Digital Problem-based Learning Research Articles

Digital Problem Based Learning for Facilitating the Acquisition of Collaborative Competencies

Is Networked Learning (NL) and Problem-Based Learning (PBL) the future of education to foster collaboration? Networked learning has been proposed to be combined with PBL. Both are pedagogies and philosophies influenced by traditions of open learning, radical pedagogies and humanistic educational ideas. Problem-based learning is a constructivist, student-centered, and problem-based approach used at the medical education at Aalborg University (AAU). During COVID, AAU fast-tracked the implementation of Digital PBL (DPBL) methods. Digital PBL opens new possibilities for collaborations across platforms and holds a potential to improve learning. This potential has yet to be released through systematic efforts to understand the possibilities in the context of medical education.The curriculum at the medical education at AAU is centered around the seven roles of physicians originally described in the Canadian framework, CanMEDS. Healthcare systems becomes increasingly complex, interconnected, and rely on interdisciplinary teamwork. The Collaborator role thus becomes more important than ever before. Physicians are expected to excel in clinical expertise and collaborate effectively with other healthcare professionals, patients, and families.The specific focus on collaboration is a good example of alignment between PBL-, NL pedagogy and the CanMEDS framework, and could be important to further exploration using DPBL.This study will investigate the possibilities of DPBL within the medical education at AAU by exploring and testing digitally supported pedagogical design options for facilitating the acquisition of collaborative competencies.This explorative sequential mixed-method study will explore user-needs and perspectives using DPBL in the medical education. This contextualized knowledge will inform the development of a new teaching intervention aimed at enhancing the Collaborator role. It will be evaluated using quantitative measures of student engagement, time requirements, satisfaction and self-report learning outcomes. The data will be merged with focus group interviews to gain an in-depth understanding of the quantitative results.The theoretical background will be learning design, including constructivism. This approach will be employed using the ACAD-model. The DPBL will include a digital element, the podcast media, and a pedagogical practice encouraging the medical students to engage actively in the learning process. This is facilitated by podcast production in groups.At NLC24 the findings of the user-needs and perspectives will be presented and interpreted as part of the design and frame of the podcast intervention. The intervention will take place in autumn 2024 and this can answer if NL and PBL is part of the future education to foster collaboration.

A Comprehensive Review on PBL and Digital PBL in Engineering Education - Status, Challenges and Future Prospects

Abstract: Problem-based learning (PBL) makes use of complex, real-world issues as the subject matter, and encourages students to develop problem-solving skills and learn concepts instead of just absorbing facts. The emergence of the concept of PBL in the digital learning context has received massive recognition and has thus, triggered debate among several scholars. Therefore as a prelude to analysis, the present study attempts to review the existing literature on PBL, particularly in the context of digital learning with respect to engineering education. It further attempts to discuss the ways for PBL implementation, its related challenges and future prospects, especially in the digital setting. The study adopted a systematic literature review wherein it selected relevant studies, articles and papers that broadly discussed the significance of the topics and evaluated information and data from the period starting from 2012 through 2021. A comprehensive review of the literature revealed that since digital PBL includes diverse and multipledigital technology applications as part of traditional PBL it is more effective than the traditional form of learning and it is most widely used in engineering education as the aim of engineering education is to generate such students who are practically equipped with technical knowledge and considerably prepared with professional engineering skills. However, there exists a paucity of research on digital PBL which needs further analysis. Keywords: engineering education, problem-based learning, digital PBL, e-learning, online PBL, PBL implementation

Does prior knowledge affect interaction dynamics and learning achievement in digital problem-based learning? A pilot study.

