Problem-based Learning Component Research Articles

Training doctoral students in critical thinking and experimental design using problem-based learning

BackgroundTraditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investigator. Recent recommendations for revision of graduate training include the utilization of graduate student competencies to assess progress and the introduction of novel curricula focused on development of skills, rather than accumulation of facts. Evidence demonstrates that active learning approaches are effective. Several facets of active learning are components of problem-based learning (PBL), which is a teaching modality where student learning is self-directed toward solving problems in a relevant context. These concepts were combined and incorporated in creating a new introductory graduate course designed to develop scientific skills (student competencies) in matriculating doctoral students using a PBL format.MethodsEvaluation of course effectiveness was measured using the principals of the Kirkpatrick Four Level Model of Evaluation. At the end of each course offering, students completed evaluation surveys on the course and instructors to assess their perceptions of training effectiveness. Pre- and post-tests assessing students’ proficiency in experimental design were used to measure student learning.ResultsThe analysis of the outcomes of the course suggests the training is effective in improving experimental design. The course was well received by the students as measured by student evaluations (Kirkpatrick Model Level 1). Improved scores on post-tests indicate that the students learned from the experience (Kirkpatrick Model Level 2). A template is provided for the implementation of similar courses at other institutions.ConclusionsThis problem-based learning course appears effective in training newly matriculated graduate students in the required skills for designing experiments to test specific hypotheses, enhancing student preparation prior to initiation of their dissertation research.

Pengaruh Model PBL Berbantu Video Pembelajaran Materi Pembuatan Magnet pada Kelas VI

One of the most important steps in mass production is gel production, with the aim of knowing how the product will be used in the future. Educating students is one of many methods that can be used to help people succeed in a variety of ways. Problem-Based PBL, or PBL as it is commonly called, is a teaching method that focuses on the diversity of the local population but is not taught to the general public. In this case it serves as a guide to solitude. PBL uses real, relevant, and applicable tasks or problems in the current context, or in addition to those set in the past. As a result of these findings, there is a significant relationship between the Issue Based Learning Model and the use of video media to build magnetism for class VI students. From the results of the analysis, video is one of the many Problem-Based Learning components combined with magnetic material to produce signals for several grade VI.

DEVELOPING PBL SCENARIO FOR ONLINE TUTORIALS

Background: Scenario is one of the three main components of Problem-based Learning (PBL) besides students and tutors. Besides being an essential component in triggering interest in learning, scenarios also affect group dynamics and academic achievement. During the COVID-19 pandemic, most of the learning process was conducted online, including PBL tutorial discussions. Distraction during online PBL learning is a challenge that must be faced so that the discussion process can achieve the learning objectives. This condition requires the commitment of tutors and students and engaging scenarios that will also help students and tutors stay focused on the discussion. This article is a recommendation based on the IAMHPE Webinar #5 on the scenario development process to support the online PBL process. This article may provide a guide in developing PBL scenarios.Recommendation: The development of PBL scenarios in pandemic conditions still needs to consider various aspects of preparing a good and immersive scenario. The steps needed are ensuring the scenario development team, determining learning objectives and tutorial issues, designing innovative scenarios, conducting reviews and improving the quality of scenarios regularly, and preparing informative tutor guides.Conclusion: Scenarios for online PBL tutorials must support the application of the four PBL principles, namely constructive, contextual, self-directed learning, and collaborative learning. Each institution needs to create scenarios that are appropriate to its learning context.

A Study on Key Components of Problem-Based Learning through Literature Review

With problem-solving capacity continuously gathering prominence in professional field, Korean universities are deviating from traditional rote-teaching to a teaching method which ensures development in problem-solving ability among students. As part of several new teaching methods, problem-based learning (PBL) has emerged as an effective means for education. For successful implementation of PBL within university curricula, pinpointing components required for PBL program is necessary, and yet essential components of PBL have not been specifically identified according to studies. Thus, this study conducted a literature review to identify key components which are necessary for effective application of PBL in university courses.

