Application Of Problem-based Learning Research Articles

An Investigation into Pre-Service Teachers’ Perceptions of Learning Primary School Science Using the Method of Problem Based Learning (PBL)

The aim of this study was to investigate the pre-service teachers’ perceptions into learning primary school scienceusing the method of Problem Based Learning (PBL). This learning strategy has been introduced into the B.Ed.programme at the University of Trinidad and Tobago for pre-service teachers who are expected to implement it in theirteaching profession in primary school science. The research study attempted to identify the perceptions of thesepre-service teachers during the learning process of PBL. Data were collected by means of semi-structured interviewswith written comments and a questionnaire. The results showed that there is a general agreement among theparticipants that PBL is a good strategy for discovery learning and enhancing content knowledge for both the groupand the individual. There were negative perceptions about the availability of time for the application of PBL in theclassroom due to the short teaching periods at the primary level. The prevailing school culture of the old method ofteaching was also identified as an obstacle to application.

Preliminary investigation into application of problem-based learning in the practical teaching of diagnostics.

BackgroundProblem-based learning (PBL) is a pedagogical approach based on problems. Specifically, it is a student-centered, problem-oriented teaching method that is conducted through group discussions. The aim of our study is to explore the effects of PBL in diagnostic teaching for Chinese medical students.MethodsA prospective, randomized controlled trial was conducted. Eighty junior clinical medical students were randomly divided into two groups. Forty students were allocated to a PBL group and another 40 students were allocated to a control group using the traditional teaching method. Their scores in the practice skills examination, ability to write and analyze medical records, and results on the stage test and behavior observation scale were compared. A questionnaire was administered in the PBL group after class.ResultsThere were no significant differences in scores for writing medical records, content of interviewing, physical examination skills, and stage test between the two groups. However, compared with the control group, the PBL group had significantly higher scores on case analysis, interviewing skills, and behavioral observation scales.ConclusionThe questionnaire survey revealed that PBL could improve interest in learning, cultivate an ability to study independently, improve communication and analytical skills, and good team cooperation spirit. However, there were some shortcomings in systematization of imparting knowledge. PBL has an obvious advantage in teaching with regard to diagnostic practice.

Aprendizagem Baseada em Casos Investigativos e a Formação de Professores: O Potencial de Uma Aula Prática de Volumetria para Promover o Ensino Interdisciplinar

Investigative Case-Based Learning and Teacher Education: the Use of Volumetry to Promote Interdisciplinary Teaching. The Ministry of Education is employing efforts to restructure the curricula of high school in Brazil, including the Innovative Education Program in High School, which seeks to implement interdisciplinary activities in schools. This paper presents the conceptions of teachers in the area of Natural Sciences of High School of the State of Rio de Janeiro on the potential of a practice of Volumetry, used to determine the acidity of soft drinks and inserted in the application of Problem-Based Learning, to promote interdisciplinary teaching. Our results indicate that the activities developed are able to integrate knowledge from all disciplines that make up the curriculum of high school.

Application of Problem-Based Learning to Teaching the Critical Path Method

AbstractThis paper investigates the application of a problem-based learning (PBL) teaching methodology to a course on engineering project scheduling, which introduces the critical path method (CPM). During this course, students solved real-life civil engineering problems using PBL to compare PBL with traditional problem-solving methods. In the experimental design, the students were randomly divided into two groups. Traditional teaching sessions were imparted to the first group, which was designated as the control group, whereas the CPM was taught to the second group via the PBL teaching methodology. After the classroom sessions, an evaluation tool was applied: responses were analyzed using Wilcoxon and Fisher statistics, and a set of open-ended questions were qualitatively analyzed via a pattern-matching technique. The results for the group that utilized PBL were favorable; this finding demonstrated the efficiency of this tool for teaching CPM. In addition, the results for the students that applied PBL me...

A Scientometric Analysis of Problem-Based Learning in Medical Education in Medline and Web of Science

Introduction: Scientometrics is one of the most effective ways of investigating and quantifying research in academic databases. It can help examine the scientific output of various countries, and the authors’ and articles’ impacts on different subject areas can be determined. The main objective of this study was to analyze global scientific productions of problem-based learning (PBL) found in scientific productions indexed in the Web of Science (WoS) and PubMed databases from 2003-2013. Methods: PubMed and WoS were searched for PBL-related articles with the keywords Problem Based Learning AND Medical Education, excluding the keyword problem solving. The analysis was done based on scientometric indicators, like number of publications, citation count and Journals Impact Factor. Results: Among the countries publishing research in PubMed and WoS, the USA was the most prominent producer, was identified as a leading and active contributor among others in the field of medicl education. A statistically significant relationship was found between geographical distribution of continents and PBL application in the specific field, authors’ articles and the continents of authors’ affiliations.Conclusion: Attention should be paid to the importance of problem-based learning in medical education, especially in developed countries, because a growing body of research suggests that it is necessary to train students who are researchers and can meet the needs of society.

