multimedia technologies. The students worked in groups and each group had to pick a topic for their project, develop, design and present it in a CD-ROM. They were then surveyed on their attitudes toward the project and their skills as a team. Results showed that the students were very positive toward the project, enjoyed teamwork, able to think critically and became active participants in their learning process. Therefore, multimedia-oriented projects, like many other problem-based learning solutions, can be used alternatively as an innovative and effective tool in a problem-based learning environment for the acquisition of problem-solving skills.

ICT in Problem- and Project-based Learning

DEFF Research Database (Denmark)

Andreasen, Lars Birch; Lerche Nielsen, Jørgen

2012-01-01

The paper discusses how teaching and learning practices at universities can implement new information technologies, inspired by the traditions of problem- and project-based learning. The changing roles in the teacher-student relationship, and students’ development of information literacy are disc...

Distance learning, problem based learning and dynamic knowledge networks.

Science.gov (United States)

Giani, U; Martone, P

1998-06-01

This paper is an attempt to develop a distance learning model grounded upon a strict integration of problem based learning (PBL), dynamic knowledge networks (DKN) and web tools, such as hypermedia documents, synchronous and asynchronous communication facilities, etc. The main objective is to develop a theory of distance learning based upon the idea that learning is a highly dynamic cognitive process aimed at connecting different concepts in a network of mutually supporting concepts. Moreover, this process is supposed to be the result of a social interaction that has to be facilitated by the web. The model was tested by creating a virtual classroom of medical and nursing students and activating a learning session on the concept of knowledge representation in health sciences.

Effectiveness of problem-based learning among student nurses: A ...

African Journals Online (AJOL)

The purpose of this review is to analyze available literature from 2005 to 2012 on the effectiveness of problem based learning among the nursing students. Twenty articles that discussed problem based learning among nurses and those that discussed nursing with other allied health were included as meeting the criteria for ...

An active learning curriculum improves fellows' knowledge and faculty teaching skills.

Science.gov (United States)

Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

2017-01-01

Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

Role-playing in the problem-based learning class.

Science.gov (United States)

Chan, Zenobia C Y

2012-01-01

Learning and teaching have been conceptualized and executed in many styles, such as self-learning, peer learning, and interaction between the learner and mentor. Today, openness to alternative ideas and embracing innovative approaches in nursing education are encouraged in order to meet students' learning interests and needs, and to address ever-changing healthcare requests. Problem-based learning has been widely adopted in nursing education, with various positive effects on students' learning, such as motivated learning, team work, problem-solving skills and critical thinking. Role-plays have been demonstrated as an effective learning strategy that includes an active and experiential feature that facilitates students' autonomy in their health-related learning. However, there is a lack of discussion of whether and how role-play can be used in problem-based learning (PBL). This paper shows the development of a classroom-based innovation using role-play in the PBL class for higher diploma year-one nurse students (a total of 20 students, five per group). This paper consists of five sections: a) the literature on PBL and nurse education, and role-plays as the innovation; b) the PBL case scenario with the illustration of the two role-play scripts, c) student evaluation on role-play in the PBL class; d) discussions on both achievements and limitations of this innovation, and e) the conclusion. It is hoped that this paper will be an example to other nurse educators who are keen on exploring interactive and student-driven learning and teaching strategies in the PBL class. Copyright © 2011 Elsevier Ltd. All rights reserved.

A Method of Developing and Introducing Case-Based Learning to a Preclinical Veterinary Curriculum

Science.gov (United States)

Crowther, Emma; Baillie, Sarah

2016-01-01

Case-based learning (CBL) has been introduced as part of a major review of the veterinary curriculum at the University of Bristol. The initial aim was to improve integration between all first year subjects, i.e., basic science disciplines (anatomy, physiology, and biochemistry), animal management, and professional studies, while highlighting the…

Problem-based Learning and Problem Finding Among University Graduate Students

OpenAIRE

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

2017-01-01

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

Mobile Learning for Higher Education in Problem-Based Learning Environments

DEFF Research Database (Denmark)

Rongbutsri, Nikorn

2011-01-01

This paper describes the PhD project on Mobile Learning for Higher Education in Problem-Based Learning Environment which aims to understand how students gain benefit from using mobile devices in the aspect of project work collaboration. It demonstrates research questions, theoretical perspective...

Rethinking the lecture: the application of problem based learning methods to atypical contexts.

Science.gov (United States)

Rogal, Sonya M M; Snider, Paul D

2008-05-01

Problem based learning is a teaching and learning strategy that uses a problematic stimulus as a means of motivating and directing students to develop and acquire knowledge. Problem based learning is a strategy that is typically used with small groups attending a series of sessions. This article describes the principles of problem based learning and its application in atypical contexts; large groups attending discrete, stand-alone sessions. The principles of problem based learning are based on Socratic teaching, constructivism and group facilitation. To demonstrate the application of problem based learning in an atypical setting, this article focuses on the graduate nurse intake from a teaching hospital. The groups are relatively large and meet for single day sessions. The modified applications of problem based learning to meet the needs of atypical groups are described. This article contains a step by step guide of constructing a problem based learning package for large, single session groups. Nurse educators facing similar groups will find they can modify problem based learning to suit their teaching context.

Problem-Based Learning in Formal and Informal Learning Environments

Science.gov (United States)

Shimic, Goran; Jevremovic, Aleksandar

2012-01-01

Problem-based learning (PBL) is a student-centered instructional strategy in which students solve problems and reflect on their experiences. Different domains need different approaches in the design of PBL systems. Therefore, we present one case study in this article: A Java Programming PBL. The application is developed as an additional module for…

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.

Development Of Entrepreneur Learning Model Based On Problem Based Learning To Increase Competency Independence And Creativity Students Of Industrial Engineering

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Leola Dewiyani

2017-10-01

Full Text Available Currently it is undeniable that the competition to get a job is very tight and of course universities have an important role in printing human resources that can compete globally not least with the Department of Industrial Engineering Faculty of Engineering Muhammadiyah University of Jakarta FT UMJ. Problems that occur is based on the analysis obtained from the track record of graduates researchers found that 60 percent of students of Industrial Engineering FT UMJ work not in accordance with the level of education owned so financially their income is still below the standard. This study aims to improve the competence of students of Industrial Engineering Department FT UMJ in entrepreneurship courses especially through the development of Problem Based Learning based learning model. Specific targets of this research were conducted with the aim to identify and analyze the need to implement learning model based on Problem Based Learning Entrepreneurship and to design and develop the model of entrepreneurship based on Problem Based Learning to improve the competence independence and creativity of Industrial Engineering students of FT UMJ in Entrepreneurship course. To achieve the above objectives this research uses research and development R amp D method. The product produced in this research is the detail of learning model of entrepreneurial model based on Problem Based Learning entrepreneurship model based on Problem Based Learning and international journals

Deep and Surface Learning in Problem-Based Learning: A Review of the Literature

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Dolmans, Diana H. J. M.; Loyens, Sofie M. M.; Marcq, Hélène; Gijbels, David

2016-01-01

In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review…

Creative Writing, Problem-Based Learning, and Game-Based Learning Principles

Science.gov (United States)

Trekles, Anastasia M.

2012-01-01

This paper examines how virtual worlds and other advanced social media can be married with problem-based learning to encourage creativity and critical thinking in the English/Language Arts classroom, particularly for middle school, high school, and undergraduate college education. Virtual world experiences such as "Second Life," Jumpstart.com, and…

How do medical educators design a curriculum that facilitates student learning about professionalism?

Science.gov (United States)

Mason, Glenn; Wang, Shaoyu

2016-01-01

Objectives This study analyses the ways in which curriculum reform facilitated student learning about professionalism. Methods Design-based research provided the structure for an iterative approach to curriculum change which we undertook over a 3 year period. The learning environment of the Personal and Professional Development Theme (PPD) was analysed through the sociocultural lens of Activity Theory. Lave and Wenger’s and Mezirow’s learning theories informed curriculum reform to support student development of a patient-centred and critically reflective professional identity. The renewed pedagogical outcomes were aligned with curriculum content, learning and teaching processes and assessment, and intense staff education was undertaken. We analysed qualitative data from tutor interviews and free-response student surveys to evaluate the impact of curriculum reform. Results Students’ and tutors’ reflections on learning in PPD converged on two principle themes - ‘Developing a philosophy of medicine’ and ‘Becoming an ethical doctor’- which corresponded to the overarching PPD theme aims of communicative learning. Students and tutors emphasised the importance of the unique learning environment of PPD tutorials for nurturing personal development and the positive impact of the renewed assessment programme on learning. Conclusions A theory-led approach to curriculum reform resulted in student engagement in the PPD curriculum and facilitated a change in student perspective about the epistemological foundation of medicine. PMID:26845777

Curriculum providing cognitive knowledge and problem-solving skills for anesthesia systems-based practice.

Science.gov (United States)

Wachtel, Ruth E; Dexter, Franklin

2010-12-01

Residency programs accredited by the ACGME are required to teach core competencies, including systems-based practice (SBP). Projects are important for satisfying this competency, but the level of knowledge and problem-solving skills required presupposes a basic understanding of the field. The responsibilities of anesthesiologists include the coordination of patient flow in the surgical suite. Familiarity with this topic is crucial for many improvement projects. A course in operations research for surgical services was originally developed for hospital administration students. It satisfies 2 of the Institute of Medicine's core competencies for health professionals: evidence-based practice and work in interdisciplinary teams. The course lasts 3.5 days (eg, 2 weekends) and consists of 45 cognitive objectives taught using 7 published articles, 10 lectures, and 156 computer-assisted problem-solving exercises based on 17 case studies. We tested the hypothesis that the cognitive objectives of the curriculum provide the knowledge and problem-solving skills necessary to perform projects that satisfy the SBP competency. Standardized terminology was used to define each component of the SBP competency for the minimum level of knowledge needed. The 8 components of the competency were examined independently. Most cognitive objectives contributed to at least 4 of the 8 core components of the SBP competency. Each component of SBP is addressed at the minimum requirement level of exemplify by at least 6 objectives. There is at least 1 cognitive objective at the level of summarize for each SBP component. A curriculum in operating room management can provide the knowledge and problem-solving skills anesthesiologists need for participation in projects that satisfy the SBP competency.

Difficult incidents and tutor interventions in problem-based learning tutorials.

Science.gov (United States)

Kindler, Pawel; Grant, Christopher; Kulla, Steven; Poole, Gary; Godolphin, William

2009-09-01

Tutors report difficult incidents and distressing conflicts that adversely affect learning in their problem-based learning (PBL) groups. Faculty development (training) and peer support should help them to manage this. Yet our understanding of these problems and how to deal with them often seems inadequate to help tutors. The aim of this study was to categorise difficult incidents and the interventions that skilled tutors used in response, and to determine the effectiveness of those responses. Thirty experienced and highly rated tutors in our Year 1 and 2 medical curriculum took part in semi-structured interviews to: identify and describe difficult incidents; describe how they responded, and assess the success of each response. Recorded and transcribed data were analysed thematically to develop typologies of difficult incidents and interventions and compare reported success or failure. The 94 reported difficult incidents belonged to the broad categories 'individual student' or 'group dynamics'. Tutors described 142 interventions in response to these difficult incidents, categorised as: (i) tutor intervenes during tutorial; (ii) tutor gives feedback outside tutorial, or (iii) student or group intervenes. Incidents in the 'individual student' category were addressed relatively unsuccessfully (effective 75% of the time) by response (iii). None of the interventions worked well when used in response to problems related to 'group dynamics'. Overall, 59% of the difficult incidents were dealt with successfully. Dysfunctional PBL groups can be highly challenging, even for experienced and skilled tutors. Within-tutorial feedback, the treatment that tutors are most frequently advised to apply, was often not effective. Our study suggests that the collective responsibility of the group, rather than of the tutor, to deal with these difficulties should be emphasised.

Working towards a scalable model of problem-based learning instruction in undergraduate engineering education

Science.gov (United States)

Mantri, Archana

2014-05-01

The intent of the study presented in this paper is to show that the model of problem-based learning (PBL) can be made scalable by designing curriculum around a set of open-ended problems (OEPs). The detailed statistical analysis of the data collected to measure the effects of traditional and PBL instructions for three courses in Electronics and Communication Engineering, namely Analog Electronics, Digital Electronics and Pulse, Digital & Switching Circuits is presented here. It measures the effects of pedagogy, gender and cognitive styles on the knowledge, skill and attitude of the students. The study was conducted two times with content designed around same set of OEPs but with two different trained facilitators for all the three courses. The repeatability of results for effects of the independent parameters on dependent parameters is studied and inferences are drawn.