Perception and outcomes after implementation of problem‐based learning in predoctoral pediatric dentistry clinical education

Problem-based learning (PBL) has been a useful addition to health-based curricula by supporting learning with contributory discussion, research, and critical analysis of evidence in a peer-supported learning format. The aim of this study was to determine the impact of PBL on pediatric dentistry clinical education. First-time pass-rates in clinical and objective structured clinical examinations were measured in student cohorts receiving pediatric curricular formats with (PBL+) or without a PBL (PBL-) experience. Student perceived learning outcomes were measured through a voluntary survey. The numbers of each competency attempt were compared between the study groups (PBL+ or PBL-) using Wilcoxon Rank-Sum tests or Fisher's exact tests. Mantel-Hanzel ordinal chi-square tested for differences in rates of agreement on survey responses from students in the PBL+ or PBL- groups. Significance was set at 0.05. There was a significant improvement in the first-time pass-rates in five of seven competencies in the PBL+ group. A significantly higher proportion of students in the PBL+ group perceived that their predoctoral pediatric dentistry rotation improved their diagnostic skills compared to the students in the PBL- group (p<0.001). However, there was no significant difference (p>0.05) between the perceptions on satisfaction of clinical or non-clinical staff support, perceived self-improvement in radiographic or clinical skills or overall benefits of the predoctoral pediatric dentistry rotation. The addition of a PBL component to a traditional curricular format in a pediatric dentistry clinical rotation had a positive impact on learning in a predoctoral dental program.

Addressing Public Mental Health Challenges: A Mixed-Methods Evaluation of Problem-Based Learning

Problem-based learning (PBL) is a pedagogical framework that centers on a problem of interest and structures classroom tasks around teams formulating practical, evidence-based solutions. This approach is particularly well-suited for public health curricula, as it prepares students for a dynamic, interdisciplinary, professional environment. This study explores the piloting of a PBL approach with three student cohorts in a graduate-level public mental health course. Biweekly, interdisciplinary student teams were presented with a public mental health case provided by an expert in the field and asked to develop and present evidence-based solutions through a process grounded in knowledge acquisition, critical thinking, and faculty guidance. A mixed-methods evaluation was completed to examine student perceptions of PBL components and the benefits of PBL and to gather recommendations to enhance this approach. Among 37 students who completed self-administered surveys, more than 70% found case analysis, reviewing additional literature to support case solutions, and discussions with an expert to be the components “Most Helpful” to their learning. Four focus groups with 21 students were conducted to further examine perceived course benefits and suggested changes. Participants appreciated real-world simulations of public health issues and interdisciplinary teams and offered recommendations for future improvements, such as adding a culminating project. Findings support the benefits of a PBL approach in equipping graduate students with the knowledge and skills to successfully pursue professional public health work. Recommendations inform future efforts to implement this approach in other public health curricula as well as for other courses and settings.

Review of Related literature on Problem-based Learning and Cognitive Apprenticeship for Instruction in Agriculture as Vocational Education

Problem-based learning (PBL) is a student-centered, enabling approach for fostering student’s collaboration, self-directed learning, and critical reasoning skills. This paper discussed the previous literature on how components of problem-based learning (PBL) integrates Cognitive apprenticeship (CA) learning principle, considering Scaffolding could benefit vocational learning in the field of Agriculture. These are elements employed to expose students to real-world problem solving, critical thinking skills as well as effective knowledge transfer through active engagement. Results indicate that undertaking on the role of a more specialist as an instructor can take a dynamic role in the problem-based learning strategy, providing the necessary resources to build learners who could address ill-structured problems to use the application of real-life experience and specialist-level strategies to address the cognitive task. This complex skill that cannot be acquired through the traditional teaching, but rather skills that are acquired through the scaffolding of progressive and more stimulating learning opportunities, through guidance and routine exercise, collaborative, and self-reflection. Solving real-world problems entails active collaboration and exploiting the potentials of technologies available for us, and thus instructors need to be contentedas facilitators of a learning situation that is often a complex and challenging environment. Thus, it is established that the PBL and Scaffolding have the potentials to enhance student's critical thinking skills but with a careful structure of authentic learning situations.

DEVELOPING A FRAMEWORK TO EVALUATE INDIVIDUAL LEARNING IN ENGINEERING DESIGN PROBLEMS – PART 2: ASSESSMENT OF INDIVIDUAL LEARNING IN TEAM ENVIRONMENTS

Engineers often model their teaching based on how they expect students to function once they graduate, and as a result they typically have a strong affinity for Problem-Based Learning (PBL) and Team-Based Learning (TBL) approaches. In many cases, this works quite well and has been proven to increase student engagement and performance of design teams. At the same time, as more of the curriculum relies on group projects, there is a simple dilemma that is created: how do you ensure that the learning outcomes a team demonstrates are accurate reflections of what each individual in the team is learning? This rarely poses a challenge in engineering practice, as engineers are expected to specialize, but in an outcome-based accreditation, this can become a serious issue if there isn’t a careful consideration of this in the structure of TBL courses. This paper explores the application of an evaluative framework to a course with strong PBL and TBL components that is set up to ensure that students are not only exposed to all learning outcomes as they tackle a project, but are individually evaluated on their ability to show competence in these outcomes. The prime methodology of this framework is an evaluative tool called an "open-ended design exam" that uses a 1:1 mapping of team and individual learning, with scaffolding in the course frameworks to support this. This paper presents application of this approach to two courses developed at the University of Manitoba, outcomes and responses to the course layout, and suggestions for extensions to other courses or programs.