Previous research on problem-based learning (PBL) describes that videotaped observations develop meaningful insights into cognitive processes in tutorial groups. Analysis regarding the amount of prior knowledge on learning achievement has not been investigated in medical education so far, although both are key factors of PBL success. Thus, we intended to analyse videos of digital problem-based learning (dPBL) sessions, focusing on knowledge acquisition and interaction dynamics among groups with different levels of prior knowledge to reveal any distinctions. This study employed a pilot design by dividing 60 dental students into twelve subgroups with less or more prior knowledge, determined by a pre-semester multiple choice test (MCQ). The groups engaged in videotaped dPBL cases, which were examined regarding group interactions and tutor effectiveness. The learning achievement was assessed through a post-semester MCQ, an oral and practical exam. The video analysis showed that dPBL groups with less prior knowledge achieved significantly higher tutor effectiveness and group interaction utterances, but that the percentage of time in which utterances occurred was similar in both groups. Related to the MCQ results, the students with less prior knowledge learned four times more than those with profound previous abilities, but no significant difference was found in the results of the oral exam and practical exam. The interaction dynamics in dPBL depend on the group's amount of prior knowledge. Especially groups including participants with less prior knowledge seemed to benefit from dPBL in comparison to groups with more prior knowledge. The dPBL groups acquired knowledge in different ways during the courses but, finally, all students arrived at a similar level of knowledge.

Maintaining the quality of problem-based learning in developing countries during the pandemic era

The COVID-19 pandemic is referred to as an unpredictable phenomenon and a challenge that stimulates change, one of which is in the field of medical education. Online learning as the main solution in the field of education certainly offers positive and negative impacts for medical students. Therefore, learning design is a strategy that continues to be developed in improving the quality of teaching that is more effective and innovative. The purpose of writing this review is to find out more about the quality of problem-based learning in developing countries during the pandemic era. This type of study is a literature review that uses the literature study method. The sources used in this review consist of relevant journals from search engines such as Pubmed, Google Scholar, ScienceDirect, and Cochrane Library. The results of the literature search show that pandemic conditions encourage learning to be carried out using virtual methods. To implement online learning during this pandemic, various technologies have been developed, ranging from digital problem-based learning (PBL) which has been implemented at the National Taiwan University College of Medicine, web video conferencing learning (WVC) at King Abdulaziz University in Saudi Arabia which is effectively used in the case-based discussion (CBD) process, as well as various platforms that support online learning, such as Tencent Meeting, DingTalk, and Edmodo. EdTech Start-ups and SWAYAM portal in India also aims to maintain equitable distribution, access, and quality in times of pandemic. Some applications that can support live streaming based on video conferencing are Microsoft Teams, Google Meet, Lark, Zoom. Seeing the various advantages and problems faced in implementing online lectures during the pandemic, various improvement strategies need to be carried out in maintaining the quality and learning outcomes, starting from infrastructure, personnel, methods in delivering lectures, learning outcomes, institutional responses, and support from the government.

Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations

Digital problem-based learning (PBL) was originally introduced as a means to improve student engagement and increase flexibility. However, its use becomes mandatory during the coronavirus disease 2019 (COVID-19) period, accelerating changes in medical education. Few elaborated on the implementation details of digital PBL curricula. Technical guidance can be important but under-recognized prerequisite of a successful digital PBL session. In National Taiwan University College of Medicine, we established a digital PBL curriculum and previously validated a confidence questionnaire for surveying undergraduate students receiving digital PBL sessions. In this opinion piece, we gleaned multiple procedural details from our experiences based on students'/tutors' feedback, which we summarized in a 5″W″ recommendations (Who), timing/duration (When), location (Where), software/hardware/topics (What), and evaluation aspects (Why). Suggestions on how to optimally prepare for digital PBL session are also provided. We believe that these tips can further facilitate the wide adoption of digital PBL.

Problem-based Learning during the COVID-19 Pandemic: Can Project Groups Save the Day?

In this paper, we describe how a Danish problem-based learning university adapted to the circumstances surrounding the coronavirus disease of 2019 (COVID-19) pandemic. Our findings reveal that digital problem-based learning mitigated some negative consequences that appeared with the lockdown and resulting shift to 100 percent online teaching. While students prefer the traditional face-to-face teaching mode due to the energy, variation, and socialization associated with on-campus learning, we observed that students who have worked in project groups had a more positive experience with online learning, which indicates belonging to a project group can increase students’ motivation to participate in online teaching activities. Our findings challenge the idea that problem-based learning revolves around face-to-face interaction on campus. We highlight lessons that we learned when we rapidly shifted to online distance teaching.