Keefektifan setting TPS dalam pendekatan discovery learning dan problem-based learning pada pembelajaran materi lingkaran SMP

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Rahmi Hidayati

2017-05-01

The purpose of this study was to describe the effectiveness of setting Think Pair Share (TPS in the approach to discovery learning and problem-based learning in terms of student achievement, mathematical communication skills, and interpersonal skills of the student.  This study was a quasi-experimental study using the pretest-posttest nonequivalent group design. The research population comprised all Year VIII students of SMP Negeri 1 Yogyakarta. The research sample was randomly selected from eight classes, two classes were elected. The instrument used in this study is the learning achievement test, a test of mathematical communication skills, and interpersonal skills student questionnaires. To test the effectiveness of setting Think Pair Share (TPS in the approach to discovery learning and problem-based learning, the one sample t-test was carried out. Then, to investigate the difference in effectiveness between the setting Think Pair Share (TPS in the approach to discovery learning and problem-based learning, the Multivariate Analysis of Variance (MANOVA was carried out. The research findings indicate that the setting TPS discovery approach to learning and problem-based approach to learning (PBL is effective in terms of learning achievement, mathematical communication skills, and interpersonal skills of the students. No difference in effectiveness between setting TPS discovery approach to learning and problem-based learning (PBL in terms of learning achievement, mathematical communication skills, and interpersonal skills of the students. Keywords: TPS setting in discovery learning approach, in problem-based learning, academic achievement, mathematical communication skills, and interpersonal skills of the student

An Educational Approach to Problem-based Learning

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Nan-Chieh Chen

2008-03-01

Full Text Available This paper provides an analysis of the educational framework of problem-based learning (PBL. As known and used, PBL finds its root in the Structuralism and Pragmatism schools of philosophy. In this paper, the three main requirements of PBL, namely learning by doing, learning in context, and focusing on the student, are discussed within the context of these two schools of thought. Given these attributes, PBL also seems ideally suited for use in learning bioethics.

History and Nature of Science enriched Problem-Based Learning on the origins of biodiversity and of continents and oceans

OpenAIRE

Sousa, Cristina

2014-01-01

[EN] The episode of the History of Science (HOS) on the theory of continental drift proposed by Alfred Wegener has been considered an excellent example for teaching students aspects of Nature of Science (NOS) and the relation of Science with social and tecnological contexts. We implemented a NOS and HOS-enriched Problem-Based Learning environment at the middle (year 7 of the Portuguese National Curriculum) and secondary level (year 10) for teaching the origins of biodiversity and of continent...

The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students' attitudes and ability of interprofessional collaboration: a pilot study.

Science.gov (United States)

Lin, Yu-Chih; Chan, Te-Fu; Lai, Chung-Sheng; Chin, Chi-Chun; Chou, Fan-Hao; Lin, Hui-Ju

2013-09-01

Clinical ethic situations in modern multiprofessional healthcare systems may involve different healthcare professions who work together for patient care. The undergraduate interprofessional education of clinical ethics would help to incubate healthcare students' ability of interprofessional collaboration in solving ethical problems. However, the impact from an interprofessional educational model on student's attitudes and confidence of interprofessional collaboration should be carefully evaluated during the process of curricular development. This study aimed to conduct a pilot interprofessional PBL curriculum of clinical ethics and evaluate the curricular impact on interprofessional students' attitude and confidence of collaborative teamwork. Thirty-six medical and nursing students volunteered to participate in this study and were divided into three groups (medical group, nursing group, and mixed group). Tutors were recruited from the Medical School and the College of Nursing. The pilot curriculum included one lecture of clinical ethics, one PBL case study with two tutorial sessions, and one session of group discussion and feedback. A narrative story with multiple story lines and a multiperspective problem analysis tool were used in the PBL tutorials. The students' self-evaluation of learning questionnaire was used to evaluate students' learning of clinical ethics and interprofessional collaborative skills and attitude. The internal consistency of the questionnaire was measured by Cronbach α, and the criterion-related validity of the questionnaire was evaluated through associations between the dimension scores with the student group by one-way analysis of variance test (ANOVA) test and Tukey-Kramer honestly significant difference (HSD) comparison. There was significant difference among different groups in students' ability and attitudes about "interprofessional communication and collaboration" (p = 0.0184). The scores in the mixed group (37.58 ± 3.26) were higher

The impact of an interprofessional problem-based learning curriculum of clinical ethics on medical and nursing students' attitudes and ability of interprofessional collaboration: A pilot study

Directory of Open Access Journals (Sweden)

Yu-Chih Lin

2013-09-01

Full Text Available Clinical ethic situations in modern multiprofessional healthcare systems may involve different healthcare professions who work together for patient care. The undergraduate interprofessional education of clinical ethics would help to incubate healthcare students' ability of interprofessional collaboration in solving ethical problems. However, the impact from an interprofessional educational model on student's attitudes and confidence of interprofessional collaboration should be carefully evaluated during the process of curricular development. This study aimed to conduct a pilot interprofessional PBL curriculum of clinical ethics and evaluate the curricular impact on interprofessional students' attitude and confidence of collaborative teamwork. Thirty-six medical and nursing students volunteered to participate in this study and were divided into three groups (medical group, nursing group, and mixed group. Tutors were recruited from the Medical School and the College of Nursing. The pilot curriculum included one lecture of clinical ethics, one PBL case study with two tutorial sessions, and one session of group discussion and feedback. A narrative story with multiple story lines and a multiperspective problem analysis tool were used in the PBL tutorials. The students' self-evaluation of learning questionnaire was used to evaluate students' learning of clinical ethics and interprofessional collaborative skills and attitude. The internal consistency of the questionnaire was measured by Cronbach α, and the criterion-related validity of the questionnaire was evaluated through associations between the dimension scores with the student group by one-way analysis of variance test (ANOVA test and Tukey-Kramer honestly significant difference (HSD comparison. There was significant difference among different groups in students' ability and attitudes about “interprofessional communication and collaboration” (p = 0.0184. The scores in the mixed group (37

Pros and cons of vertical integration between clinical medicine and basic science within a problem-based undergraduate medical curriculum: examples and experiences from Linköping, Sweden.

Science.gov (United States)

Dahle, L O; Brynhildsen, J; Behrbohm Fallsberg, M; Rundquist, I; Hammar, M

2002-05-01

Problem-based learning (PBL), combined with early patient contact, multiprofessional education and emphasis on development of communications skills, has become the basis for the medical curriculum at the Faculty of Health Sciences in Linköping (FHS), Sweden, which was started in 1986. Important elements in the curriculum are vertical integration, i.e. integration between the clinical and basic science parts of the curriculum and horizontal integration between different subject areas. This article discusses the importance of vertical integration in an undergraduate medical curriculum, according to experiences from the Faculty of Health Sciences in Linköping, and also give examples on how it has been implemented during the latest 15 years. Results and views put forward in published articles concerning vertical integration within undergraduate medical education are discussed in relation to the experiences in Linköping. Vertical integration between basic sciences and clinical medicine in a PBL setting has been found to stimulate profound rather than superficial learning, and thereby stimulates better understanding of important biomedical principles. Integration probably leads to better retention of knowledge and the ability to apply basic science principles in the appropriate clinical context. Integration throughout the whole curriculum entails a lot of time and work in respect of planning, organization and execution. The teachers have to be deeply involved and enthusiastic and have to cooperate over departmental borders, which may produce positive spin-off effects in teaching and research but also conflicts that have to be resolved. The authors believe vertical integration supports PBL and stimulates deep and lifelong learning.

Sparking Passion: Engaging Student Voice through Project-Based Learning in Learning Communities

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Ball, Christy L.

2016-01-01

How do we confront entrenched educational practices in higher education that lead to student demotivation, poor retention, and low persistence? This article argues that project-based learning that situates student voice and capacity at the center of culturally-responsive curriculum has the potential to spark student passion for problem-solving…

Facilitators' perceptions of problem-based learning and community-based education

Directory of Open Access Journals (Sweden)

Annali E Fichardt

2000-10-01

Full Text Available In 1997 the School for Nursing, University of the Orange Free State, changed from the traditional lecture method of teaching to problem-based learning and from a curative to a community-based approach. Lecturers from a traditional environment became facilitators and new skills such as listening, dialogue, negotiation, counselling and problemsolving were expected from them. Besides the role change, the environment changed from a structural classroom to an unstructured community. The aim of this research was to determine the perceptions and experiences of facilitators in problem-based learning and community-base education. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Integrating Problem-Based Learning and Simulation: Effects on Student Motivation and Life Skills.

Science.gov (United States)

Roh, Young Sook; Kim, Sang Suk

2015-07-01

Previous research has suggested that a teaching strategy integrating problem-based learning and simulation may be superior to traditional lecture. The purpose of this study was to assess learner motivation and life skills before and after taking a course involving problem-based learning and simulation. The design used repeated measures with a convenience sample of 83 second-year nursing students who completed the integrated course. Data from a self-administered questionnaire measuring learner motivation and life skills were collected at pretest, post-problem-based learning, and post-simulation time points. Repeated-measures analysis of variance determined that the mean scores for total learner motivation (F=6.62, P=.003), communication (F=8.27, Plearning (F=4.45, P=.016) differed significantly between time points. Post hoc tests using the Bonferroni correction revealed that total learner motivation and total life skills significantly increased both from pretest to postsimulation and from post-problem-based learning test to postsimulation test. Subscales of learner motivation and life skills, intrinsic goal orientation, self-efficacy for learning and performance, problem-solving skills, and self-directed learning skills significantly increased both from pretest to postsimulation test and from post-problem-based learning test to post-simulation test. The results demonstrate that an integrating problem-based learning and simulation course elicits significant improvement in learner motivation and life skills. Simulation plus problem-based learning is more effective than problem-based learning alone at increasing intrinsic goal orientation, task value, self-efficacy for learning and performance, problem solving, and self-directed learning.

PENERAPAN BLENDED-PROBLEM BASED LEARNING DALAM PEMBELAJARAN BIOLOGI

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Samuel Agus Triyanto

2016-07-01

Biologi abad 21 merupakan integrasi dan mengintegrasikan kembali sub disiplin ilmu biologi, serta integrasi biologi dengan disiplin ilmu lain untuk mengatasi permasalahan sosial. Penelitian ini bertujuan untuk mengetahui penerapan Blended-Problem Based Learning, aktivitas belajar, dan respon siswa dalam pembelajaran biologi. Penelitian ini merupakan penelitian survei dengan pendekatan deskriptif kualitatif. Data hasil penelitian menunjukkan bahwa aktivitas positif siswa dalam pembelajaran memuaskan, sedangkan respon siswa baik terhadap pembelajaran. Berdasarkan hasil penelitian, disimpulkan bahwa Blended-Problem Based Learning dapat diterapkan dan diterima sebagai model dalam pembelajaran.

Problem-based learning biotechnology courses in chemical engineering.

Science.gov (United States)

Glatz, Charles E; Gonzalez, Ramon; Huba, Mary E; Mallapragada, Surya K; Narasimhan, Balaji; Reilly, Peter J; Saunders, Kevin P; Shanks, Jacqueline V

2006-01-01

We have developed a series of upper undergraduate/graduate lecture and laboratory courses on biotechnological topics to supplement existing biochemical engineering, bioseparations, and biomedical engineering lecture courses. The laboratory courses are based on problem-based learning techniques, featuring two- and three-person teams, journaling, and performance rubrics for guidance and assessment. Participants initially have found them to be difficult, since they had little experience with problem-based learning. To increase enrollment, we are combining the laboratory courses into 2-credit groupings and allowing students to substitute one of them for the second of our 2-credit chemical engineering unit operations laboratory courses.

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

Problems and the present status of radiation educational curriculum

International Nuclear Information System (INIS)

Hiroi, Tadashi; Muraishi, Yukimasa; Mikado, Shogo; Watanabe, Tomohiro

1999-01-01

To examine teaching curriculum for radiation education requires a collective and extensive consideration on various subjects from many fields. The present study has been made from 4 points of view, namely 'physics', physics experiment', 'chemistry', and 'general science'. In 'physics', a curriculum in which learning about radiation followed by learning Newtonian mechanics was examined. Some group experiments taking radiation as the subject, a curriculum including radiation and radioactivity in high school chemistry course and general science are proposed and discussed briefly. (S. Ohno)

Does Solving Insight-Based Problems Differ from Solving Learning-Based Problems? Some Evidence from an ERP Study

Science.gov (United States)

Leikin, Roza; Waisman, Ilana; Leikin, Mark

2016-01-01

We asked: "What are the similarities and differences in mathematical processing associated with solving learning-based and insight-based problems?" To answer this question, the ERP research procedure was employed with 69 male adolescent subjects who solved specially designed insight-based and learning-based tests. Solutions of…

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...

Problem Based Learning in Engineering Education

DEFF Research Database (Denmark)

Dahms, Mona-Lisa; Sauerbier, Gabriele; Stubbe, Korinna

2006-01-01

This paper describes a recent EU-project from five European Institutions. The aim was the development and implementation of a new international Master’s programme for staff development, directed towards the introduction of Problem Based Learning methods in the field of engineering education...