Students' perceptions of problem-based learning tutors, topics, and examinations and their hindrance or promotion of deep and surface learning: A mixed-methods study

Background: In problem-based learning (PBL) curricula implemented around the world, it is assumed that students adopt a deep learning approach to studying and aim to gain a profound understanding of the subjects being studied. However, it is not clear which PBL components initiate or deter deep learning and to what extent this happens and why. Aim: This study explored to which extent students used a deep or surface learning approach in PBL and whether this differs across years. We also investigated which PBL components students perceived to be hindrances to deep or surface learning. Methods: The study took place at Sulaiman Al Rajhi Medical College, Qassim, Kingdom of Saudi Arabia. A mixed-methods approach was applied. A validated questionnaire and semi-structured focus group interviews were conducted sequentially. Results: First-, second-, and third-year students reported, in scale 1–5, for deep learning scores, respectively, with mean (M) = 3.55, M = 3.41, and M = 3.55. First-, second-, and third-year students reported, in scale 1–5, for surface learning scores, respectively, with M = 2.88, M = 2.78, and M = 2.89. The differences for both deep and surface learning across the years were statistically nonsignificant. According to students, they study deeply on main learning objectives and superficially on minor objectives as indicated by tutors, they are stimulated toward deep learning through interesting topics during self-study, and examinations drive them toward deep or surface learning depending on the question format and necessity to pass. Conclusions: The results of this study confirm that students' perceptions of PBL components affect their approaches to deep and surface learning. These effects are not entirely negative or positive. Students seem to frequently employ a deep learning approach in PBL throughout the 3 years. These conclusions will allow program administrators/educationalists to constructively design curricula around the perceptions of learners of PBL tutors, topics, and examinations.

The efficacy of self-directed learning versus problem-based learning for teaching and learning ophthalmology: a comparative study.

IntroductionSelf-directed learning (SDL) and problem-based learning (PBL) are fundamental tools to achieve lifelong learning in an integrated medical curriculum. However, the efficacy of SDL in some clinical courses is debated.AimThe aim of the study was to measure the effectiveness of SDL for an ophthalmology course in comparison with PBL.MethodsA cross-sectional study was conducted with fifth-year medical students enrolled in an ophthalmology course. SDL comprised four case-based scenarios guided by several questions. PBL comprised three sessions. An ear, nose, and throat (ENT) course was selected for comparison as a control. At the end of the course, 30 multiple-choice questions (MCQs) for both SDL and PBL were assessed and analyzed against their counterparts in the ENT course by an independent t-test.ResultsFor the SDL component of the ophthalmology course, the number and percentages of students attaining high (n = 6/60, 10%) and moderate (n = 15/60, 28.3%) scores on an MCQs written exam were evaluated. For the PBL component, high scores were seen for 23.3% (n = 14/60), and moderate scores for 33.3% (n = 20/60) of the participants. For the SDL component of the ENT course, the number and percentages of students attaining high (n = 14/60, 23.3%) and moderate (n = 17/60, 28.3%) scores were recorded. For the PBL component, high (16/60, 26.6%) and moderate (17/60, 28%) scores were recorded. Significant p-values were obtained between the results for SDL and PBL in the ophthalmology course (p = 0.009), as well as between SDL results for both courses (p = 0.0308). Moreover, differences between the SDL results of ophthalmology and the PBL results of ENT (p = 0.0372) were significant.ConclusionSDL appears to be less valuable for promotion of self-readiness. Periodic discussions in small groups or by panel discussion are strongly recommended for students to enhance readiness with SDL.

Merging Problem-Based Learning with Simulation-Based Learning in the Medical Undergraduate Curriculum: The PAIRED Framework for Enhancing Lifelong Learning.

