Evaluation Of Problem-based Learning Research Articles

An acceptability study of the introduction of total online or partial online PBL in a large classroom setting in biochemistry

BackgroundTraditional problem-based learning (PBL) relying on tutored learning in small groups is very resource-intensive. Little is known about the benefits of PBL in a large classroom setting. This paper introduced a PBL case into the traditional didactic biochemistry course and investigated the acceptability of total online or partial online PBL in a large classroom setting introduced during the coronavirus pandemic.MethodsThe students were allocated into either total online Group 1, partial online Group 2, or partial online and with poorer academic performance Group 3. A questionnaire comprising of 8 closed-ended questions and 2 open-ended questions and final exam performances were used to evaluate the acceptability of total online or partial online PBL in a large classroom setting. The 8 closed-ended questions were analysed by the Kruskal–Wallis test or chi-square tests. The word cloud analysis of the 2 open-ended questions were conducted by Wenjuanxing. Students’ performances in the final examination were analysed by One-way Anova.ResultsBoth total online and partial online PBL were rated highly by the students. Overall, there were no significant differences in the effectiveness evaluation of PBL between Group 2 and Group 3. There were no significant differences in final exam performances between Group 1 and Group 2. However, Group 1 rated the effectiveness of PBL much higher than Group 2 and 3. Word cloud analysis of the 2 open-ended questions showed students’ positive perspectives of PBL. In biochemistry teaching, from the perspective of the students, the expected optimal number of useful PBL cases might be 2.ConclusionsBoth total online and partial online PBL in a large classroom setting were widely accepted as a beneficial supplement to traditional biochemistry classes.

Evaluation of Problem-Based Learning in College of Medicine: An Indicator of Quality Education in a Hybrid Curriculum

Background. A culture of quality is believed to drive institutes toward excellence through feedback. Multiple surveys at educational institute help to get a deeper insight into institutional performance and curricular execution. Since problem-based learning (PBL) is an important component of the hybrid curriculum, thus stakeholders’ opinion on PBL satisfaction is worth discussing. This study intended to determine the trends in students’ satisfaction with PBL over the years and to report on the importance of curricular changes that can be incorporated based on students’ needs. Methods. This is a descriptive cross-sectional study that was conducted at the College of Medicine (COM), King Saud Bin Abdul Aziz University for Health Sciences (KSAU-HS), Jeddah, Saudi Arabia. All male and female medical students, using consecutive sampling technique, were included in the study. End-of-course evaluation reports for the academic years ranging from 2013 to 2019 on PBL satisfaction, with a response rate of ≥60%, were included in this study. Results. Overall, students at the COM, Jeddah were satisfied with PBL. A declining but satisfactory trend followed by a sharp rise in satisfaction was observed in this study. Pearson correlation reported a positive relationship between PBL problems, tutors, and PBL sessions (r = 0.82, p < 0.001 ). Conclusions. Transition from three sessions to two sessions per PBL case can be considered as an effective and efficient way of curricular execution. We found that the tutor, the case, and session dynamics were positively correlated after the incorporation of the feedback. Thus, highlighting the facts that inculcating a culture of responding to feedback can lead to innovations in medical teaching and can help to improve the curricular execution and students’ satisfaction.

Effectiveness and Challenges of Problem-Based Learning Implemented in Engineering Mathematics Courses