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…

Producing and scrounging during Problem Based Learning

Directory of Open Access Journals (Sweden)

William L. Vickery

2013-08-01

Full Text Available When problem based learning occurs in a social context it is open to a common social behaviour, scrounging. In the animal behaviour literature, scroungers do not attempt to find resources themselves but rather exploit resources found by other group members (referred to as producers. We know from studies of animal behaviour (including humans that scrounging can be expected whenever animals exploit resources in groups. We also know that scrounging can have deleterious effects on the group. We can expect scrounging to occur during social learning because the exchange of information (which I will consider here as a resource is essential to social learning. This exchange can be seen as each individual scrounging from the other members of the group whenever the individual learns from the work of others. However, there is a danger if some individuals learn mostly through their own efforts while others indulge in “social loafing” relying heavily on colleagues to provide knowledge. Here I propose that game theory models developed to analyse feeding in animal societies may also apply to social learning. We know from studies of birds feeding in groups that scrounging behaviour depends on the extent to which resources can be shared. Further, when scrounging is prevalent groups tend to obtain fewer resources. By contrast, in social learning we attempt to facilitate sharing of knowledge. We thus encourage scrounging and run the risk of reducing learning within study groups. Here I analyse the role of scrounging in problem based learning. I argue that scrounging is inherent and necessary to any social learning process. However, it can have perverse effects if the acquisition of facts rather than understanding comes to dominate learning objectives. Further, disparities among individuals within a group can lead certain individuals to specialise in scrounging thus undermining the functioning of the group. I suggest that motivation, problem structure

The Innovative Immersion of Mobile Learning into a Science Curriculum in Singapore: an Exploratory Study

Science.gov (United States)

Sun, Daner; Looi, Chee-Kit; Wu, Longkai; Xie, Wenting

2016-08-01

With advancements made in mobile technology, increasing emphasis has been paid to how to leverage the affordances of mobile technology to improve science learning and instruction. This paper reports on a science curriculum supported by an inquiry-based framework and mobile technologies. It was developed by teachers and researchers in a multiyear program of school-based research. The foci of this paper is on the design principles of the curriculum and its enactment, and the establishment of a teacher learning community. Through elucidating the design features of the innovative curriculum and evaluating teacher and student involvement in science instruction and learning, we introduce the science curriculum, called Mobilized 5E Science Curriculum (M5ESC), and present a representative case study of how one experienced teacher and her class adopted the curriculum. The findings indicate the intervention promoted this teacher's questioning competency, enabled her to interact with students frequently and flexibly in class, and supported her technology use for promoting different levels of cognition. Student learning was also improved in terms of test achievement and activity performance in and out of the classroom. We propose that the study can be used to guide the learning design of mobile technology-supported curricula, as well as teacher professional development for curriculum enactment.

Integrated Curriculum and Subject-based Curriculum: Achievement and Attitudes

Science.gov (United States)

Casady, Victoria

The research conducted for this mixed-method study, qualitative and quantitative, analyzed the results of an academic year-long study to determine whether the use of an integrated fourth grade curriculum would benefit student achievement in the areas of English language arts, social studies, and science more than a subject-based traditional curriculum. The research was conducted based on the international, national, and state test scores, which show a slowing or lack of growth. Through pre- and post-assessments, student questionnaires, and administrative interviews, the researcher analyzed the phenomenological experiences of the students to determine if the integrated curriculum was a beneficial restructuring of the curriculum. The research questions for this study focused on the achievement and attitudes of the students in the study and whether the curriculum they were taught impacted their achievement and attitudes over the course of one school year. The curricula for the study were organized to cover the current standards, where the integrated curriculum focused on connections between subject areas to help students make connections to what they are learning and the world beyond the classroom. The findings of this study indicated that utilizing the integrated curriculum could increase achievement as well as students' attitudes toward specific content areas. The ANOVA analysis for English language arts was not determined to be significant; although, greater growth in the students from the integrated curriculum setting was recorded. The ANOVA for social studies (0.05) and the paired t-tests (0.001) for science both determined significant positive differences. The qualitative analysis led to the discovery that the experiences of the students from the integrated curriculum setting were more positive. The evaluation of the data from this study led the researcher to determine that the integrated curriculum was a worthwhile endeavor to increase achievement and attitudes

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).

PENINGKATAN KUALITAS PEMBELAJARAN PPKN MELALUI PENERAPAN PROBLEM BASED LEARNING DI SMP

Directory of Open Access Journals (Sweden)

Y. Yuniwati

2016-12-01

Full Text Available Penelitian ini bertujuan untuk meningkatkan kualitas pembelajaran PPKn melalui penerapan model  Problem based learning di kelas VIII A semester 1 SMP Negeri 2 Manisrenggo Kabupaten Klaten tahun akademik 2014/2015. Penelitian ini merupakan penelitian tindakan kelas (classroom action research dengan desain Kemmis & Taggart yang dilaksanakan dalam III siklus. Jenis tindakan yang dilaksanakan adalah penerapan model Problem based learning dalam pembelajaran PPKn.  Langkah-langkah pembelajaran meliputi mengidentifikasi masalah, menggali sumber informasi yang relevan, belajar secara mandiri, menyelidiki dan menginterpretasi data yang terkumpul, memilih beberapa alternatif solusi masalah, dengan mempertimbangkan pendapat atau informasi dari kolabolator. Pengumpulan data dilakukan melalui observasi, tes tertulis, wawancara, dan catatan lapangan. Analisis data dilakukan secara kualitatif dengan teknik yang dikembangkan Miles dan Huberman. Hasil penelitian menunjukan bahwa penerapan model Problem based learning dapat meningkatkan kualitas pembelajaran PPKn pada aspek proses pembelajaran dan hasil belajar yang komprehensif (kognitif, afektif, dan psikomotorik.   THE IMPROVEMENT OF THE CIVIV EDUCATION LEARNING QUALITY THROUGH THE APPLICATION OF THE PROBLEM BASED–LEARNING  AT SMP Abstract This study aimed to improve the Civic Education learning quality through the application of the problem- based learning model at Grade VIII A of SMP Negeri 2 Manisrenggo in semester 1 of the 2014/2015 academic year. This was a classroom action research (CAR study employing the design by Kemmis & MacTaggart, carried out in three cycles. The action implemented was the application of the problembased learning model in the Civic Education learning. The learning steps included identifying problems, looking for relevant information sources, learning autonomously, investigating and interpreting the collected data, and selecting several alternative problem solutions by taking

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.

ENGAGE: A Game Based Learning and Problem Solving Framework

Science.gov (United States)

2012-07-13

Gamification Summit 2012  Mensa Colloquium 2012.2: Social and Video Games  Seattle Science Festival  TED Salon Vancouver : http...From - To) 6/1/2012 – 6/30/2012 4. TITLE AND SUBTITLE ENGAGE: A Game Based Learning and Problem Solving Framework 5a. CONTRACT NUMBER N/A 5b...Popović ENGAGE: A Game Based Learning and Problem Solving Framework (Task 1 Month 4) Progress, Status and Management Report Monthly Progress

Dimensions of Problem Based Learning--Dialogue and Online Collaboration in Projects

Science.gov (United States)

Andreasen,, Lars Birch; Nielsen, Jørgen Lerche

2013-01-01

The article contributes to the discussions on problem based learning and project work, building on and reflecting the experiences of the authors. Four perspectives are emphasized as central to a contemporary approach to problem- and project-based learning: the exploration of problems, projects as a method, online collaboration, and the dialogic…

Problem based learning: tutors' views 5 years after implementation ...

African Journals Online (AJOL)

Background: Curriculum evaluation is key to continuous assurance of quality of ... Activities evaluated included; students assessment, self-directed learning, ... Conclusion: PBL/COBES program was successfully executed and had high ...

Teaching evidence-based medicine using a problem-oriented approach.

Science.gov (United States)

Hosny, Somaya; Ghaly, Mona S

2014-04-01

Faculty of Medicine, Suez Canal University is adopting an innovative curriculum. Evidence-based medicine (EBM) has been integrated into problem based learning (PBL) sessions as a responsive innovative paradigm for the practice and teaching of clinical medicine. To integrate EBM in the problem based sessions of the sixth-year students, and to assess students' and tutor satisfaction with this change. EBM training was conducted for sixth-year students (196) including four theoretical, and eight practical sessions. Sixteen EBM educational scenarios (problems) were formulated, according to sixth-year curriculum. Each problem was discussed in two sessions through steps of EBM, namely: formulating PICO questions, searching for and appraising evidence, applying the evidence to the clinical scenario and analysing the practice. Students and tutors satisfaction were evaluated using a 3-point ratings questionnaire. The majority of students and faculty expressed their satisfaction about integrating EBM with PBL and agreed that the problems were more stimulating. However, 33.6% of students indicated that available time was insufficient for searching literatures. Integrating EBM into PBL sessions tends to be more interesting and stimulating than traditional PBL sessions for final year students and helps them to practice and implement EBM in clinical context.

Systematizing Scaffolding for Problem-Based Learning: A View from Case-Based Reasoning

Science.gov (United States)

Tawfik, Andrew A.; Kolodner, Janet L.

2016-01-01

Current theories and models of education often argue that instruction is best administered when knowledge is situated within a context. Problem-based learning (PBL) provides an approach to education that has particularly powerful affordances for learning disciplinary content and practices by solving authentic problems within a discipline. However,…

Learners with learning difficulties in mathematics : attitudes, curriculum and methods of teaching mathematics

OpenAIRE

2012-01-01

D.Ed. The aim of this theses is to find out whether there is any relationship between learners' attitudes and learning difficulties in mathematics: To investigate whether learning difficulties in mathematics are associated with learners' gender. To establish the nature of teachers' perceptions of the learning problem areas in the mathematics curriculum. To find out about the teachers' views on the methods of teaching mathematics, resources, learning of mathematics, extra curricular activit...

Linked-Class Problem-Based Learning in Engineering: Method and Evaluation

Science.gov (United States)

Hunt, Emily M.; Lockwood-Cooke, Pamela; Kelley, Judy

2010-01-01

Problem-Based Learning (PBL) is a problem-centered teaching method with exciting potential in engineering education for motivating and enhancing student learning. Implementation of PBL in engineering education has the potential to bridge the gap between theory and practice. Two common problems are encountered when attempting to integrate PBL into…

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

Analysis of problem solving on project based learning with resource based learning approach computer-aided program

Science.gov (United States)

Kuncoro, K. S.; Junaedi, I.; Dwijanto

2018-03-01

This study aimed to reveal the effectiveness of Project Based Learning with Resource Based Learning approach computer-aided program and analyzed problem-solving abilities in terms of problem-solving steps based on Polya stages. The research method used was mixed method with sequential explanatory design. The subject of this research was the students of math semester 4. The results showed that the S-TPS (Strong Top Problem Solving) and W-TPS (Weak Top Problem Solving) had good problem-solving abilities in each problem-solving indicator. The problem-solving ability of S-MPS (Strong Middle Problem Solving) and (Weak Middle Problem Solving) in each indicator was good. The subject of S-BPS (Strong Bottom Problem Solving) had a difficulty in solving the problem with computer program, less precise in writing the final conclusion and could not reflect the problem-solving process using Polya’s step. While the Subject of W-BPS (Weak Bottom Problem Solving) had not been able to meet almost all the indicators of problem-solving. The subject of W-BPS could not precisely made the initial table of completion so that the completion phase with Polya’s step was constrained.

Problem-based learning for technical students on the base TRIZ (theory of inventive problem solving

Directory of Open Access Journals (Sweden)

Babenko Oksana

2016-01-01

Full Text Available The basis of modern educational technology in teaching is problem-based learning through the use of educational technologies Powerful Thinking - Theory of Inventive Problem Solving (TRIZ, including a systematic approach to the complex organization of independent work of search and research character. Developed by systemic administration of the physical features workshops on the basis TRIZ in the cycle of the natural sciences with the implementation of all aspects of the educational activities - substantive, procedural and motivational. A new model of the physical design of the workshop and its form of organization, which is based on problem-based learning with the use of TRIZ Interactive form of organization of the workshop allows you to get high-quality substantive and personality of the students who have a significant role in the formation of professional competencies and affect the quality of produce practice-oriented specialists.

Developing an evidence-based curriculum designed to help psychiatric nurses learn to use computers and the Internet.

Science.gov (United States)

Koivunen, Marita; Välimäki, Maritta; Jakobsson, Tiina; Pitkänen, Anneli

2008-01-01

This article describes the systematic process in which an evidence-based approach was used to develop a curriculum designed to support the computer and Internet skills of nurses in psychiatric hospitals in Finland. The pressure on organizations to have skilled and motivated nurses who use modern information and communication technology in health care organizations has increased due to rapid technology development at the international and national levels. However, less frequently has the development of those computer education curricula been based on evidence-based knowledge. First, we identified psychiatric nurses' learning experiences and barriers to computer use by examining written essays. Second, nurses' computer skills were surveyed. Last, evidence from the literature was scrutinized to find effective methods that can be used to teach and learn computer use in health care. This information was integrated and used for the development process of an education curriculum designed to support nurses' computer and Internet skills.