Deriving and Validating an Instrument for Assessing Students' Perspectives on a Completely Digital Problem-based Learning Curriculum during COVID-19

Deriving and Validating an Instrument for Assessing Students' Perspectives on a Completely Digital Problem-based Learning Curriculum during COVID-19

Students 4 Best Evidence as a digital Problem-Based Learning method to improve Evidence-Based Practice competencies in undergraduate physiotherapy students: an observational study

BackgroundEvidence-based practice (EBP) is an essential element in the delivery of high-quality care and healthcare professionals make clinical decisions based on the best available research. Experts and international organisations have...

Digital Problem-Based Learning in Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration.

BackgroundThe use of digital education in problem-based learning, or digital problem-based learning (DPBL), is increasingly employed in health professions education. DPBL includes purely digitally delivered as well as blended problem-based learning, wherein digital and face-to-face learning are combined.ObjectiveThe aim of this review is to evaluate the effectiveness of DPBL in improving health professionals’ knowledge, skills, attitudes, and satisfaction.MethodsWe used the gold-standard Cochrane methods to conduct a systematic review of randomized controlled trials (RCTs). We included studies that compared the effectiveness of DPBL with traditional learning methods or other forms of digital education in improving health professionals’ knowledge, skills, attitudes, and satisfaction. Two authors independently screened studies, extracted data, and assessed the risk of bias. We contacted study authors for additional information, if necessary. We used the random-effects model in the meta-analyses.ResultsNine RCTs involving 890 preregistration health professionals were included. Digital technology was mostly employed for presentation of problems. In three studies, PBL was delivered fully online. Digital technology modalities spanned online learning, offline learning, virtual reality, and virtual patients. The control groups consisted of traditional PBL and traditional learning. The pooled analysis of seven studies comparing the effect of DPBL and traditional PBL reported little or no difference in postintervention knowledge outcomes (standardized mean difference [SMD] 0.19, 95% CI 0.00-0.38). The pooled analysis of three studies comparing the effect of DPBL to traditional learning on postintervention knowledge outcomes favored DPBL (SMD 0.67, 95% CI 0.14-1.19). For skill development, the pooled analysis of two studies comparing DPBL to traditional PBL favored DPBL (SMD 0.30, 95% CI 0.07-0.54). Findings on attitudes and satisfaction outcomes were mixed. The included studies mostly had an unclear risk of bias.ConclusionsOur findings suggest that DPBL is as effective as traditional PBL and more effective than traditional learning in improving knowledge. DPBL may be more effective than traditional learning or traditional PBL in improving skills. Further studies should evaluate the use of digital technology for the delivery of other PBL components as well as PBL overall.

Digital Problem-Based Learning: An Innovative and Efficient Method of Teaching Medicine.

Background:The breadth of knowledge assimilated by undergraduates is substantial. Time must be utilised to impart knowledge and skills to ensure optimal training. Dermatology comprises a large portion of work in primary care; yet UK undergraduate dermatology training is short. Digital problem-based learning (PBL) is an innovative teaching method incorporating clinical images into intense, interactive teaching sessions.Aim:To determine the efficacy of digital PBL sessions in teaching UK medical students during their dermatology module.Methods:In total, 59 second-year medical students at Norwich Medical School during their dermatology secondary care attachment completed two 2.5-h digital PBL sessions. One session was focused on lesions and the second on inflammatory diseases. During each session, students assessed 60 clinical cases each comprising an image with a brief history. In small groups, students discussed the cases, described the images, and agreed a diagnosis followed by a group discussion with the supervising clinician who provided feedback. Following each session, students completed a feedback questionnaire.Results:In total, 117 sets of feedback were received; 60% of students considered they learnt a great amount in a short time. The majority of students reported feeling more confident to make a dermatological diagnosis and more motivated in clinics as a result of the digital PBL; 64% of students found digital PBL more useful than real patient clinics. The most frequent negative comment was that 2.5 h was too long to concentrate.Conclusions:Digital PBL was a popular, effective, and efficient teaching method. Digital PBL sessions should be introduced alongside clinics and other teaching methods for undergraduates.

