Application Of Problem-based Learning Research Articles

Exploring the Application of Problem-Based Learning in Logistics Teaching Module

The development of modern logistics technology and equipment shows the trend of globalization. In order to bring up high-level logistics talents who possess international cooperation in awareness, communication skills, scientific innovation and academic competitiveness, traditional teaching approaches must be reconsidered. Based on the project of bilingual teaching reform of “Advanced Manufacturing Technology”, the paper discusses how to use the student-centered methods, such as case study, problem-based learning (PBL) and project-based teaching to improve teaching quality. In addition, it explores assessment and problems that can be anticipated with these teaching approaches.

The application of PBL in evidence-based medicine teaching among international students

PBL ( Problem-based learning) is a problem-based and student-centered learning pattern.PBL teaching method has been applied to evidence-based medicine ( EBM ) courses for international students.By this method,the students' learning enthusiasm was stimulated,the ability of ananlyzing and resolving problem was improved,and good teaching effect was achieved,which provided knowledge to improve further EBM teaching and evidence-based clinical practice. Key words: Problem-based learning ; Evidence-based medicine; International students

Using problem-based learning in large undergraduate fieldwork classes: an Australian example

Problem-based learning (PBL) is one of a suite of strategies based on the premise that placing students at the centre of the learning process ultimately improves skills, knowledge and understanding. To date, however, there remain relatively few reports on the application of PBL within geography curricula. This paper traces the evolution of a PBL project in a first-year geography course with large student enrolments. It shows that while the adoption of PBL was challenging, the majority of students found the approach rewarding and enjoyable. Student feedback indicated that the most valuable components of the project were independent learning and working “hands on”, while the least enjoyable included a sense of disorganisation and uncertainty that accompanied independence. The paper also reflects on the more general lessons drawn from the PBL project, focusing on issues such as assessment, staffing, resources and departmental culture.

Application of problem-based learning in the nursing course teaching

The article reviewed the concept,characteristics,basic steps and main form of PBL as well as the wide application and superiorities in nursing courses teaching.It also analysed the deficiencies of teaching courses,raised the proposal or advice on how to improve from 3 following aspects and explore the possibilities of application in nursing filed. Key words: Problem-based learning; Nursing education; Courses teaching; Review

Developing staff for the implementation of problem-based learning: Experiences from Botswana

Educational transformation in higher education places new demands on academics, especially in terms of shifting from traditional methods of teaching and learning to the application of innovative methods. Whereas outcomes-based education leans towards a philosophy, problem-based learning (PBL) offers a structured methodology in which teaching and learning can occur in a systematic, yet innovative manner. One cannot simply expose academics to the theoretical concepts of PBL and then expect them to apply the methods. Academics need rigorous training and development in the practice of PBL. This article describes a workshop aimed at training academics in Nursing Education regarding the application of PBL. The medical model (often termed the hypotheticodeductive method of problem-solving) was used to: analyse clinical scenarios; generate and modify hypotheses; and search for information as learners would. Evaluation and reflection of the programme showed that participants benefited from the exposure to PBL, and were confident about implementing it in the classroom.

Problem Based Learning Using Real-Time Data in Science Education for the Gifted

The authors designed ill-structured problems in which real-time data could be used to develop hypotheses and solutions, and used these problems with high school students who were identified as gifted in science. The purpose of the study was to investigate the impact of problem based learning (PBL) with high school students in a special school. At the high school for the gifted, 151 students participated. The results showed that students can develop problem solving ability, creativity, and self-regulation, if PBL using real-time data in science were applied consistently in classrooms. The level of interest in the task was high. This study showed a concrete application of PBL in science education for the gifted.

Applying problem-based learning to otolaryngology teaching

Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods. We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week). From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

PENDEKATAN PROBLEM-BASED LEARNING DALAM PEMBELAJARAN PRAKTIK KERJA LAPANGAN TERAPI FISIK

Abstract: The Problem-Based Learning Approach in Physical Therapy FieldWorks. The objectives of the study are to identify strategic application of Problem-Based Learning (PBL) in physical therapy field works and to improve students’mastery in physical therapy in terms of cognitive, affective, and psychomotordomains. This action research study consisted of three cycles, each of whichincluded four stages, namely planning, implementing the plan, monitoringactivities and progress, and reflection. The participants were 23 seventh semesterstudents taking physical therapy field works in 2007. In the first cycle, students’theoretical mastery was inadequate. In the second cycle they did more extensiveliterature search to expand theories. In the third cycle they learned more aboutempirical cases, not just theories, so that they better skills in implementing thewhole PBL activities and managed to attain the course objectives. PBL is thereforesuitable for advanced students prior to their professional development.Keywords: problem based-learning, physical therapy field works

Application of problem-based learning in internal medicine teaching for residency training of general medicine