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.

Supporting teachers integrating web 2.0 in a Problem Based Learning approach

DEFF Research Database (Denmark)

Buus, Lillian

2010-01-01

‘users/learners as producers’ [6]. Consequently, it makes good sense to connect Web 2.0 with a problem-based approach to learning. Therefore it’s interesting to look upon a learning design model supporting teachers at AAU in their pedagogical design combining these two. The Collaborative E-learning...... at Aalborg University (AAU). Problem-Based Learning (PBL) has gained a lot of interest since it was launched in established educational settings over 30 years ago in the medical programmes at McMaster University, Canada. Essentially it is a leaning methods based on the principle of using problems......, in particular, in the work of the German philosopher and sociologist Oskar Negt. Negt’s work gained a lot of interest in Denmark and the Problem oriented project based learning (POPBL) was developed under this inspiration. It was implemented as a framework for learning when Aalborg University was established...

New Realities and the Implications for Problem Based Learning

DEFF Research Database (Denmark)

Sørensen, Olav Jull

2004-01-01

-based learning model with the new realities of today. Three new realities are discussed, the new global realities, the new business realities, and the new realities at the individual level. The new realities challenge the problem-based learning model. Adjustments are needed in terms of closer co...

Problem solving strategies used by RN-to-BSN students in an online problem-based learning course.

Science.gov (United States)

Oldenburg, Nancy L; Hung, Wei-Chen

2010-04-01

It is essential that nursing students develop the problem solving and critical thinking skills required in the current health care environment. Problem-based learning has been promoted as a way to help students acquire those skills; however, gaps exist in the knowledge base of the strategies used by learners. The purpose of this case study was to gain insight into the problem solving experience of a group of six RN-to-BSN students in an online problem-based learning course. Data, including discussion transcripts, reflective papers, and interview transcripts, were analyzed using a qualitative approach. Students expanded their use of resources and resolved the cases, identifying relevant facts and clinical applications. They had difficulty communicating their findings, establishing the credibility of sources, and offering challenging feedback. Increased support and direction are needed to facilitate the development of problem solving abilities of students in the problem-based learning environment.

Bridging disciplines through problem based learning

DEFF Research Database (Denmark)

Stentoft, Diana

2011-01-01

This paper examines whether a problem based approach to students’ learning may support interdisciplinary education at university level, where students are required to engage with the complexities inherent in constructing knowledge across disciplinary boundaries. These complexities include students...... engaging with multiple and conflicting epistemologies, identification and contextualisation of problems involving several disciplines in their solution etc. A practical example found in the case of newly developed BSc and MSc programs in Techno-Anthropology is provided.The paper includes some examples...

Systematizing Scaffolding for Problem-Based Learning: A View from Case-Based Reasoning

OpenAIRE

Tawfik, Andrew A; Kolodner, Janet L

2016-01-01

Current theories and models of education often argue that instruction is best administered when knowledge is situated within a context. Problem-based learning (PBL) provides an approach to education that has particularly powerful affordances for learning disciplinary content and practices by solving authentic problems within a discipline. However, not all implementations of PBL have been equally successful at fostering such learning, and some argue that this form of instruction is beyond the ...

Supporting Problem Solving with Case-Stories Learning Scenario and Video-based Collaborative Learning Technology

Directory of Open Access Journals (Sweden)

Chun Hu

2004-04-01

Full Text Available In this paper, we suggest that case-based resources, which are used for assisting cognition during problem solving, can be structured around the work of narratives in social cultural psychology. Theories and other research methods have proposed structures within narratives and stories which may be useful to the design of case-based resources. Moreover, embedded within cases are stories which are contextually rich, supporting the epistemological groundings of situated cognition. Therefore the purposes of this paper are to discuss possible frameworks of case-stories; derive design principles as to “what” constitutes a good case story or narrative; and suggest how technology can support story-based learning. We adopt video-based Computer-Supported Collaborative Learning (CSCL technology to support problem solving with case-stories learning scenarios. Our hypothesis in this paper is that well-designed case-based resources are able to aid in the cognitive processes undergirding problem solving and meaning making. We also suggest the use of an emerging video-based collaborative learning technology to support such an instructional strategy.

Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education

Science.gov (United States)

Golightly, Aubrey; Raath, Schalk

2015-01-01

In South Africa, geography education students' approach to deep learning has received little attention. Therefore the purpose of this one-shot experimental case study was to evaluate the extent to which first-year geography education students used deep or surface learning in an embedded problem-based learning (PBL) format. The researchers measured…

Problem-Based Learning and Problem-Solving Tools: Synthesis and Direction for Distributed Education Environments.

Science.gov (United States)

Friedman, Robert S.; Deek, Fadi P.

2002-01-01

Discusses how the design and implementation of problem-solving tools used in programming instruction are complementary with both the theories of problem-based learning (PBL), including constructivism, and the practices of distributed education environments. Examines how combining PBL, Web-based distributed education, and a problem-solving…

Improving mathematical problem solving ability through problem-based learning and authentic assessment for the students of Bali State Polytechnic

Science.gov (United States)

Darma, I. K.

2018-01-01

This research is aimed at determining: 1) the differences of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) the differences of mathematical problem solving ability between the students facilitated with authentic and conventional assessment model, and 3) interaction effect between learning and assessment model on mathematical problem solving. The research was conducted in Bali State Polytechnic, using the 2x2 experiment factorial design. The samples of this research were 110 students. The data were collected using a theoretically and empirically-validated test. Instruments were validated by using Aiken’s approach of technique content validity and item analysis, and then analyzed using anova stylistic. The result of the analysis shows that the students facilitated with problem-based learning and authentic assessment models get the highest score average compared to the other students, both in the concept understanding and mathematical problem solving. The result of hypothesis test shows that, significantly: 1) there is difference of mathematical problem solving ability between the students facilitated with problem-based learning model and conventional learning model, 2) there is difference of mathematical problem solving ability between the students facilitated with authentic assessment model and conventional assessment model, and 3) there is interaction effect between learning model and assessment model on mathematical problem solving. In order to improve the effectiveness of mathematics learning, collaboration between problem-based learning model and authentic assessment model can be considered as one of learning models in class.

Implementation of Problem-Based Learning in Environmental Chemistry

Science.gov (United States)

Jansson, Stina; So¨derstro¨m, Hanna; Andersson, Patrik L.; Nording, Malin L.

2015-01-01

Environmental Chemistry covers a range of topics within the discipline of chemistry, from toxicology to legislation, which warrants interdisciplinary study. Consequently, problem-based learning (PBL), a style of student-centered learning which facilitates the integration of multiple subjects, was investigated to determine if it would be a more…

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...

Project organized Problem-based learning in Distance Education

DEFF Research Database (Denmark)

Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

2002-01-01

Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...... in a new Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. In this paper, the main problems...... experienced with group organized project work in distance education are described, and some possible solutions are listed....

Project-Organized Problem-Based Learning in Distance Education

DEFF Research Database (Denmark)

Jensen, Lars Peter; Helbo, Jan; Knudsen, Morten

2003-01-01

Project organized problem based learning is a successful concept for on-campus engineering education at Aalborg University. Recently this "Aalborg concept" has been used in networked distance education as well. This paper describes the experiences from two years of Internet-mediated project work...... in a new Master of Information Technology education. The main conclusions are, that the project work is a strong learning motivator, enhancing peer collaboration, for off-campus students as well. However, the concept cannot be directly transferred to off-campus learning. In this paper, the main problems...... experienced with group organized project work in distance education are described, and some possible solutions are listed....

The Curriculum for Children with Severe and Profound Learning Difficulties at Stephen Hawking School

Science.gov (United States)

Rayner, Matthew

2011-01-01

The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject-based approach, in line with the National Curriculum, is the most…

PBL融入師資培育教學實習課程之個案研究 Case Study on Applying Problem-Based Learning to the Student Teaching Curriculum

Directory of Open Access Journals (Sweden)

徐靜嫻 Ching-Hsien Hsu

2013-06-01

Full Text Available 能力導向的教育模式已逐漸成為世界各國培育專業人才的重要方式。在此理念下所強調的「問題導向學習」（problem-based learning, PBL），在醫學、護理、科學等領域上的應用，都顯示對於實務人員面對錯綜複雜實務問題的解決能力培養上，有相當不錯的成效。借鏡於這些領域的經驗，本研究目的在探討問題導向學習融入教學實習課程對學生產生之具體學習成效，以及PBL 融入教學實習課程之適切性。本研究以三種量化問卷，蒐集學生對案例問題、PBL 教練行為的適切性，及其在教學知識與技能、學習能力與興趣和專業互動能力等三面向提升的感受。此外，亦藉由上課實錄、學生學習文件、訪談與研究日誌等質性方式，瞭解PBL運作之情形。研究顯示，師資生在教學專業知識與技能、學習能力與興趣，以及專業互動等能力上均有極正向之學習成效；同時，PBL 融入教學實習能提升學生未來面對教學問題的解決能力。 Ability-orientation has become a critical educational model for educating professionals working in many fields across the world. Featuring an ability-orientation approach, the problem-based learning (PBL approach been successfully applied in medical, nursing, and scientific areas. Studies in these areas also show that PBL can effectively provide people with the problem-solving abilities that they require in their professions. In light of these results, this study explores whether PBL can be effectively applied to early-stage teacher programs. The purpose of this research is to apply PBL to the student teaching curriculum to explore its effects. We discovered how PBL can be effectively applied to a curriculum design and what teaching outcomes can be achieved. This study shows that positive effects were observed in the disciplinary knowledge and skills, learning abilities, interests, and

Qualitative and quantitative analysis of the students’ perceptions to the use of 3D electronic models in problem-based learning

Directory of Open Access Journals (Sweden)

Hai Ming Wong

2017-06-01

Full Text Available Faculty of Dentistry of the University of Hong Kong has introduced innovative blended problem-based learning (PBL with the aid of 3D electronic models (e-models to Bachelor of Dental Surgery (BDS curriculum. Statistical results of pre- and post-semester questionnaire surveys illustrated compatibility of e-models in PBL settings. The students’ importance ratings of two objectives “Complete assigned tasks on time” and “Active listener”, and twenty-two facilitator evaluation items including critical thinking and group problem-solving skills had increased significantly. The students’ PBL preparation behavior, attentions to problem understanding, problem analysis, and learning resource quality were also found to be related to online support of e-models and its software. Qualitative analysis of open-ended questions with visual text analytic software “Leximancer” improved validity of statistical results. Using e-model functions in treatment planning, problem analysis and giving instructions provided a method of informative communication. Therefore, it is critical for the faculty to continuously provide facilitator training and quality online e-model resources to the students.

Educational Change towards Problem Based Learning

DEFF Research Database (Denmark)

Li, Huichun

As a promising educational approach, PBL (Problem Based Learning) has been adopted by an increasing number of higher education institutions worldwide to replace the traditional lectured based educational approach. However, the organizational change towards PBL is not easy for higher education...... universities which are transforming their traditional educational approaches to PBL. Specifically, this book is concerned with how managers, staff members, and students interpret PBL and its implementation. It reveals that the challenges for implementing PBL are closely linked to organizational members...... institutions, especially for those with a long history of Lecture Based Learning. Therefore, it is necessary to investigate the challenges and obstacles for higher education institutions which are implementing PBL. In order to address the research concern, this book involves in an intensive exploration of two...

Ambulatory Morning Report: A Case-Based Method of Teaching EBM Through Experiential Learning.

Science.gov (United States)

Luciano, Gina L; Visintainer, Paul F; Kleppel, Reva; Rothberg, Michael B

2016-02-01

Evidence-based medicine (EBM) skills are important to daily practice, but residents generally feel unskilled incorporating EBM into practice. The Kolb experiential learning theory, as applied to curricular planning, offers a unique methodology to help learners build an EBM skill set based on clinical experiences. We sought to blend the learner-centered, case-based merits of the morning report with an experientially based EBM curriculum. We describe and evaluate a patient-centered ambulatory morning report combining the User's Guides to the Medical Literature approach to EBM and experiential learning theory in the internal medicine department at Baystate Medical Center. The Kolb experiential learning theory postulates that experience transforms knowledge; within that premise we designed a curriculum to build EBM skills incorporating residents' patient encounters. By developing structured clinical questions based on recent clinical problems, residents activate prior knowledge. Residents acquire new knowledge through selection and evaluation of an article that addresses the structured clinical questions. Residents then apply and use new knowledge in future patient encounters. To assess the curriculum, we designed an 18-question EBM test, which addressed applied knowledge and EBM skills based on the User's Guides approach. Of the 66 residents who could participate in the curriculum, 61 (92%) completed the test. There was a modest improvement in EBM knowledge, primarily during the first year of training. Our experiential curriculum teaches EBM skills essential to clinical practice. The curriculum differs from traditional EBM curricula in that ours blends experiential learning with an EBM skill set; learners use new knowledge in real time.

