Elements Of Problem-based Learning Research Articles

The tools of the future are the challenges of today: The use of ChatGPT in problem-based learning medical education

What is the educational challenge? Incorporation of large language model (LLM) or generative artificial intelligence (AI) software poses a challenge to various areas of medical education, including problem-based learning (PBL). LLMs, such as ChatGPT, have incredible potential to transform educational systems and enhance student learning outcomes when used responsibly. What are the proposed solutions? ChatGPT can provide several ways to support students and assist facilitators with course responsibilities. Here we address factors of implementation and describe how ChatGPT can be responsibly utilized to support key elements of PBL. How was the solution implemented? Providing reasonable access is an essential element of novel software implementation. Additionally, training for both faculty and staff is vital to foster responsible usage, provide base-line proficiency, and guide users to critically evaluate the quality of output. What lessons were learned that are relevant to a wider audience? The use of LLMs or other generative AI is dramatically rising in the world. Appropriate and conscientious incorporation of AI into educational programs can foster responsible use and potentially enhance student learning. What are the next steps? Assessment of learning outcomes, student self-efficacy, group dynamics, and stakeholder feedback are required to measure the effects of ChatGPT in the PBL curriculum. Additionally, software programs competitive with ChatGPT are currently under development and will also need to be investigated for their potential role in education.

Development of Instructional Design Models Based on PBL Model for Software Modeling Course at the Information Technology College in Indonesia

The Conventional instructional design methods using teacher-centered learning approaches provide few opportunities for students to be actively involved during the learning process. This process is not relevant to the characteristics of the Software Modeling course which ideally emphasizes student-centered learning. As a result, instructors cannot control the learning system efficiently, so students cannot reach the minimum competency standards planned in the learning design. In this work, we propose an instructional design model that integrates Problem-Based Learning (PBL) into the instructional deign of Software Modeling course. Three main elements of the PBL learning system model are proposed, namely: Elementary Curriculum that emphasizes the use of problems as the starting point of student learning; Element Group that emphasizes collaboration systems (group discussion-based learning); and Student Elements that emphasizes the Student-Directed Learning (SDL) system. The three main elements of PBL are applied thoroughly and proportionally to each particular learning topic in Software Modeling course. This concept is different from PBL concepts which have been widely applied as learning models, which do not apply the three main PBL elements to each learning topic. This concept is also designed to improve the weaknesses of the PBL model which only places individual learning in small portions, or even none at all. This research uses the Research and Development (R&D) method which consists of three main stages, namely: analysis of system requirements, system development, and formative evaluation. In formative evaluation we do the expert validation, one-to-one student evaluations, and small group evaluation to test the effectiveness of the system. The result of expert validation (related to content, instructional design, and media design) shows that the instructional media product based on PBL that is developed is very suitable to be used as a learning resource, with an average validation percentage of 83.2%. The students' responses to the one-to-one student evaluation and small group trials show that the instructional design products that are developed are feasible to make student actively involved during the learning process, with an average value (related to product display, Usability, and benefits aspects) reach 82.6%. The average level of mastery of students on certain topics reaches more than 96%.

Использование элементов проблемного обучения на уроках математики в начальных классах

Использование элементов проблемного обучения на уроках математики в начальных классах

Students' Perspective on the Key Elements and Effectiveness of Problem-based Learning Group Discussion

Objective: To study students’ perspective on the key factors and effectiveness of problem-based learning (PBL) small-group discussions Methods: A qualitative study was conducted using participant observation and semi-structured interviews for data collection. The 4^(th)-year medical students from a Pathology and Pharmacology PBL Group Discussion course in 2016 were invited to join this study. The participants were chosen by purposive sampling and were interviewed after each class session. Results: A total of 17 medical students (eight men and nine women) were interviewed and included in the final analysis. The students considered that the key elements of PBL were motivation triggering, lesson plan design, pre-class preparation, in-class discussion, and teacher guidance. The effectiveness of PBL as perceived by the students included: the ability to search the literature and give an impressive presentation; enhancement of a tendency towards self-directed learning, logical thinking, expression, and communication skills; and improvement in interpersonal interactions. Conclusion: In the problem-based small-group discussion, the medical students were guided to develop clinical reasoning through the presentation of a patient's problems in a real-life setting. The knowledge and skill they learned in this class are expected to be useful in their future professional career when various resources could be combined, including prior knowledge, literature search, interpersonal skills, and reflection and reasoning skills.