Perception of dental students regarding digital problem- based learning in Oral Medicine

Objective- To assess the perception of dental students regarding digital problem-based learning in Oral Medicine. Methods: This educational research study is comprised of ninety six dental students, which were randomly divided into two equal groups (A and B). Both the groups were subdivided into six groups each. (Eight students in each small group). Group A was studied via cases presented in paper-form and the Group B was studied via digital form cases. Both the groups were given the same simulated patient scenarios designed not to convey a definite diagnosis but to present a complex situation and to elicit sequencing problems. A pre-test & post-test questionnaires comprised of ten questions in each test were used to record perception of students. Results were statistically analyzed. Results: In group A, the difference in mean scores between pre and post test is observed to be statistically significant for only four questions while in group B, it was significant for nine questions. Students in the digital groups exhibited better performance in answering the post test questionnaire. Ninety- four percent (n = 90) students agreed that digital problem-based Learning is better because they are getting accurate idea of something. Conclusions: Digital media can be used as an innovative and effective tool for learning clinical cases in Oral Medicine.

Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: A prospective randomized study from China

Background: The precise effect and the quality of different cases used in dermatology problem-based learning (PBL) curricula are yet unclear.Aim: To prospectively compare the impact of real patients, digital, paper PBL (PPBL) and traditional lecture-based learning (LBL) on academic results and student perceptions.Methods: A total of 120 students were randomly allocated into either real-patients PBL (RPBL) group studied via real-patient cases, digital PBL (DPBL) group studied via digital-form cases, PPBL group studied via paper-form cases, or conventional group who received didactic lectures. Academic results were assessed through review of written examination, objective structured clinical examination and student performance scores. A five-point Likert scale questionnaire was used to evaluate student perceptions.Results: Compared to those receiving lectures only, all PBL participants had better results for written examination, clinical examination and overall performance. Students in RPBL group exhibited better overall performance than those in the other two PBL groups. Real-patient cases were more effective in helping develop students’ self-directed learning skills, improving their confidence in future patient encounters and encouraging them to learn more about the discussed condition, compared to digital and paper cases.Conclusion: Both real patient and digital triggers are helpful in improving students’ clinical problem-handling skills. However, real patients provide greater benefits to students.

Application for the Method of PBL in Pharmaceutical Chemistry Teaching

To assess the effectiveness of assisted problem-based learning (PBL) compared to a didactic approach in a pharmaceutics course. The comparison was performed among 215 in a 3-year pharmacy program. They were divided into 2 groups, each consisting of about 107 students. The control group was identified as the ‘traditional teaching’ group and studied pharmaceutical chemistry under a didactic model. The experimental group was identified as the ‘PBL teaching’ group and studied similar object under accomplished learning model. At the end of the experiment, there was a questionnaire answered by the students to write their opinions on PBL teaching. The scores of the students in the final examination and the results of the questionnaire were statistically evaluated through SPSS 13.0. PBL students scored significantly higher on the final examinations than the traditional class students. Moreover, the results to the questionnaire show that students are more willing to learn through PBL. Introducing PBL into pharmaceutics improves educational quality and effectiveness. Digital PBL cases stimulate interest in self-learning and motivate students to learn by themselves.

Effect of Digital Problem-Based Learning Cases on Student Learning Outcomes in Ophthalmology Courses

To assess the impact of digital problem-based learning (PBL) cases on student learning in ophthalmology courses. Ninety students were randomly divided into 3 classes (30 students per class). The first class studied under a didactic model. The other 2 classes were divided into 6 groups (10 students per group) and received PBL teaching; 3 groups studied via cases presented in digital form and the others studied via paper-form cases. The results of theoretical and case analysis examinations were analyzed using the chi(2) test. Student performance on the interval practice was analyzed using the Kruskal-Wallis test. Questionnaires were used to evaluate student and facilitator perceptions. Students in the digital groups exhibited better performance in the practice procedures according to tutorial evaluations compared with the other groups (P < .05). The 2 PBL classes had significantly higher mean results of theoretical and case analysis examinations (P < .001), but there was no significant difference between the 2 PBL classes. Ninety-three percent of students in the digital groups (vs 73% in the paper groups) noted that the cases greatly stimulated their interest. Introducing PBL into ophthalmology could improve educational quality and effectiveness. Digital PBL cases stimulate interest and motivate students to further improve diagnosis and problem-handling skills.