Integration of problem-based learning and innovative technology into a self-care course.

Science.gov (United States)

McFalls, Marsha

2013-08-12

To assess the integration of problem-based learning and technology into a self-care course. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.

Measuring the influence of Cooperative Learning and Project Based Learning on problem solvin skill.

OpenAIRE

García Martín, Javier; Pérez Martínez, Jorge Enrique

2011-01-01

The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The secon...

Integrating Field-Centered, Project Based Activities with Academic Year Coursework: A Curriculum Wide Approach

Science.gov (United States)

Kelso, P. R.; Brown, L. M.

2015-12-01

Based upon constructivist principles and the recognition that many students are motivated by hands-on activities and field experiences, we designed a new undergraduate curriculum at Lake Superior State University. One of our major goals was to develop stand-alone field projects in most of the academic year courses. Examples of courses impacted include structural geology, geophysics, and geotectonics, Students learn geophysical concepts in the context of near surface field-based geophysical studies while students in structural geology learn about structural processes through outcrop study of fractures, folds and faults. In geotectonics students learn about collisional and rifting processes through on-site field studies of specific geologic provinces. Another goal was to integrate data and samples collected by students in our sophomore level introductory field course along with stand-alone field projects in our clastic systems and sequence stratigraphy courses. Our emphasis on active learning helps students develop a meaningful geoscience knowledge base and complex reasoning skills in authentic contexts. We simulate the activities of practicing geoscientists by engaging students in all aspects of a project, for example: field-oriented project planning and design; acquiring, analyzing, and interpreting data; incorporating supplemental material and background data; and preparing oral and written project reports. We find through anecdotal evidence including student comments and personal observation that the projects stimulate interest, provide motivation for learning new concepts, integrate skill and concept acquisition vertically through the curriculum, apply concepts from multiple geoscience subdisiplines, and develop soft skills such as team work, problem solving, critical thinking and communication skills. Through this projected-centered Lake Superior State University geology curriculum students practice our motto of "learn geology by doing geology."

UICEE Centre for Problem Based Learning (UCPBL) at Aalborg University

DEFF Research Database (Denmark)

Fink, Flemming Kobberøe; Enemark, Stig; Moesby, Egon

2002-01-01

University is considered to have a strong position in Problem-Based Learning (PBL) with many years of experience. Within engineering education co-operation with industry has also always been a field of high importance for Aalborg University and part of the PBL concept. An increasing number of universities...... and engineering schools worldwide are consequently seeking consultancy and cooperation with Aalborg University. The establishment of UCPBL is therefore welcomed as a possibility to merge these activities into one organisational structure and to strengthen the effort of improving engineering education......UICEE Centre for Problem-Based Learning (UCPBL) is a global centre for Problem-Based Learning located at Aalborg University, Denmark UCPBL is established as a partner to the UNESCO International Centre for Engineering Education (UICEE) located at Monash University, Melbourne, Australia. Aalborg...

Using Problem Based Learning Methods from Engineering Education in Company Based Development

DEFF Research Database (Denmark)

Kofoed, Lise B.; Jørgensen, Frances

2007-01-01

This paper discusses how Problem-Based Learning (PBL) methods were used to support a Danish company in its efforts to become more of a 'learning organisation', characterized by sharing of knowledge and experiences. One of the central barriers to organisational learning in this company involved...

Thai nursing students' adaption to problem-based learning: a qualitative study.

Science.gov (United States)

Klunklin, Areewan; Subpaiboongid, Pornpun; Keitlertnapha, Pongsri; Viseskul, Nongkran; Turale, Sue

2011-11-01

Student-centred forms of learning have gained favour internationally over the last few decades including problem based learning, an approach now incorporated in medicine, nursing and other disciplines' education in many countries. However, it is still new in Thailand and being piloted to try to offset traditional forms of didactic, teacher-centred forms of teaching. In this qualitative study, 25 undergraduate nursing students in northern Thailand were interviewed about their experiences with problem-based learning in a health promotion subject. Content analysis was used to interrogate interview data, which revealed four categories: adapting, seeking assistance, self-development, and thinking process development. Initially participants had mixed emotions of confusion, negativity or boredom in the adaption process, but expressed satisfaction with creativity in learning, group work, and leadership development. They described increased abilities to problem solve and think critically, but struggled to develop questioning behaviours in learning. Socio-culturally in Thai education, students have great respect for teachers, but rarely question or challenge them or their learning. We conclude that problem-based learning has great potential in Thai nursing education, but educators and systems need to systematically prepare appropriate learning environments, their staff and students, to incorporate this within curricula. Copyright © 2011 Elsevier Ltd. All rights reserved.

Theory in Practice instead of Theory versus Practice – Curricular design for Task-based Learning within a competency oriented Curriculum

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Rotthoff, Thomas

2015-02-01

Full Text Available Objective: Already during their studies, medical students should intensively train their clinical thinking and practice skills, enhancing their clinical expertise in theoretical and practical terms.Methods: Based on the findings of educational research, a new curriculum for clinical training was developed at Duesseldorf University, focussing on workplace-based teaching, learning and assessment.Results: For students in their 3, 4 and 5 year of study, our curriculum is based on learning with patient complaint items in regard to multidisciplinary areas of outpatient and inpatient care. For this educational format, 123 complaint items were defined and their compatibility with diseases from various disciplines was tested. Based on the complaint of a specific case, students locate the underlying disease pattern, the differential diagnostic and therapeutical procedures and thereby deepen the required knowledge in the basic subjects. Study books have been created by the clinical departments to support this process. Learning is integrated in competence-oriented and workplace-based learning and assessment, offering a close-knit contact between students and doctors.Conclusion: The concept allows the integration of theory into practice and the integration of knowledge from the basic, clinical-theoretical and clinical subjects into clinical thinking and action.

Patient-based not problem-based learning: An Oslerian approach to clinical skills, looking back to move forward

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Franklyn-Miller A

2009-01-01

Full Text Available Context : There have been significant changes in the past decade in both the curriculum and its delivery, in undergraduate medical education. Many of these changes have been made simultaneously, preventing clear assessment of outcome measures. The move away from a pre-clinical science grounding, to an integrated ′problem-based learning (PBL approach′ has been widespread in many countries across the world. Purpose : One effect of these changes has been the way in which clinical skills, in particular history and examination are taught. By integrating clinical scenarios earlier in the undergraduate course, clinical skills are increasingly taught in tutorials. This approach, when used in the pre-clinical setting may have shortcomings in the development of the ability to construct a differential diagnosis. There has been little evidence that PBL improves problem-solving ability and this is critical to the differential diagnostic process. The concurrent decline in anatomical teaching and understanding contributes to this difficulty. Discussion : The authors outline a model which clinicians can re-emphasize to students and juniors based on the fundamentals of clinical practice. The apprenticeship is more important than ever in the days of small group learning. The relinquishing of the traditional model of undergraduate medicine is of concern. The effects of educational reform should be examined by further research into the competencies of graduates entering higher professional training, before it is accepted that this change has been for the better.

Problem-Based Learning: Exploiting Knowledge of How People Learn to Promote Effective Learning

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Wood, E. J.

2004-01-01

There is much information from educational psychology studies on how people learn. The thesis of this paper is that we should use this information to guide the ways in which we teach rather than blindly using our traditional methods. In this context, problem-based learning (PBL), as a method of teaching widely used in medical schools but…

Teaching Gases through Problem-Based Learning

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Baran, Mukadder

2016-01-01

The purpose of this study was to investigate not only the applicability of the method of Problem-Based Learning (PBL) to the lesson subject of "Gasses" within the scope of the 9th grade course of Chemistry in Hakkari Gazi High School but also the influence of this method on the students' achievement levels in chemistry and on their…

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.

Integrated Design Process in Problem-Based Learning

DEFF Research Database (Denmark)

Knudstrup, Mary-Ann

2004-01-01

This article reports and reflects on the learning achievements and the educational experiences in connection with the first years of the curriculum in Architecture at Aalborg University ?s Civil Engineer Education in Architecture & Design. In the article I will focus on the learning activity and ...... the students need in order to concentrate, mobilize creativity and find the personal design language which is a precondition for making good architecture....... and the method that are developed during the semester when working with an Integrated Design Process combining architecture, design, functional aspects, energy consumption, indoor environment, technology, and construction. I will emphasize the importance of working with different tools in the design process, e...

How play enhances creativity in problem based learning

DEFF Research Database (Denmark)

Thorsted, Ann Charlotte

2015-01-01

This article draws on 20 Danish university students’ reflections in and on a Problem-based Learning process (PBL). The study showed how a more playful approach changed how the students collaborated, communicated, and approached a given task. They felt more creative, open minded and engaged compared...... between play and creativity in higher education learning processes?...

Aligning physical learning spaces with the curriculum: AMEE Guide No. 107.

Science.gov (United States)

Nordquist, Jonas; Sundberg, Kristina; Laing, Andrew

2016-08-01

This Guide explores emerging issues on the alignment of learning spaces with the changing curriculum in medical education. As technology and new teaching methods have altered the nature of learning in medical education, it is necessary to re-think how physical learning spaces are aligned with the curriculum. The better alignment of learning spaces with the curriculum depends on more directly engaged leadership from faculty and the community of medical education for briefing the requirements for the design of all kinds of learning spaces. However, there is a lack of precedent and well-established processes as to how new kinds of learning spaces should be programmed. Such programmes are essential aspects of optimizing the intended experience of the curriculum. Faculty and the learning community need better tools and instruments to support their leadership role in briefing and programming. A Guide to critical concepts for exploring the alignment of curriculum and learning spaces is provided. The idea of a networked learning landscape is introduced as a way of assessing and evaluating the alignment of physical spaces to the emerging curriculum. The concept is used to explore how technology has widened the range of spaces and places in which learning happens as well as enabling new styles of learning. The networked learning landscaped is explored through four different scales within which learning is accommodated: the classroom, the building, the campus, and the city. High-level guidance on the process of briefing for the networked learning landscape is provided, to take into account the wider scale of learning spaces and the impact of technology. Key to a successful measurement process is argued to be the involvement of relevant academic stakeholders who can identify the strategic direction and purpose for the design of the learning environments in relation to the emerging demands of the curriculum.

Instructional Designers' Media Selection Practices for Distributed Problem-Based Learning Environments

Science.gov (United States)

Fells, Stephanie

2012-01-01

The design of online or distributed problem-based learning (dPBL) is a nascent, complex design problem. Instructional designers are challenged to effectively unite the constructivist principles of problem-based learning (PBL) with appropriate media in order to create quality dPBL environments. While computer-mediated communication (CMC) tools and…

The balanced academic curriculum problem revisited

DEFF Research Database (Denmark)

Chiarandini, Marco; Di Gaspero, Luca; Gualandi, Stefano

2012-01-01

The Balanced Academic Curriculum Problem (BACP) consists in assigning courses to teaching terms satisfying prerequisites and balancing the credit course load within each term. The BACP is part of the CSPLib with three benchmark instances, but its formulation is simpler than the problem solved...... in practice by universities. In this article, we introduce a generalized version of the problem that takes different curricula and professor preferences into account, and we provide a set of real-life problem instances arisen at University of Udine. Since the existing formulation based on a min-max objective...... function does not balance effectively the credit load for the new instances, we also propose alternative objective functions. Whereas all the CSPLib instances are efficiently solved with Integer Linear Programming (ILP) state-of-the-art solvers, our new set of real-life instances turns out to be much more...

Integrating Industry in Project Organized Problem Based Learning for Engineering Educations

DEFF Research Database (Denmark)

Nielsen, Kirsten M.

2006-01-01

This abstract deals with the challenge of establishing engineering student projects in collaboration with industry. Based on empirical results a set of advices for industrial collaboration in project oriented problem based learning are formulated......This abstract deals with the challenge of establishing engineering student projects in collaboration with industry. Based on empirical results a set of advices for industrial collaboration in project oriented problem based learning are formulated...

What Is the Problem in Problem-Based Learning in Higher Education Mathematics

Science.gov (United States)

Dahl, Bettina

2018-01-01

Problem and Project-Based Learning (PBL) emphasise collaborate work on problems relevant to society and emphases the relation between theory and practice. PBL fits engineering students as preparation for their future professions but what about mathematics? Mathematics is not just applied mathematics, but it is also a body of abstract knowledge…

The Effect of Problem Based Learning (PBL) Instruction on Students' Motivation and Problem Solving Skills of Physics

Science.gov (United States)

Argaw, Aweke Shishigu; Haile, Beyene Bashu; Ayalew, Beyene Tesfaw; Kuma, Shiferaw Gadisa

2017-01-01

Through the learning of physics, students will acquire problem solving skills which are relevant to their daily life. Determining the best way in which students learn physics takes a priority in physics education. The goal of the present study was to determine the effect of problem based learning strategy on students' problem solving skills and…

Learning from the problems of problem-based learning

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Epstein Richard

2004-01-01

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

Evolution of the New Pathway curriculum at Harvard Medical School: the new integrated curriculum.