To evaluate the effect of problem-based learning (PBL) in internal medicine teaching for residency training of general medicine.Fifty two residents of general medicine were divided randomly into PBL teaching and traditional teaching groups with 26 in each.The evaluation was conducted in combination of examination scores and questionnaire survey in both groups.In questionnaire survey the residents of PBL group responded positively about the use of PBL in teaching, and rated themselves as having much better competencies in problem solving and self-directed learning.The scores of case analysis examination in PBL group were higher than those in traditional teaching group ( 73.7 ± 4.1 vs.71.1 ± 4.8, P ＜ 0.05 ).The results suggest that the application of PBL has better effect than traditional teaching in residency training of general medicine. Key words: Problem-based learning; Education,medical,continuing

Teaching and learning in consumer behavior: a class activity supporting real decision-making in cultural management

Problem-based learning has been suggested as a useful tool to foster student-centered learning and increase student motivation. Students of Business Administration are not familiar with Research on Consumer Behavior, its contents and techniques, since this subject is traditionally linked to Psychology. In order to facilitate the teaching-learning process in this subject, this paper presents an application of problem-based learning in the context of Consumer Behavior. Results of this pilot experience are assessed under a qualitative and a quantitative basis. The evidence obtained allow us to conclude that this collaboration project enable students to obtain and to process information about the subject as well as to improve their computer and linguistic skills.

Application of Problem-Based Learning in a Large Class in Stomatology Course

To determine the feasibility of implementing problem-based learning (PBL) in a large class and whether previous PBL experience is necessary. A total of 236 students from 2 large classes at China Medical University were enrolled. One class (118 students) had had a previous small-group PBL experience and another class (113 students) had not. Each class was subdivided into 15 groups (7 to 8 students/group) and took 2 separate 100-minute PBL sessions per week with the same teaching faculty. Each PBL class had 2 facilitators, 1 content expert facilitator, and 1 nonexpert facilitator. The results of the theoretical examination and case analysis examinations were analyzed using the t test. Questionnaires were used to evaluate both student and facilitator perceptions. The feedback from both students and facilitators was positive. According to the questionnaires, both experienced and non-experienced students acknowledged that the teaching method was enjoyable and functional. The test results showed students had achieved the learning objectives. The results of the theoretical and case analysis examinations showed no significant difference between the PBL experienced class and the non-experienced class. The mean study hours spent weekly by the students after class on the course were about 6.3 +/- 1.1 hours for the non-experienced students and 4.7 +/- 0.981 hours for the experienced students (t = 11.94, P < .001). The non-experienced students showed more preference for the content expert tutor. Implementing PBL in a large class is feasible without extracting great demand on limited educational resources. Previous PBL experience is helpful but not necessary.

Application of problem-based learning in experimental classes of fundamental nursing

Objective To investigate the role of problem-based learning (PBL) in the improve-ment of students' comprehensive ability in experimental classes of fundamental nursing. Methods A total of 172 nursing students were randomly divided into the experimental group (n=76) and the control group (n=96), they received PBL and traditional education, respectively.The teaching effect was compared using X2 tesL Results The experimental group was better than the control group in comprehensive a-bility such as communication skills, operant skills, coping skills, health education, appearance and at-titude. Conclusions PBL can promote the nursing students to understand the comprehensive information of special problems, and improve their skills of resolving practical problems and autonomic learning. Key words: Problem-based learning; Fundamental nursing; Teaching

Reflecting on the Essence of our Problem-Based Learning Discussions: The Importance of Faculty Development and our Continuous Quest for Applications of Problem-Based Learning

While problem-based learning (PBL) is a teaching strategy to promote critical thinking, creativity and self-directedness in learning is very important. It is the meaning of the learning, with a contextual understanding, that marks the significance of this approach in our healthcare education. At the 2008 Kaohsiung Medical University International Conference and Workshop on PBL, the scholarly discourse on sharing empirical findings and practical experience with various aspects of PBL brought forth the importance of the teachers' continued learning about the meaning, the dynamics of the process, and the pragmatic details of PBL. This quest for a continuous learning and understanding about PBL parallels our search to extend the classroom PBL into students' clinical experience. The development of clinical teachers in the understanding of PBL was explored as part of their experiential learning in clinical teaching after their PBL workshops. While the clinical teachers who participated in the project appreciated the merits of clinical PBL, the complex balance between patient service and student teaching--in an unpredictable clinical setting--has led to the use of a simulated clinical environment with simulated patients. We also piloted PBL for interprofessional education of undergraduate students of nursing and social work. The ways we can adopt PBL in various settings with different intents will help prepare our healthcare graduates in meeting the challenges of our ever more complex healthcare systems, and the demands of holistic patient care.