The Relationship Between Autism Symptomatology, Performance, Experienced Problems, and Benefits in Problem-Based Learning Curricula

The attention for supporting students with autism spectrum disorder (ASD) at university has recently grown. However, no research to date has looked into the fit between autism symptomatology and a specific form of education, problem-based learning (PBL). To examine the fit between individuals scoring high on the autism spectrum and the characteristics of PBL, a new questionnaire was developed that focuses on the core elements of PBL: learning as a constructive, self-directed, collaborative, and contextual process. This new questionnaire and an ASD symptomatology questionnaire, the Autism-Spectrum Quotient (AQ), were filled out online by university social sciences and humanities students. The findings show that higher ASD symptomatology predicted experiencing more problems (F(3, 103) = 15.24, p < .001, R 2 = .31) and fewer benefits (F(3, 103) = 10.28, p < .001, R 2 = .23) of PBL. However, these experiences were not accompanied by lower grades (F(3, 103) = 0.36, p = .784, R 2 = .01). These results are in contrast with previous findings from traditional, lecture-based curricula, in which students scoring high on the autism spectrum perform worse than students scoring low on the autism spectrum. The discrepancy between experiencing more problems and less benefits but no effect on performance is explained by accommodation and desirable difficulties, stating that the characteristics offered by PBL might help students scoring high on the spectrum develop the skills necessary to succeed in (university) education.

Social stigmatisation, cultural coercion, and peer-pressure faced by Pacific student reporters: A Wansolwara student press case study in problem-based learning

This set of three case studies, with elements of problem-based learning, examines how the University of the South Pacific (USP) journalism students deal with social pressure applied by their peers, and the impact on learning. This is becoming an urgent and increasing concern due to the new, global realities of trolling and cyber bullying. This article is part of ongoing research into applied learning and teaching through the USP journalism student training newspaper, Wansolwara. The first case study deals with social stigmatisation, the second with intimidation, and the third with assault and cyber bullying. This article argues that social pressures are both a threat and an opportunity. As unpleasant as the hostile reactions are, they are a reality of practising journalism. Student reporters’ exposure to such confronting situations provides an early taste of real world journalism. The learning outcomes show that the experience toughens students’ resolve. For those bearing the brunt of the vitriol, coping mechanisms such as guidance by lecturers, support from the fellow journalism students, family encouragement, and due recognition of their journalistic work, are critical. This article contends that unlike physical harm, psychological harm to student journalists is overlooked. This trend is risky, especially in the digital media age, and needs to be addressed.

Environmental Systems Simulations for Carbon, Energy, Nitrogen, Water, and Watersheds: Design Principles and Pilot Testing

ABSTRACTGuided by the Next Generation Science Standards and elements of problem-based learning, four human–environment systems simulations are described in brief—carbon, energy, water, and watershed—and a fifth simulation on nitrogen is described in more depth. These science, technology, engineering, and math (STEM) education simulations illustrate design principles that make them engaging to students, such as dynamic visual environments that are controlled by the user and immediate visual feedback to user actions taken. The simulations are contextualized in real-world natural resources management challenges involving biogeochemical cycles, such as Gulf of Mexico hypoxia, which provide an opportunity to “win the game,” while the introduction of complexity in steps provides scaffolding. Pretest versus posttest results indicate a substantial and statistically significant improvement in learning outcomes resulting from using the nitrogen simulation, though there was no comparable pedagogical control group. Attitudinal feedback indicates rich student engagement with the nitrogen simulation.

Should we choose between problem-based learning and team-based learning? No, combine the best of both worlds!

Background: To meet changes in society and health care, medical curricula require continuous improvement. A relatively new development in medical education is team-based learning (TBL). In the previous century, problem-based learning (PBL) emerged as an exciting new method.Aims: What are the similarities and differences between PBL and TBL? How do both approaches fit with current design principles? How might PBL and TBL benefit from each other’s unique strengths?Methods: Analysis of the literature.Results: The overall similarities between PBL and TBL relate to the use of professionally relevant problems and small group learning, both fitting well with current instructional design principles. The main difference is that one teacher in TBL can run twenty or even more study teams, whereas in PBL each small group is run by one teacher.Conclusion: In this paper we advocate for a joining of forces. By combining elements of PBL and TBL, we could create varied instructional approaches that are in keeping with current instructional design principles, thereby combining the best of both worlds to optimize student learning.