Presently, graduates of institutions of higher learning are found to be passive and not competent in carrying out the tasks assigned to them. The number of graduates that fail in a job interview has increased. One of the contributing factors is their ineffective communication skill during the interview, thus failing to exhibit their generic skills abilities in convincing the potential employer. As a proactive move to improve this issue, an initiative was carried out by the Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM) to introduce and implement problem-based learning (PBL) activities in the engineering mathematics courses. With the PBL method implemented at the early stage of the study period, the student’s ineffective communication issue can be addressed effectively. It is anticipated that the deployment of the PBL method can generally improve students’ soft skills, especially communication ability in meeting the demand and expectations of industry employers. The objectives of this study are to evaluate the effectiveness of the PBL implementation, thus identifying the benefits and the challenges of the PBL 5 Ladders of Active Learning strategy. In this study, the PBL activity was implemented in the Engineering Mathematics III (Differential Equation) course. To analyse the students’ feedback toward the implementation of the Five Ladders of Active Learning strategy and Self-Directed Learning method, the Rasch Measurement Model application software called Winstep was used. The results showed that the challenges faced during the PBL implementation are the readiness of lecturers as facilitators, the acceptance, and the readiness of students towards the learning process of the 5 Ladders of Active Learning strategy, the conducive learning environment, the crafting and constructing of PBL problems/triggers, the students’ reflection, and the PBL evaluation methods. To ensure that engineering students can master mathematics and generic skills as intended in the program, these challenges must be tackled effectively.

A comparison of face-to-face and fully online problem-based learning: Student results and staff experiences, 2014-2020.

Problem-based learning (PBL) is a student-directed pedagogy that promotes critical thinking, self-directed learning and communication skills essential for health promotion students and practitioners. This paper reports on student results, student evaluation and staff experience of PBL in the face-to-face and fully online environment in an undergraduate health sciences unit in an Australian university. A single time-point study using quantitative and qualitative administrative student data (2014-2020) and narrative reflection from teaching academics (n=5) was undertaken. Descriptive, independent t test and bivariate analyses for student results data were conducted; an inductive approach was used to analyse qualitative data and create codes. Student sample (n=472) consisted face-to-face (n=358, 75.8%) and online (n=114, 24.2%) enrolments. Final Unit Mark was significantly higher for fully online students compared with face-to-face students in 2018 (P= .007) and 2019 (P= .001). Final Unit Achievement was significantly higher for fully online students compared with face-to-face students in 2018 (P= .017) and 2019 (P= .043). Three themes emerged: The PBL approach; Evolution of PBLs; Student skills and competencies. PBL allows students to learn through facilitated problem solving and strong collaborative skills. The face-to-face and fully online PBLs improved the student and academic staff experience, while supporting the development of critical thinking and self-directed research. Further, it supported students to develop their core health promotion competencies; and enhanced the online student learning experience. SO WHAT?: Vital for contemporary, global graduates, the fully online PBL approach allows students to build critical academic and professional skills utilising current information technology relevant for collaborative professional practice.

May problem-based learning get higher evaluation from student?

Purpose The paper aims to explore the effect of problem-based learning (PBL) embedding degree and education level on individual perception, as well as the moderating effect of nationality. Design/methodology/approach The paper first conceptualizes PBL embedding degree which means the extent of applying PBL. It takes an empirical study on an international MBA class in one of the first-class universities in China. An investigation is taken with the designed “PBL-based Cognitive Perception Scale” and an Ordered Probit Model is constructed. Findings The findings of this study are as follows: PBL embedding degree has a significant effect on the cognitive perception of student, which varies in different dimensions; the educational level of international student positively affects the cognitive perception toward PBL; and nationality may moderate the relationship between the PBL embedding degree and individual perception. Originality/value The paper replenishes the investigation and application of Bloom’s Taxonomy of Learning. By conceptualizing PBL embedding degree, the paper extends the research perspectives of PBL and proposes a subjective method on the evaluation of PBL. The paper also may provide a guidance for PBL curriculum design with sustainable development of education.

Evaluation of conventional lecture method versus PBL (Problem Based Learning) using the cases notes prepared by new graduates.