Teaching Archaeological Pragmatism through Problem-Based Learning

Teaching Archaeological Pragmatism through Problem-Based Learning

Assessing a Problem-Based Learning Approach To An Introductory Instructional Design Course: A Case Study

Although there are numerous instructional models or learning environments that use problems today (e.g., case-based learning, action learning, goal-based scenario, problem-based learning, and project-based learning), problem-based learning (PBL) is the most extensive and complex in “putting the problem to use.” PBL is defined as “the learning that results from the process of working toward the understanding or resolution of a problem.” This case study examines the application of PBL to the teaching of introductory instructional design. Implementation of the PBL process in the classroom and implications on instruction and learning are discussed. The argument made is that instructional design (ISD) is a dynamic process of problem under standing and problem solution, and therefore ISD is an ill-structured problem-solving process defined by the context of the problem, the knowledge and skills of the instructional designer, and the quality of available resources. This suggests that ISD instruction should focus more on the problem attributes and not on the generality of the systems approach model with its context-free rules. The results of this case study demonstrate that students in a PBL environment acquired the necessary skills of ISD through direct experience and interaction. The results also demonstrate that students who have experienced PBL are more likely to become self-directed learners and be better skilled in group learning than students who receive instruction using a more prescriptive approach.

Problem based learning in the clinical setting – A systematic review

Problem based learning (PBL) is widely utilised as a curricula modality within the health professions and extensive literature exists to support its application. Recently nurse educators have embarked on the PBL journey as a method of contextualizing theory into practice in the classroom and clinical setting. The University of Queensland, in partnership with key health care providers, introduced an innovative undergraduate nursing curriculum in 2004. The curriculum incorporates problem based learning, clinical skills sessions, lectures and clinical practice as part of an intense weekly program from first year onwards. The program facilitates integration of evidence based theoretical and clinical knowledge driven by the PBL philosophy. However, in reality is PBL utilised by clinicians as a method of clinical teaching in undergraduate health professional programs? A systematic review of the literature was undertaken to answer this question revealing a paucity of evidence supporting or confirming the application of PBL in the clinical setting. The findings of this review highlight the current gaps in the PBL literature, supporting further research into the role of PBL as a teaching strategy for undergraduate nurses in the clinical practice setting.

Application of Problem Based Learning through Research Investigation

Problem-based learning (PBL) is a teaching technique that uses problem-solving as the basis for student learning. The technique is student-centred with teachers taking the role of a facilitator. Its general aims are to construct a knowledge base, develop problem-solving skills, teach effective collaboration and provide the skills necessary to be a successful lifelong learner. This study evaluates the application of PBL in an undergraduate Earth Systems Interactions unit and an exercise based around the Urban Heat Island. The initial execution of PBL was mixed with many students fully engaged in the material, but others found the approach insufficiently structured. Some students were not able to adapt to the unusual challenges of PBL, partly because it was their first exposure. When asked about what they had learnt from their PBL experience, the students emphasized the technical rather than the problem-solving skills. In subsequent years, a more directed project-based learning approach was introduced, which improved students' overall satisfaction and performances.

간호학생 환자권리교육을 위한 PBL 문제개발 및 평가*

This study designed and evaluated problems for nursing students’s Problem-Based Learning (PBL) in the protection of patients’ rights. The study involved a cross-sectional, descriptive survey with nonrandom, convenience sampling. The subjects, 113 senior students from two colleges of nursing, all agreed to participate in the study. Cho’s (2003) Procedure for Problem Design was applied and a measuring instrument of problem evaluation consisting of 7 items and 5 scenarios was developed by the author. Data was analyzed using a mean, t-test with the SPSS program. The mean scores for motivation were high, and statistically significant differences were not found between the two groups of students evaluated. The results suggest that PBL modules should be developed and applied to clinical conferences for students in order to improve the application of PBL. In addition, patients’ rights education through experiential learning should be implemented to change nursing students’ attitudes and improve their protective behaviors.

(Re)viewing problem‐based learning

PurposeThe paper seeks to explore the role of problem‐based learning (PBL) in the workplace context. Its aim is to explain the relationship between PBL and workplace learning by examining PBL as an approach to continuous learning in the workplace.Design/methodology/approachThrough an exploratory orientation, data were collected at two stages. Stage 1 involved convergent interviewing with ten international PBL trainers. The data gathered here partly formed a questionnaire to be tested in the next stage. Stage 2 involved an Ideas Unlimited™ qualitative survey with 50 Singapore working professionals through face‐to‐face and online means. Follow‐up telephone interviews were also conducted to minimize lost data. In addition, a second questionnaire, developed through literature review, was given out in both stages.FindingsFindings reveal that there is a significant relationship between PBL and workplace learning. For instance, PBL systematizes learning in a way that informal learning patterns are transformed into specific structures to facilitate workplace learning. Skills such as critical thinking, reflective inquiry and team learning were identified as essential for workplace PBL. In order to implement PBL programs successfully, strong leadership, an appropriate reward and recognition system together with a realistic timeframe should be considered.Research implications/implicationsThe study suggests a coherent relationship between experiential learning, team learning, single and double‐loop learning, and triple‐loop learning. A key theoretical contribution is that the complexity of learning embedded in the systemic process of PBL ultimately leads to the generation of competitive organizational knowledge. Future lines of study could focus on in‐depth analyses of intra‐organizational processes to explore the wider relationship and application of PBL and workplace learning.Originality/valueThe applicability of PBL is evaluated in the context of workplace rather than an educational setting. Owing to the limited research in this area, the development of new organizational perspectives and concepts from two rather different disciplines – PBL and workplace learning – contributes to the paper's originality.

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

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