Application of the Elements of Problem-Based Learning in Professional Foreign Language Studies at LUHS

Didėjanti mokslo reiksmė ir užmezgami nauji dalykiniai rysiai su užsienio salimis prisideda prie gero specia- listo rengimo. Įvertinant pastovų specialybės žinių atsinaujinimą bei galimybes skaityti naujausią literatūrą užsienio kalba, dalyvauti užsienyje organizuojamose konferencijose su užsienio partneriais, tampa aktualu rengti specialistus, gebancius bendradarbiauti mokslinėje ir dalykinėje veikloje laisvai komunikuojancius užsienio kalba. Tyrimo tikslas: atskleisti probleminio mokymosi elementų taikymo raiskos ypatumus stu- dijuojant užsienio kalbą LSMU. Apibendrinant pedagoginio eksperimento, vykdyto LSMU dėstant užsienio kalbos modulį, rezultatus, galima teigti, kad probleminio mokymosi elementų taikymas daro įtaką studentų gilaus požiūrio į studijas ir savarankisko darbo įgūdžių formavimui. Grupės mokymosi tikslų, koncepcijų žemėlapių, problemų sprendimų, diskusijos, grupinio darbo, smegenų sturmo naudojimas padarė studentams stiprų poveikį, sudarė sąlygas sėkmingoms jų studijoms.

Preparing staff for problem-based learning: Outcomes of a comprehensive faculty development program

This study reports an investigation into the impact of a structured foundational staff development program on new academics in their role as classroom tutors in a problem-based learning (PBL) environment. The program aims to provide a systematic framework to share knowledge, skills and attitudes necessary for new academics to be competent and confident tutors who can provide valued and valuable learning experiences for students’ learning in a PBL environment. To measure the outcomes of this program, Kirkpatrick’s (1994) framework was adopted, and outcomes were evaluated according to reaction, learning, and behavior. Quantitative data were collected in the form of student feedback scores, tutor confidence, and attitudes toward teaching, while a post-program survey was used to collect qualitative data. The results indicate that the program had brought about gains in knowledge regarding principles and/or strategies of self-directed learning, as well as a detectable change in academics’ orientation towards teaching and learning to a more developmental perspective. Moreover, participants noted that they were able to apply their learning in terms of promoting key student behaviors in PBL, such as collaborative learning. The evaluation suggests that, for the successful implementation of PBL, it is important for a structured foundational training program to address not only the essential elements of PBL, but also the role of the tutor, especially in terms of addressing the teaching beliefs of staff, and helping them to adapt to the constructivist belief system embedded in the PBL environment.

Evaluation eines Lehrkonzepts in EbM für Lehramtsstudierende der Biologie – eine kontrollierte Phase-II-Studie (NCT01567267)

Consumers increasingly demand to take part in healthcare decisions as described by the concept of shared decision making. In order to ensure this happens the patient must be able to critically appraise the healthcare information provided, which is called critical health literacy. Critical health literacy can be taught to patients at the onset of their disease to enable them to obtain information about interventions and alternatives. For the primary prevention of common diseases like hypertension or diabetes mellitus, though, it is necessary to empower consumers to critically appraise medical information since this information is routinely presented in the mass media. This might be achieved through educational intervention programmes at school. The study was designed as a prospective controlled trial with students in training to become biology teachers at Siegen University (Germany). The intervention group received a short-term educational intervention (24 units) in human biology based on the principles of Evidence-based Medicine (EbM) and Good Scientific Practice (GSP) combined with elements of problem-based learning. The control group received a short-term intervention in human biology of equal duration, but without the elements of EbM and GSP. Knowledge and skills were evaluated by validated questionnaires and case studies in a pre-, interim, and post-interventional test in both groups. In addition, biology trainee teachers in the intervention group also planned and conducted a one-hour problem-based learning session with high school students, which was evaluated by video. The increase in knowledge (7.9±3.8 points vs. 2.7±2.5 points, p≤0.001) and appraisal skills (24.1±6.7 points vs. 14.6±6.3, p≤0.001) after the intervention was relevant and significant compared to baseline results and also compared to the control group that did not show any significant progress in knowledge (3.9±2.4 points vs. 2.7±1.7) and appraisal skills (16.2±5.9 points vs. 14.4±5.6). All the participants in the intervention group passed both the preparation and the conduction of their problem-based learning session with high school students with at least 50% of the maximum number of points. Satisfaction among students in training to become biology teachers (median grade of 2 [good] in the German grading system) and students (89% of students agreed this to be an interesting method) were high in the intervention group. This preliminary study showed a relevant increase in knowledge about EbM and skills in critically appraising interventional studies. Participating students were able to conduct problem-based learning sessions for high school students about the principles of EbM and GSP. The results justify a larger randomised controlled trial to evaluate both effects and applicability to different school settings.