Lifelong learning is an essential trait that is expected of every physician. The CanMeds 2005 Physician Competency Framework emphasizes lifelong learning as a key competency that physicians must achieve in becoming better physicians. However, many physicians are not competent at engaging in lifelong learning. The current medical education system is deficient in preparing medical students to develop and carry out their own lifelong learning curriculum upon graduation. Despite understanding how physicians learn at work, medical students are not trained to learn while working. Similarly, although barriers to lifelong learning are known, medical students are not adequately skilled in overcoming these barriers. Learning to learn is just as important, if not more, as acquiring the skills and knowledge required of a physician. The medical undergraduate curriculum lacks a specific learning strategy to prepare medical students in becoming an adept lifelong learner. In this article, we propose a learning strategy for lifelong learning at the undergraduate level. In developing this novel strategy, we paid particular attention to two parameters. First, this strategy should be grounded on literature describing a physician’s lifelong learning process. Second, the framework for implementing this strategy must be based on existing undergraduate learning strategies to obviate the need for additional resources, learner burden, and faculty time. In this paper, we propose a Problem, Analysis, Independent Research Reporting, Experimentation Debriefing (PAIRED) framework that follows the learning process of a physician and serves to synergize the components of problem-based learning and simulation-based learning in specifically targeting the barriers to lifelong learning.

Differential effects of variations in problem-based and lecturing sequences

This study describes how problem-based learning (PBL) can best be used as a supplementary to the lecturing mode. The lecturing mode followed/supplemented by PBL is compared with PBL followed/supplemented by the lecturing mode. The PBL problem was project-based and integrates various concepts to match a real-life situation. The attitudinal effects, motivational effects and amount of reflection were much higher for those students who were in the lecturing mode followed by PBL. Students who did PBL first found it more strenuous and they became negative once supplemented in the lecturing mode. The PBL component improves the student's teamwork and communication skills whilst they also learn to apply their knowledge to solve complex engineering problems. There is a real need to address gaps between employer expectations and higher education outcomes in South Africa and it might be worth it for universities to move at least in part to PBL.

Matters of taste: bridging molecular physiology and the humanities.

Taste perception was the focus of an undergraduate course in the health sciences that bridged the sciences and humanities. A problem-based learning approach was used to study the biological issues, whereas the cultural transmutations of these molecular mechanisms were explored using a variety of resources (novels, cookbooks, and films). Multiple evaluation procedures were used: problem summaries and problem-solving exercises (tripartite problem-solving exercise) for the problem-based learning component and group tasks and individual exercises for the cultural issues. Self-selected groups chose specific tasks from a prescribed list of options (setting up a journal in molecular gastronomy, developing an electronic tongue, designing a restaurant for synesthetes, organizing a farmers' market, marketing a culinary tour, framing hedonic scales, exploring changing tastes through works of art or recipe books, and crafting beers for space travel). Individual tasks were selected from a menu of options (book reviews, film reviews, conversations, creative writing, and oral exams). A few guest lecturers (wine making, cultural anthropology, film analysis, and nutritional epidemiology) added more flavor. The course was rated highly for its learning value (8.5 ± 1.2, n = 62) and helped students relate biological mechanisms to cultural issues (9.0 ± 0.9, n = 62).

Problem-based learning (PBL) and speech-language pathology: A tutorial

The aim of this tutorial is to provide an introduction to problem-based learning (PBL), particularly as applied to speech-language pathology (SLP) programs. The tutorial is aimed at the reader who is less familiar with this learning approach. Additionally, it serves as a framework for the articles that follow in this special issue on PBL programs in SLP and other clinical education programs. A brief history of PBL is provided and the rationale and context for this approach are identified. PBL is defined and differentiated from related educational approaches. Different models and variations of PBL are outlined. The key components of PBL are further illustrated using the tutorial cycle. Finally, we present one specific case of a PBL-based SLP program in detail. This tutorial will provide a deeper understanding of PBL for many higher educators in SLP. The strengths of this approach are outlined and the challenges are identified, particularly for those contemplating converting an existing “traditional” course or curriculum.

Beyond Beliefs: Teachers Adapting Problem-based Learning to Preexisting Systems of Practice

Problem-based learning (PBL) is a constructivist method of instruction aligned with the science educational reform movement to increase scientific literacy for all Americans. As such, PBL instruction is an increasingly popular topic for professional development workshops offered to teachers in secondary learning environments. This research presents a case study of four teachers’ alignment of classroom practice with constructivist principles after participating in a one-week PBL workshop. Teachers assimilated PBL instruction into their current system of teaching; therefore, despite congruent beliefs, those teachers without a constructivist system of practice taught the PBL method with less alignment to constructivist principles. This discrepancy between beliefs and practice could be addressed by helping PBL workshop participants contemplate how components of PBL encourage reform-based constructivist practices and by assisting teachers with modifying preexisting routines to better assimilate PBL instruction.