Objectives: To evaluate conventional lecture method and problem based learning using the cases notes prepared by new graduates. Study Design: Cross-sectional study. Setting: Departments Anesthesia, Gynecology and Obstetrics of Nishtar Medical University and Hospital, Multan. Period: December 1st, 2018 to April 30st, 2019. Material & Methods: Total 138 patients’ files were selected, 69 anesthesia files for PBL and 69 gynecology files for CLM. All the files were analyzed for date and time when the doctor saw the patients, physical examination, review of systems, personal and social history, family history, diagnosis, investigations and filing the results, drugs given at the time of admission and at discharge. Data was put in the SPSS 23 and compared between the two groups. Percentages were compared by applying Chi-square test and p≤0.05 was taken as statistically significant. Results: The CLM group was significantly better in the documentation of the date and time, review of the systems, medication at the time of admission and the time of discharge. The PBL group performed significantly better in taking drug history and smoking, making final diagnosis and requesting specific investigation. Conclusion: Both PBL and CLM systems are efficient selectively, but a combination of both these system will be more efficient approach.

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.

Artificial intelligence-tutoring problem-based learning in ophthalmology clerkship.

BackgroundArtificial intelligence (AI) is an increasingly popular tool in medical investigations. However, AI’s potential of aiding medical teaching has not been explored. This study aimed to evaluate the effectiveness of AI-tutoring problem-based-learning (PBL) in ophthalmology clerkship and to assess the student evaluations of this module.MethodsThirty-eight Grade-two students in ophthalmology clerkship at Sun Yat-Sen University were randomly assigned to two groups. In Group A, students learned congenital cataracts through an AI-tutoring PBL module by exploring and operating an AI diagnosis platform. In Group B, students learned congenital cataracts through traditional lecture given with the same faculty. The improvement in student performance was evaluated by comparing the pre- and post-lecture scores of a specific designed test using paired-T tests. Student evaluations of AI-tutoring PBL were measured by a 17-item questionnaire.ResultsThe post-lecture scores were significantly higher than the pre-lecture scores in both groups (Group A: P<0.0001, Group B: P<0.0001). The improvement of group A in the part of sign and diagnosis test (Part I) was more significant than that of group B (P=0.016). However, there was no difference in the improvement in the part of treatment plan test (Part II) between two groups (P=0.556). Overall, all respondents were satisfied and agreed that AI-tutoring PBL was helpful, effective, motive and beneficial to help develop critical and creative thinking.ConclusionsThe application of AI-tutoring PBL into ophthalmology clerkship improved students’ performance and satisfaction. AI-tutoring PBL teaching showed advantage in promoting students’ understanding of signs of diseases. The instructors play an indispensable role in AI-tutoring PBL curriculum.

Perception of problem-based learning among student nurses in Lebanon

Introduction: Problem-based learning (PBL) has been introduced in university nursing programs following the implementation of the competency-based approach (CBA). This innovation required a pedagogical reform, hence the interest in this method. PBL stimulates students to develop critical thinking, identified as the most important challenge for nursing education in the twenty-first century.Background: Several studies have been conducted to understand undergraduate nursing students' perceptions of the use of PBL in the learning process. The results have highlighted the positive and negative aspects of this method.Objective: The purpose of this article is to explore student nurses' perceptions of the evaluation of PBL in their learning process.Method: A descriptive qualitative study of twenty student nurses was carried out using semi-structured individual interviews.Results: The results of the study highlighted the positive and negative aspects of PBL, as perceived by the students. Positive aspects include the development of friendly relationships in subgroups, behavioral changes in learning, and the development of student autonomy. Negative aspects include a feeling of having insufficient knowledge, time management difficulties during learning, and the lack of cohesion in the group.Conclusion: Results from this study would help develop learning promotion strategies in order to help students become more active in their learning process.