Putting Business Students in the Shoes of an Executive: An Applied Learning Approach to Developing Decision Making Skills

Students often struggle with how to translate textbook concepts into real-world applications that allow them to personally experience the importance of these concepts. This is an ongoing challenge within all disciplines in higher education. To address this, faculty design their courses using methods beyond traditional classroom lectures to facilitate and reinforce student learning. The authors believe that students who are given hands-on problem-solving opportunities are more likely to retain such knowledge and apply it outside the classroom, in the workplace, volunteer activities, and other personal pursuits. In an attempt to engage students and provide them with meaningful opportunities to apply course concepts, the authors have initiated a number of experiential learning methods in the classroom. Since fall of 2008, elements of problem-based learning were integrated in the authors’ business courses. Specifically, real-world consulting projects were introduced into their classrooms. This paper focuses on the authors’ experiences implementing problem-based learning processes and practical project assignments that actively engage students in the learning process. The experiences and the feedback gathered from students and executives who participated in the “realworld” project are reported in this paper. Experiential Learning Theory (ELT) is based on the work of Dewey, Lewin, and Piaget (Kolb, 1984). This approach is an established, integrative, holistic learning process that combines experience, perception, cognition, and behavioral learning approaches that optimize student learning and retention. Kolb and Kolb (2005) define experiential learning as a process that relies primarily on creating an environment in which students have direct experiences using concepts and theories presented in class. The goals of adopting experiential learning in the classroom include engaging students at a higher level of cognitive complexity, involving students in an active learning environment, demonstrating the application of theories in real-world situations, and developing students’ ability to make business decisions that are based on analytical approaches. Experiential learning has become a significant educational pedagogy that has influenced the teaching and learning process for faculty and instructors at many educational institutions and in and across disciplines (Daly, 2001). Common forms of experiential learning include case studies, computer simulations, service learning projects, travel study courses, internships, and real-life consulting projects. Instructors who wish to pursue experiential learning pedagogies can avail themselves of a wide range of teaching methods and approaches. Each method has distinct advantages and disadvantages. These approaches can be ranked on a continuum representing increasing levels of cognitive complexity and linkages to real-world outcomes and processes. Table 1 below summarizes various experiential

Education for Practice in the UK and Ireland: Implementing Problem-Based Learning

Objective: This paper outlines the education of speech and language therapists in the UK and Ireland, and presents a preliminary study of student therapists’ perceptions of problem-based learning (PBL) as a learning strategy in preparation for clinical work. PBL has been used extensively in medical and dental education in Europe, in Canada, and in the Middle East, and has been applied to speech and language therapist education in Sweden and in Australia. Its implementation in the UK and Ireland is relatively new. Methods: A survey questionnaire was circulated to students in two centres via e-mail. Questions posed included student impressions of the most and least useful elements of PBL in their preparation for clinical practice, as well as how they considered improvements could be made; student reflections regarding PBL were also sought. Results and Conclusions: Findings support the implementation of PBL in the education of speech and language therapists, with more experienced students showing more positive support for PBL. Issues raised by the study include emphasis on clinical relevance of problems, particularly in the early years of the course. The majority of students regarded PBL as directly relevant for clinical preparation.

Principles for Development of Multi-Disciplinary, Mental Health Learning Modules for Undergraduate, Postgraduate and Continuing Education

People experiencing mental health problems have greater contact with health and welfare professionals in generalist settings than with specialist mental health services. Yet the capacity for generalist professionals to respond effectively to mental health problems is often compromised by inadequate mental health training. The Discipline of Psychiatry at the University of Newcastle developed a series of CD-Rom mental health learning modules for professionals working in non-mental health settings. The paper describes the principles that guided the development of a series and how those principles were applied. The following development principles were adopted. The series should: (i) have a multi-disciplinary application; (ii) be adaptable for presentation in multiple educational domains; (iii) be accessible for rural and remote practitioners; (iv) combine structured solutions-focused lessons (directed learning) with elements of problem-based learning; (v) include working problems that are authentic and relevant; and (vi) describe normal, abnormal and cross-cultural manifestations of problems. The model guided the development of a short course series on professional engagement with people who have personality problems. The learning modules provide generic, multi-disciplinary training for a range of practitioners, including nurses, primary care physicians, social workers, psychologists and magistrates. The modules have been adapted for use in undergraduate medical education, postgraduate programs (in population health, nursing, psychology and drug and alcohol studies) and continuing education. In contrast to traditional diagnostic-focussed psychiatry training, the model directly addresses the mental health training needs of health and welfare professionals using a multi-disciplinary, problem-based approach.