Science.gov (United States)

Dienstag, Jules L

2011-01-01

In 1985, Harvard Medical School adopted a "New Pathway" curriculum, based on active, adult learning through problem-based, faculty-facilitated small-group tutorials designed to promote lifelong skills of self-directed learning. Despite the successful integration of clinically relevant material in basic science courses, the New Pathway goals were confined primarily to the preclinical years. In addition, the shifting balance in the delivery of health care from inpatient to ambulatory settings limited the richness of clinical education in clinical clerkships, creating obstacles for faculty in their traditional roles as teachers. In 2006, Harvard Medical School adopted a more integrated curriculum based on four principles that emerged after half a decade of self-reflection and planning: (1) integrate the teaching of basic/population science and clinical medicine throughout the entire student experience; (2) reestablish meaningful and intensive faculty-student interactions and reengage the faculty; (3) develop a new model of clinical education that offers longitudinal continuity of patient experience, cross-disciplinary curriculum, faculty mentoring, and student evaluation; and (4) provide opportunities for all students to pursue an in-depth, faculty-mentored scholarly project. These principles of our New Integrated Curriculum reflect our vision for a curriculum that fosters a partnership between students and faculty in the pursuit of scholarship and leadership.

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.

Implementation of Problem Based Learning among Nursing Students

Science.gov (United States)

Hamdan, Abdul Rahim; Kwan, Chan Li; Khan, Aqeel; Ghafar, Mohamed Najib Abdul; Sihes, Ahmad Johari

2014-01-01

Critical thinking and effective problem solving skills have been regarded as an important element and as an educational outcome in professional nursing. The purpose of this study is to examine the implementation of Problem Based Learning (PBL) among nursing students. More specifically, it compares pretest and post test scores of the implementation…

Implementation of computer learning cases into the curriculum of internal medicine

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Fischer, Martin R.

2005-01-01

Full Text Available Computer-based interactive clinical cases were introduced in 1999 to improve problem-solving abilities in undergraduate education in internal medicine at the University of Munich; the content of online cases was matched with the main lecture. Course credits were given for the successful processing of four cases; an additional eight cases were offered to the students for voluntary use. Only the required cases were used substantially (between 89% and 95% of all students whereas a minority of students (between 5% and 11% used the cases voluntarily. In spite of this predominantly extrinsic motivation, most students expressed a high level of intrinsic motivation and rated their self-reported learning success as high. The difficulty of cases was rated as appropriate. This was supported by quantitative data on the correctness of students' answers. In summary, the integration of computer-based cases into a face-to-face learning curriculum should be coupled with the course assessment framework.

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

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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

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

Science.gov (United States)

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

2016-01-01

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

Evaluation of problem-based learning in medical students’ education

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MOHAMMAD HADI IMANIEH

2014-01-01

Full Text Available Introduction: In traditional medical education systems much interest is placed on the cramming of basic and clinical facts without considering their applicability in the future professional career. The aim of this study is to evaluate a novice medical training method (problem-based learning as compared to the contemporary teacher-based medical education or traditional methods. Methods: Selection of the study subjects was done through simple sampling and according to the division of medical students introduced from Medical Faculty to the Pediatrics Department with no personal involvement. 120 medical students were assigned to 8 groups of 15 students each. For four months, 4 groups were trained with traditional method and 4 other groups underwent problem-based learning method on selected subject materials. In each method, a pre-course test at the beginning and a post-course test at the end of each course were given to each group. The questionnaire used in this study as the instrument was composed of 39 questions, 37 multiple choice questions and two short answer questions. Three professors of pediatric gastroenterologist took part in the training. Two of these professors were responsible for solving task training method. The third professor used traditional teacher-centered methodology to eliminate any possible bias. Scores obtained from these tests were analyzed using paired t-test and independent t-test. P values of less than 0.05 were considered as significant. Results: The scores of the students undergoing the traditional method were 14.70±3.03 and 21.20±4.07 in the first and second test, respectively. In problembased learning, the scores were 15.82±3.29 in the first and 27.52±4.72 in the second test. There was a significant difference between the mean scores of post-course exams of the two groups (p=0.001, while no significant difference was observed between the mean scores of pre-course exams of the groups (p=0.550. Conclusion: It may be

The Impact of Cultural Dimensions on Islamic Students’ Attitude Towards Problem-Based Learning

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Esti Zaduqisti

2016-06-01

Full Text Available The current study aims to examine the impact of cultural dimensions (i.e., collectivism, power distance, uncertainty avoidance, and masculinity on students’ attitude towards problem-based learning. The design of the current study was a correlational survey, wherein participants were recruited by means of a convenient sampling. Inspection of a multiple regression analysis (N = 549 revealed that collectivism and masculinity positively corresponded with the attitudes. In particular, we found that that the higher the level of collectivism and masculinity, the more students supported the implementation of problem-based learning. In contrast, uncertainty avoidance was negatively related to the attitude in such a way that the higher this cultural dimension, the less students supported problem-based learning. Power distance was the only predictor that did not significantly predict students’ attitude towards problem-based learning. These findings overall suggest the importance of taking into account the characteristics of norms and values people hold within a country that might contribute to the success, feasibility, and  suitability of problem-based learning. Theoretical implications and study limitations of the current findings are discussed, as are practical strategies highlighting on how to deal with cultural potentials and pitfalls in an attempt to promote problem-based learning.

Effects of implementation of problem-based learning tutorials on fifth-year pharmacy students and future issues.

Science.gov (United States)

Sato, Atsuko; Morone, Mieko; Azuma, Yutaka

2011-01-01

At Tohoku Pharmaceutical University, problem-based learning (PBL) tutorials were incorporated into "prescription analysis" and "case analysis" for fifth-year students in 2010 with the following objectives: ① application and confirmation of acquired knowledge and skills, and acquisition of ② communication ability, ③ presentation ability, ④ cooperativeness through groupwork, and ⑤ information collecting ability. In the present study, we conducted a questionnaire survey on a total of 158 fifth-year students in order to investigate the educational benefits of PBL tutorials. The results showed that the above five objectives of PBL tutorials were being achieved, and confirmed the educational benefits expected of PBL tutorials. In contrast, it was found to be necessary to improve the contents of scenarios and lectures, time allocation regarding schedules, the learning environment, the role of tutors, and other matters. In order to maximize the educational benefits of PBL tutorials, it will be necessary in the future to continue to conduct surveys on students and make improvements to the curriculum based on survey results.

Integrating neuroscience in the training of psychiatrists: a patient-centered didactic curriculum based on adult learning principles.

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Ross, David A; Rohrbaugh, Robert

2014-04-01

The authors describe the development and implementation of a new adult psychiatry residency didactic curriculum based on adult learning principles and an integrative, patient-centered approach that includes a progressive 4-year neuroscience curriculum. The authors describe the process of conducting a needs assessment, engaging stakeholders and developing guiding principles for the new curriculum. The curriculum was evaluated using qualitative measures, a resident survey, course evaluations, and a pilot version of a specialized assessment tool. Feedback from the resident survey and from course evaluations was positive, and residents indicated interest in receiving additional training in neuroscience. Residents self-reported not incorporating neuroscience into formulation and treatment planning as often as other perspectives. They also reported that neuroscience was reinforced less by clinical faculty than other perspectives. Performance on the curriculum assessment corroborated that clinical application of neuroscience may benefit from additional reinforcement. Residents responded well to the design and content of the new didactic curriculum. The neuroscience component appears to have achieved its primary objective of enhancing attitudes to the field. Continued work including enhancing the culture of neuroscience at the clinical sites may be required to achieve broader behavioral goals.

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach.

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McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction.

Intelligent Web-Based Learning System with Personalized Learning Path Guidance

Science.gov (United States)

Chen, C. M.

2008-01-01

Personalized curriculum sequencing is an important research issue for web-based learning systems because no fixed learning paths will be appropriate for all learners. Therefore, many researchers focused on developing e-learning systems with personalized learning mechanisms to assist on-line web-based learning and adaptively provide learning paths…

Preservice Elementary Teachers' Adaptation of Science Curriculum Materials for Inquiry-Based Elementary Science

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Forbes, Cory T.

2011-01-01

Curriculum materials are important resources with which teachers make pedagogical decisions about the design of science learning environments. To become well-started beginning elementary teachers capable of engaging their students in inquiry-based science, preservice elementary teachers need to learn to use science curriculum materials…

Aesthetic Learning about, in, with and through the Arts: A Curriculum Study

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Lindstrom, Lars

2012-01-01

Aesthetic learning is a major issue in arts education. The "method of art" is often expected to facilitate in-depth learning not only in the arts but across the curriculum. This article defines aesthetic learning in terms of a conceptual framework based on two dimensions, one representing the goal and the other the means of aesthetic learning. The…

A competency-based longitudinal core curriculum in medical neuroscience.

Science.gov (United States)

Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

2014-07-29

Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study. © 2014 American Academy

Hypermedia-Based Problem Based Learning in the Upper Elementary Grades: A Developmental Study.

Science.gov (United States)

Brinkerhoff, Jonathan D.; Glazewski, Krista

This paper describes the application of problem-based learning (PBL) design principles and the inclusion of teacher and study scaffolds to the design and implementation of a hypermedia-based learning unit for the upper elementary/middle school grades. The study examined the following research questions: (1) Does hypermedia-based PBL represent an…

Are marketing students in control in problem-based learning?

NARCIS (Netherlands)

Geitz, Gerry; Joosten-ten Brinke, Desirée; Kirschner, Paul A.

2018-01-01

This study investigated to what extent self-efficacy, learning behavior, and performance outcomes relate to each other and how they can be positively influenced by students asking for and seeking feedback within a problem-based learning (PBL) environment in order to meet today’s requirements of

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.

Information-Processing Models and Curriculum Design

Science.gov (United States)

Calfee, Robert C.

1970-01-01

"This paper consists of three sections--(a) the relation of theoretical analyses of learning to curriculum design, (b) the role of information-processing models in analyses of learning processes, and (c) selected examples of the application of information-processing models to curriculum design problems." (Author)

Preparing new nurses with complexity science and problem-based learning.

Science.gov (United States)

Hodges, Helen F

2011-01-01

Successful nurses function effectively with adaptability, improvability, and interconnectedness, and can see emerging and unpredictable complex problems. Preparing new nurses for complexity requires a significant change in prevalent but dated nursing education models for rising graduates. The science of complexity coupled with problem-based learning and peer review contributes a feasible framework for a constructivist learning environment to examine real-time systems data; explore uncertainty, inherent patterns, and ambiguity; and develop skills for unstructured problem solving. This article describes a pilot study of a problem-based learning strategy guided by principles of complexity science in a community clinical nursing course. Thirty-five senior nursing students participated during a 3-year period. Assessments included peer review, a final project paper, reflection, and a satisfaction survey. Results were higher than expected levels of student satisfaction, increased breadth and analysis of complex data, acknowledgment of community as complex adaptive systems, and overall higher level thinking skills than in previous years. 2011, SLACK Incorporated.

PENGARUH PROBLEM BASED LEARNING TERHADAP KETERAMPILAN BERPIKIR KRITIS DAN REGULASI DIRI SISWA KELAS V

Directory of Open Access Journals (Sweden)

Pricilla Anindyta

2014-07-01

Full Text Available Penelitian ini bertujuan untuk mengetahui: (1 perbedaan keterampilan berpikir kritis dan regulasi diri siswa antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori dan (2 pengaruh penerapan problem based learning terhadap keterampilan berpikir kritis, dan regulasi diri siswa. Penelitian ini merupakan penelitian eksperimen semu. Populasi penelitian ini adalah seluruh siswa kelas V SD Santo Vincentius Jakarta. Pada kelas eksperimen, pembelajaran IPA dilaksanakan dengan model problem based learning, sedangkan pada kelas kontrol dengan  pembelajaran yang biasa digunakan oleh guru yaitu pembelajaran ekspositori. Instrumen yang digunakan adalah (1 tes untuk mengukur keterampilan berpikir kritis siswa ditinjau dari aspek kognitif, (2 skala perilaku untuk mengukur keterampilan berpikir kritis ditinjau dari aspek perilaku dan regulasi diri siswa. Analisis data menggunakan (1 statistik deskriptif untuk mendeskripsikan data keterampilan berpikir kritis dan regulasi diri siswa, dan (2 statistik infe-rensial dengan menggunakan uji t sampel bebas dan uji MANOVA untuk menguji hipotesis penelitian dengan taraf signifikansi 5% (α = 0,05. Hasil penelitian menunjukkan bahwa: (1 terdapat perbedaan keterampilan berpikir kritis siswa yang signifikan antara kelas yang diajar dengan menggunakan problem based leaning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,040; (2 terdapat perbedaan regulasi diri siswa yang signifikan antara kelas yang diajar de-ngan menggunakan problem based learning dan kelas yang diajar dengan menggunakan pembelajaran ekspositori, dengan nilai sig. 0,005; (3 penerapan problem based learning berpengaruh secara positif dan signifikan terhadap keterampilan berpikir kritis dan regulasi diri siswa, dengan nilai sig 0

The Influence of Problem Based Learning Model toward Students’ Activities and Learning Outcomes on Financial Management Subject

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Han Tantri Hardini

2016-12-01

Full Text Available This research aims to know the influence of problem based learning model toward students’ activities and achievement on Financial Management subject for undergraduate program students of Accounting Education. It was a quantitative research that used true experimental design. Samples of this study were undergraduate program students of Accounting Education in the year of 2014. Class A were control class and class B were experimental class. Data were analyzed by using t-test in order to determine the differences of learning outcomes between control class and experimental class. Then, questionnaires were distributed to gather students’ activities information in their students’ learning model. Findings show that there is an influence of Problem Based Learning model toward students’ activities and learning outcomes on Financial Management subject for undergraduate program students of Accounting Education since t-count ≥ t-table. It is 6.120 ≥ 1.9904. Students’ learning activities with Problem Based Learning model are better than students who are taught by conventional learning model.