Penerapan Model Pembelajaran Problem Based Learning dengan Memanfaatkan Potensi Lokal untuk Meningkatkan Aspek Problem Solving pada Higher-Order Thinking Skills

<p>This research’s aim is to increase the problem solving skill of the students in X-A of SMA Negeri Sragen Billingual Boarding School Gemolong academic Year 2013/2014. The matter is about Enviroment Pollution through Problem Based Learning application by using local area potention. This research is a class action research which consists of three cycles. Each cycle contains of planning, implementing, observing and reflecting. The research subject is the students in X-A of SMA Negeri Sragen Billingual Boarding School Gemolong academic Year 2013/2014. Data of research were obtained by test and non test technique. Data validation were used triangulation of methods and triangulation of observers. The obtained data were analyzed using descriptive technique.The results of this research showed that according triangulation the average percentage for IDEAL problem solver. IDEAL problem solver design measured with performance assement consist of IDEAL process and IDEAL product. The average of IDEAL problem solver become value of problem solving skill for every student. The result of the research shows that the implementation of problem based learning increase the students’ problem solving skill that covers the IDEAL problem solver. The total average of IDEAL problem solver in the X-A class SBBS increased from 42,0 move up into 85,7 score. This research’s conclusion is the implementation of problem based learning can increase the problem solving skill of the students in of SMA Negeri Sragen Billingual Boarding School Gemolong academic Year 2013/2014 about enviroment pollution material.</p><p align="center"> </p><p class="0jTULISANKATAKUNCIKEYWORDS">Key Words: Problem based learning, problem solving skill</p>

Practice and application of problem-based learning in evidence-based medicine teaching

Practice and application of problem-based learning in evidence-based medicine teaching

Meta-analysis of PBL teaching effect of basic medical courses in undergraduate medical edu-cation

Objective This study seeks to use a meta-analytical approach to quantitatively assess the results of applying the problem-based learning（PBL） teaching model and the traditional lecture-based learning（LBL）teaching model to basic medical courses in undergraduate medical education. Methods The CNKI and VIP databases were electronically searched to retrieve randomised controlled trial studies that examined the use of PBL methods for basic medical courses in under-graduate medical education. In these studies PBL teaching model was used in experiment group and LBL teaching model was used in control group. Pass rate or test scores was used to evaluate the effect of learning. The retrieved documents ranged from the time that each database was first constructed to December 2012. After two researchers performed literature screening independently, data extraction, and quality assessment procedures in strict accordance with the inclusion and exclusion criteria of this＆amp;nbsp;study, the Stata 11.0 software package was utilized to conduct the meta-analysis. Results This meta-analysis examined 28 studies that included a total of 3703 subjects. The modified Jadad scores of 20 studies（71.4%） were less than 4, and those of 8 studies（28.6%） were more than or equal to 4. The meta-analysis revealed that compared with the traditional teaching model, the PBL teaching model did not produce improved examination passing rates for a course [relative risk（RR）：1.05, 95%confidence interval（CI）：（0.99, 1.10）, P=0.098] but could improve examination scores for a course [standardized mean difference （SMD）： 0.73, 95% CI： （0.51, 0.96）, P<0.001]. Conclusion For basic medical courses in undergraduate medical education, compared to LBL teaching, PBL teaching can improve students＆#39; test scores but cannot improve students＆#39; pass rate. PBL used in basic medical courses has di-versified forms and lacks unified criterion, so there is still a long way to go for the appli-cation of PBL. Key words: Basic medical; Problem-based learning; Lecture-based learning; Teaching effect; Meta-analysis

Application effect of problem-based learning on humanistic care education in clinical nursing students