Application and evaluation of problem-based learning in undergraduate clinical education in 2014-2018

This article was migrated. The article was not marked as recommended. Objectives: In recent years, the rapid development of Problem-Based Learning (PBL) in Chinese medical colleges and universities is a self-directed learning mode comprising student- centered, issue-based and discussion-centered. This study evaluates the quality of PBL implementation and examines factors that affect the medical learning effect. Methods: Based on the continuous application of PBL course among 234 of undergraduates majoring in clinical medicine from 2014 to 2018, we assessed the learning effect and curriculum implementation through examination and questionnaire. Results: PBL preliminarily promotes the learning abilities of medical students in several aspects, including literature inquiry ability (83.76%), autonomous learning ability (74.79%), teamwork ability (60.26%), interpersonal communication ability (61.11%), language expression ability (72.22%) and critical thinking ability (53.85%). However, further analysis reveals that there are still many underlying issues to be solved, such as rapid decrease of learning interest and involvement, low learning efficiency in unit time, etc. We make a thorough discussion and put forward some recommendations. Conclusions: This study indicates that PBL is an effective learning mode for undergraduate medical education, which would be beneficial by flexible adjustment of PBL curriculum practice, applying different cases in accordance with student's aptitude and enhancing the training of experienced clinical tutors.

Research methods for undergraduate delivery: Evaluation of problem-based learning

Research methods are considered a complex and difficult subject to teach and there is limited data on innovative ways to teach it to undergraduate public health professionals. Although problem-based learning (PBL) is a common approach in various disciplines, little is published on its use in developing research skills within the South African context. This paper outlines the delivery of an undergraduate research methods course with an evaluation of the problem based learning approach with respect to student experience and competence.A cross sectional descriptive case study was conducted among the students of Environmental Health within the Faculty of Health Sciences at the Durban University of Technology. All students enrolled for 2015 were invited to participate. Questionnaires were administered after each section and at the end of the Research Methods course. Participants were required to recall how they experienced different sections of the course and to self-reflect on perceived competency post-delivery.Participants reported that they benefitted from the PBL approach and indicated that independent learning helped to develop skills that they could transfer to their professional environment. They enjoyed group interactions and private consultations with the instructor, but expressed difficulty with the literature review, choosing and summarising relevant information and statistical concepts and terminology. The final proposal was a ‘light bulb’ moment and participants successfully converted their research problem into a proposal. Problem-based learning may be used as a successful strategy for skills development in research methods courses.

Problem-based learning in occupational therapy curriculum – implications and challenges

Purpose: Problem-based learning (PBL) is an educational method that fosters self-directed study in small groups. The purpose of this study was to describe the Tel Aviv University’s occupational therapy (OT) program and the challenges implementing such program. In addition, the study compared the PBL grades obtained by students who are native Hebrew speakers with those students who are native Arabic speakers; and, assessed the correlation between the grades in the PBL course and the grades in the clinical fieldwork studies.Method: 166-second year OT undergraduate students participated. All completed three PBL courses and seven weeks of clinical fieldwork studies. Data collection included students’ grades in PBL course (based on PBL evaluation forms) and in clinical fieldwork studies (based on preceptor’s evaluation and a written assignment).Results: Pearson correlations revealed significant correlations between PBL grades and clinical fieldwork studies grades. T-test analysis between students who are native Hebrew speakers and those who are native Arabic speakers revealed significant differences in PBL grades.Conclusions: Findings imply partial congruence between students’ grades in the PBL course and their achievements in the fieldwork studies. Findings might suggest that adjustments should be made in order to assist students from minorities (challenged by language requirements) in gaining higher grades in the PBL program.Implications for RehabilitationProblem-Based Learning (PBL) is an educational method, which fosters independent, self-directed study in small groups.PBL studies have the potential to prepare students for their clinical experience during studies.The PBL program should be adjusted for students from minorities (challenged by language requirements and different cultural backgrounds) in order to assist them in gaining more benefits from the program.