Rethinking the globalisation of problem-based learning: how culture challenges self-directed learning.

NARCIS (Netherlands)

Frambach, J.M.; Driessen, E.W.; Chan, L.C.; Vleuten, C.P.M. van der

2012-01-01

Medical Education 2012: 46: 738-747 Context Medical schools worldwide are increasingly switching to student-centred methods such as problem-based learning (PBL) to foster lifelong self-directed learning (SDL). The cross-cultural applicability of these methods has been questioned because of their

COMPARISON OF PROBLEM BASED LEARNING WITH TRADITIONAL LECTURES AMONG FIRST YEAR MEDICAL STUDENTS IN PHYSIOLOGY

OpenAIRE

Evelyn

2015-01-01

BACKGROUND: Problem based learning has emerged as an effective teaching learning method. Students taught by the problem based learning method have better problem solving skills and better long-term memory than those taught by traditional lectures. OBJECTIVE: To compare the effectiveness of problem based learning with that of traditional lecture method. METHODOLOGY: First MBBS students (n=127) were divided into two groups. One group was taught a topic from Applied Physiolog...

Tracking Active Learning in the Medical School Curriculum: A Learning-Centered Approach

Science.gov (United States)

McCoy, Lise; Pettit, Robin K; Kellar, Charlyn; Morgan, Christine

2018-01-01

Background: Medical education is moving toward active learning during large group lecture sessions. This study investigated the saturation and breadth of active learning techniques implemented in first year medical school large group sessions. Methods: Data collection involved retrospective curriculum review and semistructured interviews with 20 faculty. The authors piloted a taxonomy of active learning techniques and mapped learning techniques to attributes of learning-centered instruction. Results: Faculty implemented 25 different active learning techniques over the course of 9 first year courses. Of 646 hours of large group instruction, 476 (74%) involved at least 1 active learning component. Conclusions: The frequency and variety of active learning components integrated throughout the year 1 curriculum reflect faculty familiarity with active learning methods and their support of an active learning culture. This project has sparked reflection on teaching practices and facilitated an evolution from teacher-centered to learning-centered instruction. PMID:29707649

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…

Meta Analisis Model Pembelajaran Problem Based Learning dalam Meningkatkan Keterampilan Berpikir Kritis di Sekolah Dasar [A Meta-analysis of Problem-Based Learning Models in Increasing Critical Thinking Skills in Elementary Schools

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Indri Anugraheni

2018-01-01

Full Text Available This study aims to analyze Problem-based Learning models intended to improve critical thinking skills in elementary school students. Problem-based learning models are learning processes where students are open minded, reflexive, active, reflective, and critical through real-world context activities. In this study the researcher used a meta-analysis method. First, the researcher formulated the research problem, then proceeded to review the existing relevant research for analysis. Data were collected by using a non-test technique by browsing electronic journals through Google Scholar and studying documentation in the library. Seven articles were found through Google Scholar and only one was found in the library. Based on the analysis of the results, the problem-based learning model can improve students' thinking ability from as little as 2.87% up to 33.56% with an average of 14.18%. BAHASA INDONESIA ABSTRAK: Penelitian ini bertujuan untuk menganalisis kembali tentang model pembelajaran Problem Based Learning untuk meningkatkan keterampilan berpikir kritis di Sekolah Dasar. Model pembelajaran Problem Based Learning adalah proses pembelajaran dimana siswa mampu memiliki pola pikir yang terbuka, refktif, aktif, reflektif dan kritis melalui kegiatan konteks dunia nyata. Dalam penelitian ini peneliti menggunakan metode meta analisis. Pertama-tama, peneliti merumuskan masalah penelitian, kemudian dilanjutkan dengan menelusuri penelitian yang sudah ada dan relevan untuk dianalisis. Teknik pengumpulan data dengan menggunakan non tes yaitu dengan menelusuri jurnal elektronik melalui google Cendekia dan studi dokumentasi di perpustakaan. Dari hasil penelusuran diperoleh 20 artikel dari jurnal dan 3 dari repository. Berdasarkan hasil analisis ternyata model pembelajaran Problem Based Learning mampu meningkatkan kemampuan berpikir Siswa mulai dari yang terendah 2,87% sampai yang tertinggi 33,56% dengan rata-rata 12,73%.

Model Integrated Problem Solving Based Learning pada Perkuliahan Dasar-dasar Kimia Analitik

OpenAIRE

Indarini Dwi Pursitasari; Anna Permanasari

2013-01-01

Abstract: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL) model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questio...

Model Integrated Problem Solving Based Learning Pada Perkuliahan Dasar-dasar Kimia Analitik

OpenAIRE

Pursitasari, Indarini Dwi; Permanasari, Anna

2012-01-01

: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL) model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questionnaire o...

Improving education in primary care: development of an online curriculum using the blended learning model

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Lewin Linda

2009-06-01

Full Text Available Abstract Background Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. Methods This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at http://casemed.case.edu/cpcp/curriculum. Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Results Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Conclusion Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

ICT support for students’ collaboration in problem and project based learning

DEFF Research Database (Denmark)

Rongbutsri, Nikorn; Khalid, Md. Saifuddin; Ryberg, Thomas

2011-01-01

This paper reports and analyses quantitative and qualitative data from a study, which seeks a better understanding of how students use various technologies to support their project collaboration activities in a problem and project based learning environment. More generally the aim of the study......, and the present paper, is to shed light on students’ technology practices within higher education – particularly in relation to problem and project based learning....

Effects of case-based learning on communication skills, problem-solving ability, and learning motivation in nursing students.

Science.gov (United States)

Yoo, Moon-Sook; Park, Hyung-Ran

2015-06-01

The purpose of this study was to explore the effects of case-based learning on communication skills, problem-solving ability, and learning motivation in sophomore nursing students. In this prospective, quasi-experimental study, we compared the pretest and post-test scores of an experimental group and a nonequivalent, nonsynchronized control group. Both groups were selected using convenience sampling, and consisted of students enrolled in a health communication course in the fall semesters of 2011 (control group) and 2012 (experimental group) at a nursing college in Suwon, South Korea. The two courses covered the same material, but in 2011 the course was lecture-based, while in 2012, lectures were replaced by case-based learning comprising five authentic cases of patient-nurse communication. At post-test, the case-based learning group showed significantly greater communication skills, problem-solving ability, and learning motivation than the lecture-based learning group. This finding suggests that case-based learning is an effective learning and teaching method. © 2014 Wiley Publishing Asia Pty Ltd.

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

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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.

Problem-based learning in dental education: a systematic review of the literature.

Science.gov (United States)

Bassir, Seyed Hossein; Sadr-Eshkevari, Pooyan; Amirikhorheh, Shaden; Karimbux, Nadeem Y

2014-01-01

The purpose of this systematic review was to compare the effectiveness of problem-based learning (PBL) with that of traditional (non-PBL) approaches in dental education. The search strategy included electronic and manual searches of studies published up to October 2012. The PICO (Population, Intervention, Comparator, and Outcome) framework was utilized to guide the inclusion or exclusion of studies. The search strategy identified 436 articles, seventeen of which met the inclusion criteria. No randomized controlled trial was found comparing the effectiveness of PBL with that of lecture-based approach at the level of an entire curriculum. Three randomized controlled trials had evaluated the effectiveness of PBL at a single course level. The quality assessment rated four studies as being of moderate quality, while the other studies were assessed as being of weak quality. This review concludes that there are a very limited number of well-designed controlled studies evaluating the effectiveness of PBL in dental education. The data in those studies reveal that PBL does not negatively influence the acquisition of factual knowledge in dental students and PBL enhances the ability of students in applying their knowledge to clinical situations. In addition, PBL positively affects students' perceived preparedness.

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

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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.

Enhancing Students’ Higher Order Thinking Skills through Computer-based Scaffolding in Problem-based Learning

OpenAIRE

Kim, Nam Ju

2017-01-01

This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaf...

Usefulness of problem-based learning in clinical nursing education ...

African Journals Online (AJOL)

Problem based learning (PBL) in clinical nursing is described as an effective learning strategy that can encourage students to become self-directed learners and to master clinical skills that can be transferable to service users. This study explores the usefulness of PBL in a nursing clinical setting from the nursing students' ...

Producing and Scrounging during Problem Based Learning

Science.gov (United States)

Vickery, William L.

2013-01-01

When problem based learning occurs in a social context it is open to a common social behaviour, scrounging. In the animal behaviour literature, scroungers do not attempt to find resources themselves but rather exploit resources found by other group members (referred to as producers). We know from studies of animal behaviour (including humans) that…

Curriculum Development Based On INQF and Business/Industries Sector for Improvement Competency of Basic Pattern Making Students at Vocational High School

Science.gov (United States)

Nilasari, Yoni; Dasining

2018-04-01

In this era of globalization, every human resource is faced with a competitive climate that will have a major impact on the development of the business and industrial sector. Therefore it is deemed necessary to research the development of curriculum based on INQF and the business/industries sector in order to improve the competence of Sewing Technique for Vocational High School Students of fashion clothing program. The development of curricula based on INQF and the business/industries is an activity to produce a curriculum that suits the needs of the business and industries sector. The formulation of the problem in this research are: (1) what is the curriculum based on INQF and the business/industries sector?; (2) how is the process and procedure of curriculum development of fashion program profession based on INQF and the business/industries sector?; And (3) how the result of the curriculum of fashion expertise based on INQF and the business/industries sector. The aims of research are: (1) explain what is meant by curriculum based on INQF and business/industries sector; (2) to know the process and procedure of curriculum development of fashion program profession based on INQF and the business/industries sectors ; And (3) to know result the curriculum of clothing expertise based on INQF and the business/industries sector. The research method chosen in developing curriculum based on INQFand business/industry sector is using by 4-D model from Thiagarajan, which includes: (1) define; (2) design; (3) development; And (4) disseminate. Step 4, not done but in this study. The result of the research shows that: (1) the curriculum based on INQF and the business/industries sector is the curriculum created by applying the principles and procedures of the Indonesian National Qualification Framework (INQF) that will improve the quality of graduates of Vocational High School level 2, and establish cooperation with Business/industries as a guest teacher (counselor) in the

Managing School-Based Curriculum Innovations: A Hong Kong Case Study

Science.gov (United States)

Law, Edmond H. F.; Wan, Sally W. Y.; Galton, Maurice; Lee, John C. K.

2010-01-01

This study was originally designed to explore the impact of a distributed approach to developing curriculum leadership among schoolteachers. Previous papers have focused on reporting evidence of teacher learning in the process of engaging teachers in various types of curriculum decision-making in an innovation project based on interview data. This…

The Effect of Learning Environments Based on Problem Solving on Students' Achievements of Problem Solving

Science.gov (United States)

Karatas, Ilhan; Baki, Adnan

2013-01-01

Problem solving is recognized as an important life skill involving a range of processes including analyzing, interpreting, reasoning, predicting, evaluating and reflecting. For that reason educating students as efficient problem solvers is an important role of mathematics education. Problem solving skill is the centre of mathematics curriculum.…

Enhancing students' higher order thinking skills through computer-based scaffolding in problem-based learning

Science.gov (United States)

Kim, Nam Ju

This multiple paper dissertation addressed several issues in Problem-based learning (PBL) through conceptual analysis, meta-analysis, and empirical research. PBL is characterized by ill-structured tasks, self-directed learning process, and a combination of individual and cooperative learning activities. Students who lack content knowledge and problem-solving skills may struggle to address associated tasks that are beyond their current ability levels in PBL. This dissertation addressed a) scaffolding characteristics (i.e., scaffolding types, delivery method, customization) and their effects on students' perception of optimal challenge in PBL, b) the possibility of virtual learning environments for PBL, and c) the importance of information literacy for successful PBL learning. Specifically, this dissertation demonstrated the effectiveness of scaffolding customization (i.e., fading, adding, and fading/adding) to enhance students' self-directed learning in PBL. Moreover, the effectiveness of scaffolding was greatest when scaffolding customization is self-selected than based on fixed-time interval and their performance. This suggests that it might be important for students to take responsibility for their learning in PBL and individualized and just-in-time scaffolding can be one of the solutions to address K-12 students' difficulties in improving problem-solving skills and adjusting to PBL.