Objective To explore the application effect of problem-based learning （ PBL ） on humanistic care education in clinical nursing students .Methods Ninety-six internship nursing students from March 2012 to March 2013 were chosen and randomly divided into the experimental group and the control group , each with 48 cases.The experimental group received the PBL teaching mode , and the control group received the traditional humanistic care teaching methods .The humanistic care ability was compared between two groups through the humanistic care ability of nursing undergraduates ’ questionnaire .Results No difference was found in the humanistic care ability between two groups when they came into the department （P>0.05）.When they＆amp;nbsp;got out of the department , the total score of humanistic care ability in the experimental group was （ 165 .80 ±177; 4.20）, and was （148.60 ±177;5.29） in the control group, and the difference was statistically significant （ t=-4.21, P<0.05）.The differences were found in the scores of different dimensions in the humanistic care questionnaire between two groups （P <0.05）.Conclusions The application of PBL on humanistic care education in the nursing students makes them truly comprehend the connotation of humanistic care , and change the service concept , and train the humanistic care ability , and improve their comprehensive quality . Key words: PBL; Nursing students; Humanistic care; Problem-based learning

Managing knowledge transfer partnership for a rural community

Purpose– This paper aims to propose a knowledge transfer partnership (KTP) model, using higher education (HE) students researching in the UK. It is focused on community engagement via charitable trusts, New Opportunities Wirksworth (NOW) &amp; Ecclesbourne Valley Rail (EVR). The researchers designed and implemented a pilot study that explored the potential of a small, yet attractive and active, market town to diversify and regenerate using tourism. This project, which has been funded by the UK Higher Education Innovation Fund (HEIF), has been devised to operate and monitor a KTP in the culturally important heritage market town of Wirksworth, in Derbyshire.Design/methodology/approach– A systems-thinking constructivist approach is used and employs problem-based learning (PBL) through engagement of students in research and data collection. The authors identified that skills for sustainable development within the community are dependent on the reintegration of complex, inter-dependent and inter-disciplinary factors. A holistic approach to the learning and knowledge shared within the community underpins UK initiatives to promote capacity development in ways to change knowledge applications across product and service boundaries. Therefore, in addition to encouraging diversification and regeneration through tourism, this project supported the University of Derby's academic agenda to promote experiential and entrepreneurial learning in students working at both undergraduate and postgraduate levels. This paper accords with the current university initiatives to meet the student employability agenda through the application of PBL and knowledge management.Findings– The creation of outcomes and recommendations for Wirksworth's stakeholders provides sustainability through the knowledge creation and sharing processes. There are seven outcomes that chart a path to development and knowledge transfer (KT) and sharing. The authors simultaneously provided an environment for students to gain skills and a community to acquire new knowledge, and these are the outcomes and output of this project. New learning styles may support inclusive academic practice (see related samples of PBL such as Ineson and Beresford in HLST resources 2001). Implications for building a KT community through the social capital accumulated in the project are explored.Originality/value– In taking PBL from the classroom to the community, the authors have created a new KT environment in which skills can be acquired and a regeneration strategy can be tested in a work-or-practice-related setting. Students recognise that they are building learning for themselves that is unique in that it cannot be recreated in a classroom setting. The authors see this project developing into a robust long-term partnership between communities and institutions with KT benefits to teaching staff in addition to students. These benefits will include new skills for PBL, working collaboratively with partners in the community to develop key skills in HE students, innovation in assessment, inclusive learning and teaching, experiential and entrepreneurial learning in practice.

Effect of Problem Based Learning Application in Institutional Pharmacy Practice Course for College of Pharmacy Students

Effect of Problem Based Learning Application in Institutional Pharmacy Practice Course for College of Pharmacy Students

The Views of Undergraduates about Problem-based Learning Applications in a Biochemistry Course

The effect of problem-based learning (PBL) applications in an undergraduate biochemistry course on students’ interest in this course was investigated through four modules during one semester. Students’ views about active learning and improvement in social skills were also collected and evaluated. We conducted the study with 36 senior students from the Faculty of Science at Dokuz Eylul University in Turkey. Pre- and post-tests were the primary tools used in this study and the Problem-Based Learning Assessment Scale was applied after each module to assess the students’ views about the applications. Semi-structured interviews were conducted to determine students’ pre- and post- attitudes toward the biochemistry course. According to the results, problem quality played an important role in students’ academic achievement. The decreased orientation role played by the tutor toward the end of the PBL process showed that students could find the necessary information by investigating themselves, and associate new information and experiences with their existing knowledge. Additionally, results of semi-structured interviews indicated that their skills in the areas of working collaboratively in a group, fulfilling responsibilities and expression of ideas in a group also improved. In conclusion, it can be argued that PBL as an active learning approach is very effective for formation of knowledge, improvement in social skills and interest in a biochemistry course.