Evaluation of Problem-Based Learning (PBL) Implementation: Perception of Students from Two Medical Schools

Background: Institutions may have different interpretations of Problem-Based Learning (PBL) characteristics. As a result, the imple‌mentation of PBL may be completely different from one institution to another. Aim: This study aims to evaluate and compare the implementation of PBL at the Faculty of Medicine, Suez Canal University (FOM-SCU), Egypt, and Ibn Sina National College for Medical Studies (ISNC), Saudi Arabia from the viewpoint of the student at both schools. Methods: This is a descriptive study, conducted at the FOM-SCU and ISNC and a convenience sample was taken from students in both schools (381 students at FOM-SCU and 479 students at ISNC). A validated, self-administered questionnaire was used to evaluate the quality of PBL implementation from the students’ points of view. Validity and reliability studies have been done for the questionnaire after its translation into Arabic. Descriptive statistics together with regression analysis were applied, using SPSS v.20. Results: Overall students’ satisfaction with the current implementation of PBL gave mean scores of 3.44±0.70 and 3.59 ±0.63 at ISNC and FOM-SCU, respectively. Scores were consistently higher for FOM-SCU students over all the evaluated subscales. Statistically significant differences (p < 0.05) in student-centered learning, self-directed learning, and the quality of the small groups have been found between both schools, consistently higher in FOM-SCU. Conclusion: The current study found that students are moderately satisfied by the quality of PBL at their respective schools. However, moderate scores indicate that there is room for more improvement in the implementation of PBL at both schools, especially in the training of PBL facilitators. Students at FOM-SCU were more satisfied by PBL at their schools than students of ISNC, especially regarding student-centered learning, self-directed learning, and the quality of the small groups.

Validation of a performance assessment instrument in problem-based learning tutorials using two cohorts of medical students.

Although problem-based learning (PBL) has been widely used in medical schools, few studies have attended to the assessment of PBL processes using validated instruments. This study examined reliability and validity for an instrument assessing PBL performance in four domains: Problem Solving, Use of Information, Group Process, and Professionalism. Two cohorts of medical students (N = 310) participated in the study, with 2 years of PBL evaluation data extracted from archive rated by a total of 158 faculty raters. Analyses based on generalizability theory were conducted for reliability examination. Validity was examined through following the Standards for Educational and Psychological Testing to evaluate content validity, response processes, construct validity, predictive validity, and the relationship to the variable of training. For construct validity, correlations of PBL scores with six other outcome measures were examined, including Medical College Admission Test, United States Medical Licensing Examination (USMLE) Step 1, National Board of Medical Examiners (NBME) Comprehensive Basic Science Examination, NBME Comprehensive Clinical Science Examination, Clinical Performance Examination, and USMLE Step 2 Clinical Knowledge. Predictive validity was examined by using PBL scores to predict five medical school outcomes. The highest percentage of PBL total score variance was associated with students (60 %), indicating students in the study differed in their PBL performance. The generalizability and dependability coefficients were moderately high (Ep(2) = .68, ϕ = .60), showing the instrument is reliable for ranking students and identifying competent PBL performers. The patterns of correlations between PBL domain scores and the outcome measures partially support construct validity. PBL performance ratings as a whole significantly (p < .01) predicted all the major medical school achievements. The second year PBL scores were significantly higher than those of the first year, indicating a training effect. Psychometric findings provided support for reliability and many aspects of validity of PBL performance assessment using the instrument.

Integrated and Contextual Basic Science Instruction in Preclinical Education: Problem-Based Learning Experience Enriched With Brain/Mind Learning Principles