Impact of the Curriculum Reform on Problem Solving Ability in ...

African Journals Online (AJOL)

An ex post facto study was conducted to examine the effect of the curriculum reform on 60 Dilla University chemistry education students' problem solving ability. The study shows that the curriculum reform that shifted university introductory courses of the old curriculum into preparatory school levels in the new curriculum ...

Problem based learning: the effect of real time data on the website to student independence

Science.gov (United States)

Setyowidodo, I.; Pramesti, Y. S.; Handayani, A. D.

2018-05-01

Learning science developed as an integrative science rather than disciplinary education, the reality of the nation character development has not been able to form a more creative and independent Indonesian man. Problem Based Learning based on real time data in the website is a learning method focuses on developing high-level thinking skills in problem-oriented situations by integrating technology in learning. The essence of this study is the presentation of authentic problems in the real time data situation in the website. The purpose of this research is to develop student independence through Problem Based Learning based on real time data in website. The type of this research is development research with implementation using purposive sampling technique. Based on the study there is an increase in student self-reliance, where the students in very high category is 47% and in the high category is 53%. This learning method can be said to be effective in improving students learning independence in problem-oriented situations.

[Discovery-based teaching and learning strategies in health: problematization and problem-based learning].

Science.gov (United States)

Cyrino, Eliana Goldfarb; Toralles-Pereira, Maria Lúcia

2004-01-01

Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

Learning about “wicked” problems in the Global South. Creating a film-based learning environment with “Visual Problem Appraisal”

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Loes Witteveen

2012-03-01

Full Text Available The current complexity of sustainable development in the Global South calls for the design of learning strategies that can deal with this complexity. One such innovative learning strategy, called Visual Problem Appraisal (VPA, is highlighted in this article. The strategy is termed visual as it creates a learning environment that is film-based. VPA enhances the analysis of complex issues, and facilitates stakeholder dialogue and action planning. The strategy is used in workshops dealing with problem analysis and policy design, and involves the participants “meeting” stakeholders through filmed narratives. The article demonstrates the value of using film in multi stakeholder learning environments addressing issues concerning sustainable development.

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.

Investigating Problem-Based Learning Tutorship in Medical and Engineering Programs in Malaysia

Science.gov (United States)

Servant, Virginie F. C.; Dewar, Eleanor F. A.

2015-01-01

Although Malaysia was the first country in Asia to adopt problem-based learning (PBL), the impact that this has had on its tutors remains largely unexplored. This paper details a qualitative study of the changing perceptions of teaching roles in two groups of problem-based learning tutors in two institutional contexts--one in medicine located in…

Problem-Based Learning in Engineering Ethics Courses

Science.gov (United States)

Kirkman, Robert

2016-01-01

I describe the first stages of a process of design research in which I employ problem-based learning in a course in engineering ethics, which fulfills a requirement for students in engineering degree programs. The aim of the course is to foster development of particular cognitive skills contributing to moral imagination, a capacity to notice,…

[E-learning and problem based learning integration in cardiology education].

Science.gov (United States)

Gürpinar, Erol; Zayim, Neşe; Başarici, Ibrahim; Gündüz, Filiz; Asar, Mevlüt; Oğuz, Nurettin

2009-06-01

The aim of this study was to determine students' satisfaction with an e-learning environment which is developed to support classical problem-based learning (PBL) in medical education and its effect on academic achievement. In this cross-sectional study, students were provided with a web-based learning environment including learning materials related to objectives of the subject of PBL module, which could be used during independent study period. The study group comprised of all of the second year students (164 students) of Akdeniz University, Medical Faculty, during 2007-2008 education period. In order to gather data about students' satisfaction with learning environment, a questionnaire was administered to the students. Comparison of students' academic achievement was based on their performance score in PBL exam. Statistical analyses were performed using unpaired t test and Mann Whitney U test. Findings indicated that 72.6% of the students used e-learning practice. There is no statistically significant difference between mean PBL performance scores of users and non-users of e-learning practice (103.58 vs. 100.88) (t=-0.998, p=0.320). It is found that frequent users of e-learning application had statistically significant higher scores than non-frequent users (106.28 vs. 100.59) (t=-2.373, p=0.01). In addition, 72.6% of the students declared they were satisfied with the application. Our study demonstrated that the most of the students use e-learning application and are satisfied with it. In addition, it is observed that e-learning application positively affects the academic achievement of the students. This study gains special importance by providing contribution to limited literature in the area of instructional technology in PBL and Cardiology teaching.

Model Integrated Problem Solving Based Learning pada Perkuliahan Dasar-dasar Kimia Analitik

Directory of Open Access Journals (Sweden)

Indarini Dwi Pursitasari

2013-07-01

Full Text Available Abstract: Integrated Problem Solving Based Learning Model on Foundation of Analytical Chemistry. This study was conducted to know the effects of Integrated Problem Solving Based Learning (IPSBL model on problem solving skills and cognitive ability of pre-service teachers. The subjects of the study were 41 pre- service teachers, 21 in the experimental group and 20 in the control group. The data were collected through a test on problem solving skills, a test on cognitive ability, and a questionnaire on the students’opinions on the use of IPSBL model. The quantitative data were analyzed using t-test and one-way ANOVA, and the qualitative data were analyzed by counting the percentage. The results of the study show that the implementation of IPSBL model increased the problem solving skills and cognitive ability of the pre-service teachers . The model was also responded positively by the research subjects. Abstrak: Model Integrated Problem Solving Based learning pada Perkuliahan Dasar-dasar Kimia Analitik. Penelitian ini bertujuan menentukan pengaruh model Integrated Problem Solving Based Learning(IPSBL terhadap peningkatan kemampuan problem solving dan kemampuan kognitif mahasiswa calon guru. Subjek penelitian terdiri dari 21 mahasiswa kelas eksperimen dan 20 mahasiswa kelas kontrol. Data dikumpulkan menggunakan tes kemampuan problem solving, tes kemampuan kognitif, dan angket untuk menjaring pendapat mahasiswa terhadap penggunaan model IPSBL . Data kuantitatif dianalisis denga n uji- t dan Anava dengan bantuan program SPSS 16.0. Data kualitatif dihitung persentasenya. Hasil penelitian menunjukkan bahwa model IPSBL dapat meningkatkan kemampuan problem solving dan kemampuan kognitif serta mendapat tanggapan yang positif dari mahasiswa.

Work-Based Curriculum to Broaden Learners' Participation in Science: Insights for Designers

Science.gov (United States)

Bopardikar, Anushree; Bernstein, Debra; Drayton, Brian; McKenney, Susan

2018-05-01

Around the globe, science education during compulsory schooling is envisioned for all learners regardless of their educational and career aspirations, including learners bound to the workforce upon secondary school completion. Yet, a major barrier in attaining this vision is low learner participation in secondary school science. Because curricula play a major role in shaping enacted learning, this study investigated how designers developed a high school physics curriculum with positive learning outcomes in learners with varied inclinations. Qualitative analysis of documents and semistructured interviews with the designers focused on the curriculum in different stages—from designers' ideas about learning goals to their vision for enactment to the printed materials—and on the design processes that brought them to fruition. This revealed designers' emphases on fostering workplace connections via learning goals and activities, and printed supports. The curriculum supported workplace-inspired, hands-on design-and-build projects, developed to address deeply a limited set of standards aligned learning goals. The curriculum also supported learners' interactions with relevant workplace professionals. To create these features, the designers reviewed other curricula to develop vision and printed supports, tested activities internally to assess content coverage, surveyed states in the USA receiving federal school-to-work grants and reviewed occupational information to choose unit topics and career contexts, and visited actual workplaces to learn about authentic praxis. Based on the worked example, this paper offers guidelines for designing work-based science curriculum products and processes that can serve the work of other designers, as well as recommendations for research serving designers and policymakers.

How does the high school mathematics teacher prepares the learning process based on the 2013 curriculum 2017 revision

Science.gov (United States)

Latif, I. A.; Saputro, D. R. S.; Riyadi

2018-03-01

2013 Curriculum (K13) provides an opportunity for students to develop the potential attitudes, knowledge, and skills necessary for life and society and contribute to the welfare of human life. The K13 2017 revision requires teachers to integrate 21st-century skills in the learning process. They are consist of critical thinking and problem-solving, communication, creativity and innovation, and collaboration (4C skills), Higher Order Thinking Skills (HOTS), literacy movement, and character education. This study is a qualitative research that aims to describe the steps performed by a high school mathematics teacher in preparing the Lesson Plan (RPP) in accordance with K13 2017 revision. The subject of this study is a Civil Servant Mathematics teacher at SMAN 1 Wuryantoro, Wonogiri Regency. This study used interview method with time triangulation technique to obtain valid data. Based on the interviews it is concluded that in preparing the RPP in accordance with K13 revision 2017, the teacher is guided by The Minister of Education and Culture Regulation (Permendikbud) Number 22 of 2016 and Pedoman Penyusunan RPP Abad 21. The first step taken by the teacher in preparing and developing RPP is quoting KI from Permendikbud Number 21 2016 and KD from Permendikbud Number 24 of 2016. After that, teacher formulates Indicators of Competency Achievement (IPK) in accordance with KD, learning objectives in accordance with IPK, learning materials in accordance with IPK, learning activities integrating 21st-century skills and in line with learning objectives, learning assessment instruments, and learning reflection activities.

Surfing the Net: Children + Problem Solving = Giftedness. How Can Ill-Structured Problems Take Advantage of a Child's Natural Curiosity?

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Berger, Sandra

2000-01-01

This article discusses using a Problem-Based Learning (PBL) curriculum to engage gifted learners. The benefits of PBL are described and a list of seven useful Web sites that explain PBL and provide examples of problems that can be used to excite gifted children about learning is provided. (CR)

Introduction to Problem Based Learning for Engineering Education

DEFF Research Database (Denmark)

Moesby, Egon; Rosenørn, Torben

2003-01-01

Documentation material and working papers for the workshop "Introduction to Problem Based Learning for Engineering Education" held at Chiang Mai University, Chiang Mai, Thailand, 6 - 10 October 2003. The material support the workshop where the participants go through a complete pre-planning cycle...

The Impact of Problem-Based Learning on Iranian EFL Learners’ Speaking Proficiency

Directory of Open Access Journals (Sweden)

Loghman Ansarian

2016-06-01

Full Text Available The study investigated the effect of problem-based learning through cognition-based tasks on speaking proficiency of Iranian intermediate EFL learners in comparison to the effect of objective-based tasks. To this end, a true experimental research design was employed. Ninety five (N=95 language learners studying at a language institute in the city of Esfahan, Iran were given an IELTS listening and speaking test as the proficiency test and 75 learners were selected. In the next phase of the study, a second IELTS speaking test was administered as the homogeneity test and the pre-test to seventy five (N=75 learners chosen from the population and forty-eight (N=48 homogeneous intermediate learners were selected for the study (i.e., 24 learners in control group and 24 in experimental one. The results of an independent-sample t-test gained from the study proved that not only does implementation of problem-based learning through cognition-based tasks significantly increased intermediate participants’ speaking proficiency, but also it had more positive effect in comparison to objective-based tasks on participants’ speaking proficiency. Therefore, it is suggested that problem-based learning ought to be taken into account by educational scholars, those in charge of syllabus, material producers, language teachers and language learners. Keywords: Cognition-Based Tasks, Objective-Based Tasks, EFL Learners, Speaking Proficiency, Problem-Based Learning

[Problem-based learning in cardiopulmonary resuscitation: basic life support].

Science.gov (United States)

Sardo, Pedro Miguel Garcez; Dal Sasso, Grace Terezinha Marcon

2008-12-01

Descriptive and exploratory study, aimed to develop an educational practice of Problem-Based Learning in CPR/BLS with 24 students in the third stage of the Nursing Undergraduate Course in a University in the Southern region of Brazil. The study used the PBL methodology, focused on problem situations of cardiopulmonary arrest, and was approved by the CONEP. The methodological strategies for data collection, such as participative observation and questionnaires to evaluate the learning, the educational practices and their methodology, allowed for grouping the results in: students' expectations; group activities; individual activities; practical activities; evaluation of the meetings and their methodology. The study showed that PBL allows the educator to evaluate the academic learning process in several dimensions, functioning as a motivating factor for both the educator and the student, because it allows the theoretical-practical integration in an integrated learning process.

Pengembangan perangkat pembelajaran fisika problem based learning melalui kegiatan fieldtrip pada materi energi