Creating a Multimedia Enhanced Problem-Based Learning Environment for Middle School Science: Voices from the Developers

This paper describes the design and development process used to create Alien Rescue, a multimedia-enhanced learning environment that supports problem-based learning (PBL) in middle school science. The goal of the project is to further our understandings of technology, pedagogy, and instructional theories as they relate to the application of PBL within middle school classrooms through the application of design-based research. A unique characteristic of the project is that it is developed entirely by a team of graduate learning technologies students, working under the direction and supervision of the faculty. Throughout the development process, graduate student developers learn steps and strategies for designing immersive learning environments, engage in technology development, and conduct research that informs future design iterations. Key features of the development model are described in detail and developers’ reflections are shared. Recommendations for those interested in engaging similar endeavors are provided.

Application of problem-based learning combined with traditional teaching in the teaching of electrocardiogram diagnosis

Objective To investigate the effect of problem-based learning（PBL） combined with traditional teaching in the teaching of electrocardiogram （ECG） diagnosis. Methods Totally 80 2011 grade clinical medicine students were enrolled and randomly divided into study group and regular group. Traditional teaching method was implemented in regular group while PBL com-bined with traditional teaching was applied in study group. Effect was observed;measurement data were analyzed by independent samples t test and were expressed as mean ± standard deviation x±s;enumeration data were analyzed by χ2 test. P<0.05 signifies statistical differences. Results Satisfaction degree of students towards teachers was 95.0%（38/40） in study group and was 80.0%（32/40） in regular group with statistical significances between two groups（P=0.001）. Satisfaction degree of students towards teaching method was 100 . 0%（ 40/40 ） in study group and was 87 . 5%（35/40） in regular group with statistical significances between two groups （P=0.000）. Operating skills, theoretical knowledge and ECG analysis capabilities scores were significantly higher in study group than in regular group with statistical differences（P=0.012, P=0.021, P=0.016）. Conclusions Implementing PBL teaching combined with traditional teaching can achieve significantly better teaching effect than traditional teaching, therefore it is worthy of application and promotion. Key words: Electrocardiogram diagnosis; Problem-based learning; Traditional teaching; Application results

Application of problem-based learning in clinical anesthesiology demonstration for clinical un-dergraduates

Objective To explore the effect of applying problem-based learning（PBL）in clin-ical anesthesiology demonstration for clinical undergraduates. Methods Eighty-nine 2009 clinical undergraduates were divided into two groups：experimental group and control group. Students in ex-perimental group received PBL while those in control group received traditional teaching. The effect was evaluated according to the results of case examination and investigation table. The results were analyzed by X2 test. Results Most students （42/45） answered questions correctly in experimental group while only 30 of 44 students（30/44）did in control group（P〈0.05）. Concerning the results of investigation,PBL had more advantages than traditional teaching method in the following 5 aspects：self-studying ability（86.7%,39/45）,clinical thinking ability（73.3%,33/45）,information seeking ability （75.6%,34/45）,expressing ability （82.2%,37/45）,communicating between students （75.6%, 34/45）（P〈0.05）. Conclusions PBL has evident advantages in anesthesiology clinical demonstration. It can inspire students,cultivate abilities,enhance critical thinking and finally improve teaching effect. Key words: Problem-based learning; Clinical demonstration ; Anesthesiology

Application of problem-based learning combined with case-based study teaching mode in clini-cal teaching in intensive care unit

Objective To observe effects of problem-based learning（PBL） combined with case-based study （CBS）teaching mode in clinical teaching in intensive care unit（ICU）. Methods Students from ICU of Fangcun Branch of Guangdong Provincial Hospital of Traditional Chinese Medicine from March 2011 to February 2012 were divided into treatment group （31 cases, with PBL combined with CBS teaching mode） and control group （34 cases, with the traditional teaching mode）. Scores of two groups were compared and analyzed and questionnaire survey was conducted in treatment group. Data were processed by SPSS 13.0 statistical software. Measurement data were compared by t-test and data of heterogeneous variance were compared by rank-sum test. Results Treatment group achieved better scores （（85.26 ±5.96） in theory examination and （80.59 ±7.33） in case-analyzing examination） compared with those of control group （（79.17 ±7.31） in theory examination and （76.02 ±9.27） in case-analyzing examination）（P<0.05）. PBL combined with CBS teaching mode can stimulate learning interests but it was lack of systematization; most students did not volunteer to speak. Conclusion PBL combined with CBS teaching mode has certain advantages in ICU clinical teaching. Key words: Intensive care unit; Clinical education; Problem-based learning; Case-based study

Application of problem-based learning combined with formative evaluation in pediatrics teaching

Problem-based learning （PBL） teaching method combined with formative evalua- tion was used in the teaching practice of pediatrics education. This method was implemented by four phases： courses designing, group-preparing, problems-organizing and teaching practice. The method was evaluated by students＇ feedback and survey results of patients, teachers and teaching councilors.