The revisiting of learning approaches and models developed on the basis of constructivist theories and the integration of these with the new evidence obtained from neuroscience studies provide a new interdisciplinary perspective and create an infrastructure for education. With the impact of the constructivist approach, learning characteristics and individual differences, real-life coherence, complexity, and contextuality/situativity with contextualized/situated cognition and learning have become more important. Consequently, the focus of learning activities has shifted to integrating related basic, clinical, and sociobehavioral knowledge and cognitive and metacognitive strategies with process-oriented learning and teaching; decision making/problem solving; reflective practice and thinking; and positive motivational, emotional, and sociocultural climate. All these support deeper knowledge and enrich learning experiences (Caine & Caine, 2010, p. 11-32; Caine, Caine, McClintic, & Klimek, 2005, p. 1-14; Durning & Artino, 2011; Fischer, 2009; Mennin, 2007, 2010; Wilkerson, Stevens, & Krasne, 2009; Vermunt & Verloop, 1999).During the last three decades, the major viewpoint in medical education was to bring clinical context to earlier years and increase the integration among the basic, clinical, and social sciences (Norman, 2009; Wilkerson et al., 2009). Accordingly, during the preclinical period, problem-based learning (PBL) and scenario-based learning are widely used, whereas during the clinical training period, task-based learning and work-based learning are preferred. Evaluations of PBL, in general, have provided evidence that this model is effective, but some common problems have also emerged during its application. For example, a meta-analysis conducted with 43 selected articles indicated that students in PBL conditions are better at both remembering the acquired knowledge and applying it (Dochy, Segers, Van den Bossche, & Gijbels, 2003). Nevertheless, research focusing on PBL-related learning processes such as deep and meaningful learning, student motivation and participation, and group dynamics has revealed some problems. The major problems experienced are as follows: converting the method into routine and mechanical steps, inadequate integration or deep processing of knowledge, insufficient individual preparation, and poor group dynamics with unsatisfactory student participation (Antepohl, Domeij, Forsberg, & Ludvigsson, 2003; de Grave, Dolmans, & van der Vleuten, 2001, 2002; Khoo, 2003; Moust, Roebertsen, Savelberg, & de Rijk, 2002). Regarding the PBL tutorial group learning process, one of these studies conducted with 200 first- to third-year medical students investigated students' perceptions of the occurrence of critical incidents and their inhibitory effects on group functioning (de Grave et al., 2002). Among six critical incidents (i.e., lack of elaboration, lack of interaction, unequal participation, lack of cohesion, difficult personalities, and lack of motivation), unequal participation, lack of interaction, and lack of elaboration were the most frequent success inhibitors. According to students' perception, lack of motivation and lack of elaboration were the two prominent inhibitors of learning in the tutorial groups, highlighting the strong impact of motivational influences on tutorial group functioning.The abovementioned problems that emerged during the PBL tutorial group emphasize that studies focusing more on learning process as a whole along with its different components should be conducted. According to complex theory and contextualized cognition and learning theory, a holistic approach is needed for small-group interactive learning processes such as PBL. Therefore, in such studies, not only cognitive and metacognitive but also motivational and sociocultural components should be considered. In this context, the evaluation of PBL learning should include both decision making/problem solving with cognitive and metacognitive components and the learning experience as a socialization process with affective, motivational, and sociocultural components (Ntyonga-Pono, 2006; Vermunt & Vermetten, 2004). …

Nursing students evaluation of problem based learning and the impact of culture on the learning process and outcomes: A pilot project

PurposesThis study evaluates students' learning experiences in a clinical pediatric nursing course adopting Problem Based Learning (PBL) and investigates how students' cultural background impacts on self directed learning. MethodsA mixed-methods approach combining quantitative and qualitative methods was utilized to answer the research objectives. An observational technique for the PBL teaching sessions was employed; and 226 third-year students were asked to complete PBL evaluation questionnaire. ResultsFifty seven percent (n = 130) responses to the questionnaire were analyzed. Overall, students considered PBL to be moderately effective in their learning experience, with a mean of 3.64 (S.D = 1.18). Students qualitative responses fell within four thematic categories including: developing cognitive abilities, independent learning, motivation to learn, and group learning. Difficulties encountered by students were: it is time-consuming, it has unclear objectives, it is a stressful process, and it results in an increased workload. A small number of students indicated that PBL tutorials were boring and complained about lack of contribution from instructors and limited recourses. Learning is intertwined with culture; students' previous educational experiences, uncertainty, English language proficiency, computer resources, gender, and achievement were identified as the most important cultural issues that impact the learning process and outcomes. ConclusionSuccessful implementation of PBL does not come easily; teachers should be alert to the issues of culture in designing curriculum.