Dental and Medical Students’ Perspectives on Early Exposure to PBL in Taiwan

A hybrid problem-based learning (PBL) curriculum adopted in 2002 for medical students at China Medical University, Taiwan, was extended to dental students in 2007. Before that, PBL workshops were conducted for all students. Two PBL cases on basic biomedical issues were used for second-year medical students and second-year dental students to explore the feasibility of adopting PBL as part of the dental curriculum. This study compared the medical and dental students' attitudes toward the PBL tutorials and PBL curricula. Upon completion of the PBL component, an eighteen-item questionnaire asked students to assess (on a ten-point scale with 10 as the most positive response) their perceptions of the learning process in the PBL tutorials. Forty-six dental students from a cohort of fifty (92 percent) and 107 medical students from a cohort of 119 (90 percent) completed the questionnaires (fifty-three females and 100 males). The importance of all items was rated above 6.00. The medical students' mean score (7.29) was higher than the dental students' mean score (7.10). Of the eighteen attributes of the PBL process, the students indicated being generally comfortable with fourteen. No statistical significance was found between the dental and medical students' scores, but there was a significant difference (p=0.006) in their perception of PBL curricula. Overall, the medical students expressed a more positive outlook toward the PBL learning process than the dental students and were more willing to accept PBL as a pedagogy.

Taking a Problem-Based Learning Approach to Teaching Ecopsychology

This paper emerges from our experience of delivering a course in ecopsychology to final-year undergraduate psychology and social science students at the University of Brighton in the United Kingdom. Our course in ecopsychology utilizes an inquiry or problem-based learning (PBL) approach alongside more traditional teaching methods, as we consider there to be a good fit between the subject matter of ecopsychology and the practice of PBL. In what follows we first offer a short account of why we wanted to teach ecopsychology in the first place, followed by an outline of the specific educational context in which the course is taught. We then describe how we have approached the structure, content, and delivery of the course more specifically, including the rationale and pragmatics of the problembased learning component.

MATTERS OF TASTE: BLENDING MOLECULAR PHYSIOLOGY AND THE HUMANITIES

Taste perception was the focus of an undergraduate course in the health sciences that bridged the sciences and the humanities. A problem‐based learning (PBL) approach was used to deal with the biological issues whereas the cultural transmutations of these molecular mechanisms were explored using a variety of sources (novels, cook‐books, films). Multiple evaluation procedures were used; problem summaries and problem‐solving exercises (TRIPSEs) for the PBL component and group tasks and individual exercises for the cultural issues. Self‐selected groups chose specific tasks from a prescribed list (setting up a journal in molecular gastronomy, developing an electronic tongue, organizing a farmer's market or a culinary tour, framing hedonic scales etc). Individual tasks were selected from a menu of options (book reviews, films reviews, conversations, creative writing). A few guest lecturers (wine making, cultural anthropology) added more flavor. The course was rated highly for its learning value (8.95 ±1.02, n=36) and helped students relate biological mechanisms to cultural issues (8.3 ± 1.38, n=35).

EASYDSP: PROBLEM-BASED LEARNING IN DIGITAL SIGNAL PROCESSING

This paper presents a pilot pedagogical project that combined for the first time problem-based learning (PBL) with a lecture-based instructional style in Digital Signal Processing I. This new course format was offered during the Spring 2008 term at the University of Victoria, Canada. The PBL component was implemented via EasyDSP, a custom-designed framework for system design and signal analysis.

Problem‐based leadership: nurturing managers during turbulent times

PurposeThe paper explores problem‐based learning (PBL) as a useful methodology in leadership development during turbulent times. It identifies several pertinent action points for managers to lead through problems while understanding their capacity to empower themselves and others to face challenges at work.Design/methodology/approachBroad concepts of PBL are used to distil the characteristics of this methodology and how they might be applicable to leadership development. An actual case of PBL in leadership education and training is employed to illustrate the processes of problem solving and reflective action‐taking.FindingsWhen confronted by problems, managers should adopt a learning‐oriented mindset and draw on the strengths of others to generate immediate solutions for experimentation. In doing so, they need to accept failure as a prerequisite for creative tensions to be generated and applied in messy circumstances. Until they think out of the box, they will continue to solve problems in tried‐and‐tested ways obstructing the emergence of revolutionary solutions.Practical implicationsIn order for managers to make an impact on organizational process and improvement, they need to focus on the action and learn components of PBL. They should be given the space to listen to their own “voice” and internalize the “voice” of others through reflection and dialogue. They should also be recognized for their courage and boldness in confronting problems even if more problems are generated in the process. It is facing the goliath that managers truly grow to become real leaders.Originality/valueAlthough the concept of PBL has been around for a long while, its applicability to leadership development has not been sufficiently explored in both theory and practice. This paper brings another dimension to the common idea of problem solving where solution seeking is not an end it itself. At best, it is a means to discovering the potential of true leadership in those whose mindset is focused on learning and reflective decision‐making.