Application of problem based learning in clinical internship in department of gastroenterology

Objective To evaluate the efficacy of applying problem based learning (PBL) combined with traditional teaching in clinical internship in department of gastroenterology.Methods Totally 60 full-time medical undergraduates of clinical medicine in clinical internship in department of gastroenterology of the Second Hospital of Baoding were randomly divided into PBL group (n=30) and traditional group (n=30).Practical effect of the different modes was evaluated by questionnaire and examination resuits.Data were analyzed by SPSS 15.0.Enumeration data were compared between groups using x2 test and measurement data were manifested (x-) ± s with P ＜ 0.05 signifying significant difference.Results PBL group was superior to traditional group in comprehensive analysis capabilities,motivation to learn and learning outcomes with statistically significant differences between the two groups (P values were 0.001,0.007 and 0.005).Concerning stimulating students' interest and satisfaction of the teaching mode,the difference between the two groups was not statistically significant (P ＞ 0.05).PBL group was superior to traditional group in the pre-class preparation,full and accurate expression of views in classroom and clinical logic,with statistically significant differences between the two groups (P values were 0.002,0.000 and 0.002).There was no difference in communicative abilities with patients between the two groups (P=0.118).PBL group had higher scores than traditional group in the quiz,case analysis and overall performance,with statistically significant differences between the two groups (P values were 0.005,0.045 and 0.013).Concerning score of glossary and multiple-choice questions,differences between two group were not statistically significant (P＞0.05).Conclusions PBL combined with traditional teaching method is suitable for internship teaching in the department of gastroenterology for full-time undergraduates of clinical medicine.PBL can improve students' clinical comprehensive analysis capabilities and helps to develop the ability to take the initiative to solve practical problems. Key words: Problem-based learning; Medical education; Clinical internship

Application of PBL in clinical teaching of gynecology and obstetrics

Objective To study the efficacy of problem-based learning (PBL) in clinical teaching of gynecology and obstetrics.Methods Totally 170 students in our department for probationary were divided into two groups randomly.Students in the two groups were taught by theoretical lecture and case study in the ward.PBL (After the lectures,teachers choose clinical cases,students inquire medical history and do physical examination,students discuss on the case and propose treatment scheme,students look up references and consult specialist to determine treatment scheme,students do team report and teachers give comments) was used in experimental group (n=87) while traditional teaching method (teachers guide students to inquire medical history,do physical examination,analyze the cases and make diagnosis,do differential diagnosis and give treatment as well as answer the questions posed by students) in control group (n=83).Ability of students to solve the practical problems was assessed by final examination (theoretical exam and case analysis) and the efficacy of PBL was investigated by questionnaire survey.SPSS 11.5 soft ware was employed to do statistic analysis.Measurement data were analyzed by t test and manifested asand enumeration data were analyzed by chi-square test.P≤ 0.05 stands for statistical differences.Results There was no difference in theoretical score between experimental group and control group.Score of case analysis was higher in experimental group than in control group (t=2.236,P=0.017).Students' satisfaction degree of PBL was much higher than that of traditional teaching method.Conclusions PBL is better than traditional teaching method in clinical teaching of gynecology and obstetrics.It can improve students' ability of problem-analyzing and problem-solving,therefore should be promoted in clinie education. Key words: Gynecology and obstetrics; Problem-based learning; Clinical teaching

Application of problem-based learning combined with heuristic teaching in clinical clerkship teaching of neurology

Clerkship teaching of neurology is one of the important contents in clinical neurological teaching.Application of problem-based learning in combination with heuristic teaching can mobilize the initiative of students,enlighten their thoughts,arouse their flexibility and creativity and deepen the understanding of knowledge so as to achieve the purpose of improving clinical teaching effects. Key words: Problem-based learning; Heuristic teaching; Neurology; Clerkship teaching