Evaluation of Problem-Based Learning in Hadhramout University College of Medicine in Yemen

Objectives: A descriptive study designed to determine to which extent the problem based learning (PBL) strategy achieved its goals in preparing competent graduates as regards the following outcomes: axis of knowledge and cognitive aspects, axis of learning and intellectual skills, axis of professional skills and axis of general skills as judged by graduates and staff members Methods: A self reported structured questionnaire has been prepared and tested for the validity to assess the different outcomes for these axes .The study included 27 of staff members and 44 of graduates of (2009) and 38 of graduates of (2010); besides interviews with students and some staff members in Hadhramout University College of Medicine (HUCOM), Yemen. Results: No statistical significant differences were found between opinions of the staff and those of graduates. This denotes that all of them agreed as regards the points of strength and points of weakness in the whole questionnaire. Also, there were no differences between graduates of 2009 and those of 2010 as regards all the aspects except those of learning and professional axis (P value = 0.021) . These differences can be explained by the increased number of students who were graduated in 2010. They were nearly double the number of those of the year 2009. There were few points of weakness which need improvement to continue success of the program. Conclusions: The problem based learning has been successfully implemented and progressed but the number of the staff should be increased in proportionality with the increasing number of students. More improvements in the learning resources and more linguistic skills are recommended.

A PBL Evaluation Toolkit: Building the Evidence-Base to Understand Effective Practices

Evaluation of problem-based learning has been patchy and lacking coherence. A literature review (Marcangelo and Ginty, 2006) looking at how PBL can be evaluated meaningfully, identified many small scale studies had taken place, but here was an opportunity for practitioners to jointly gather stronger evidence. A PBL Evaluation Toolkit has been developed to collect evidence that could provide a robust base of effective PBL practice. The Toolkit is designed in four sections; each recommending tried and tested evaluation methods appropriate to the particular area under scrutiny. Collection of evidence will be subject ed to meta-analysis to determine effective practice in PBL.

Problem-based learning: undergraduate physics by research

Problem-based learning (PBL) is an established pedagogy in many areas of education for the professions. Although there is an awareness of PBL in many departments of physics in the UK and many claim to include PBL-like instruction to some degree, it has made rather less impact in the physical sciences. This paper describes the aims of PBL and how these are implemented based on our experiences in Physics at the University of Leicester. It is not our purpose to discuss here the parochial details of this programme which are partly historical and adapted to local conditions. (The interested reader can find them on our web site.) Rather we look at general aspects of PBL in Physics in the light of our experience and that of others. In addition to numerous examples of PBL problems, our discussion includes the educational and philosophical underpinnings of PBL, the nature of the ‘problem’ in PBL, issues in facilitation and assessment as well as a brief review of the published evaluations of PBL. Space constraints mean we do not discuss the process of change management.

Nursing students’ views on the effectiveness of problem-based learning

A descriptive study was conducted with 28 nursing students in Macao and 23 nursing students in Shanghai to explore students' views on the effectiveness of problem-based learning (PBL). The PBL Evaluation Questionnaire was used. It used a 20-item self-report Likert scale with a 5-point response choice (1=ineffective and 5=very effective). The value of the content validity index tested by five experts was determined as one and the internal consistency (Cronbach's alpha) was 0.90. The test-retest reliability with a two-week internal check was 0.89. Two open-ended questions were asked to determine students' comments on the positive and negative features of PBL. The response rate was 100%. Overall, students considered PBL to be moderately effective with a mean of 3.58 (S.D.=0.52). Students from Macao considered PBL to be less effective than students from Shanghai. However, half of the Macao students and 21.74% of the Shanghai students indicated that PBL was a time-consuming and stressful process that involved an increased workload. A small number of students indicated that sometimes the information they received was vague and this resulted in a lack of student confidence. It is clear that the initial implementation of PBL is not always a smooth process. Tutors should be prepared to provide students with substantial support in developing their understanding of PBL, and help students develop appropriate strategies for coping and engaging in the PBL learning process.