Problem-based Learning Experience Research Articles

Learner Perspectives of Online Problem-Based Learning and Applications from Cognitive Load Theory

Problem-based learning (PBL) courses have historically been situated in physical classrooms involving in-person interactions. As online learning is embraced in higher education, programs that use PBL can integrate online platforms to support curriculum delivery and facilitate student engagement. This report describes student perspectives of the online PBL experience, interpreted through the lens of Cognitive Load Theory. Fifty-two undergraduate health professional students participated in this descriptive survey. The responses revealed that, overall, learners perceived the platform to be suitable for conducting online PBL, that distractions in the online environment were no greater than those experienced in physical classroom, and that online PBL was as effective as in-class PBL for learning. In online PBL, the technological capabilities and limitations of the online platform were identified by students as the key sources of hindrances and facilitators to learning. Suggestions for implementing online PBL using instructional principles from Cognitive Load Theory and multimedia learning are offered.

Reflections on a first time experience of problem-based learning

The aim of this paper is to share the author‟s experience of Problem-Based Learning (PBL). The paper also discuss some of the author‟s opinions and views about PBL and highlight some of the problems faced by the author as a facilitator as well as point out some of the problems faced by the students.

Implementation of team-based learning in year 1 of a PBL based medical program: a pilot study.

BackgroundA traditional and effective form of teaching within medical education has been Problem Based Learning (PBL). However, this method of teaching is resource intensive, normally requiring one tutor for every ten students. Team-based learning (TBL) has gained recent popularity in medical education, and can be applied to large groups of up to 100 students. TBL makes use of the advantages of small group teaching and learning, but in contrast to PBL, does not need large numbers of teachers. This study sought to explore the efficacy of using TBL in place of PBL in Year 1 of a medical program.MethodsIn Year 1 of the medical program, two iterations of TBL, with 20 students, were run following four iterations of PBL within the Cardiology teaching block. Student feedback following PBL and TBL was collected by questionnaire, using closed and open ended questions. Additionally, individual and team tests were held at the beginning of each TBL class, and results of each week were compared.ResultsAll students (n = 20) participated in the test in week 1, and 18/20 students participated in week 2. In total, 19/20 (95 %) of students completed the questionnaires regarding their PBL and TBL experiences. The use of small groups, the readiness assurance tests, immediate feedback from an expert clinician, as well as time efficiency were all aspects of the TBL experience that students found positive. The clinical problem-solving activity, however, was considered to be less effective with TBL. There was a significant improvement (p = 0.004) in students’ score from the week 1 assessment (median = 2) to the week 2 (median = 3.5) assessment. Interestingly, all teams but one (Team 1) achieved a lower score on their second week assessment than on their first. However, the lowest performing team in week 1 outperformed all other teams in week 2.ConclusionStudents favoured many aspects of the TBL process, particularly motivation to do the pre-reading, and better engagement in the process. Additionally, the application of TBL principles meant the sessions were not reliant upon a large teacher to student ratio. Students, however, highlighted the need for more time within TBL for clinical problem-solving.

Effect of two semesters of small group problem-based learning (PBL) on expectations of physician assistant students regarding self, others, and facilitator using the PBL Readiness Questionnaire

Purpose: The purpose of this study was to assess changes in expectations and perceptions among physician assistant (PA) program matriculants regarding small group problem-based learning (PBL) from the beginning to the end of the first didactic year. Some of the stress experienced by students entering health science professional programs using PBL may be due to lack of awareness of the goals and norms of PBL which differ from those of traditional lecture-based curricula. A change in student expectations as a result of participation in PBL would indicate that these goals and norms can be learned through participation. Methods: The authors developed the PBL Readiness Questionnaire, a 71-item 10-point Likert scale regarding student expectations of the PBL experience regarding self, others and the facilitator. Questionnaire items were developed using data from a student survey as well as literature on characteristics associated with successful performance in a PBL setting. The questionnaire was administered to 60 PA students at the beginning of the first year fall semester and again at the end of the first year spring semester. Results: Analysis revealed a significant change from pre to posttest on total score as well as on the subscales of Expectations of Self and Expectations of Facilitators. The subscale of Expectations of Others approached significance. Conclusions: The change in Expectations of Facilitator may reflect the different role of facilitator vs. lecturer. Facilitators challenge physician assistant students with questions rather than providing information. The change in Expectations of Self could indicate that physician assistant students do not have accurate expectations of their own role in this type of group setting, and the experience of participating in PBL may positively affect their expectations. An area for future study would be a psychometric analysis of the questionnaire items in order to refine the tool and ascertain the reliability and validity of items and subscales.

Comparing alternate learning pathways within a problem-based learning speech-language pathology curriculum

Purpose: This qualitative study investigated the learning process for speech-language pathology (SLP) students engaging in a problem-based learning (PBL) curriculum and compared the perspectives of students from two pathways.Method: Sixteen final-year SLP students participated in one of four focus groups. Half the participants entered the course directly via an undergraduate pathway and the other half entered via a graduate entry pathway. Each focus group comprised two students from each pathway. Data were generated via a semi-structured interview and analysed thematically.Result: Regardless of participants’ pathway, many similar themes about factors that influenced their expectations prior to PBL commencing as well as their actual PBL experiences were raised. Participants believed that PBL was a productive way to learn and to develop clinical competencies. Many were critical of variations in PBL facilitation styles and were sensitive to changes in facilitators. The majority of participants viewed experiential opportunities to engage in PBL prior to commencement of semester as advantageous.Conclusion: Combining students with different backgrounds has many advantages to the PBL learning process. Regardless of prior experiences, all students must be sufficiently prepared. Furthermore, the facilitator has a crucial role with the potential to optimise or detract from the learning experience.

FOSTERING FIFTH GRADERS’ SCIENTIFIC CREATIVITY THROUGH PROBLEM-BASED LEARNING

This research aims to determine whether Problem-Based Learning (PBL) helps in fostering scientific creativity among fifth graders. Students’ scientific creativity (SC) was investigated in the product dimensions of (a) solving scientific problems, (b) understanding scientific phenomena, (c) advancement in scientific knowledge, and (d) improvisation skills with a technical product. A pre-test and post-test single group experimental design was employed. Pre-test measures on SC were administered to 232 fifth graders. Students participated in PBL hands-on activities that required solving open-ended problems. After these were completed, post-test measures on SC were assessed. Students' reactions to the PBL experience were also recorded. The results of paired sample t-tests showed significant differences in all product dimensions of SC, except in the understanding of scientific phenomena. Further analysis found significant differences among the creativity traits of fluency, flexibility and originality in each product dimension of SC, except in the originality in the advances of scientific knowledge. Students felt that the PBL activities were easy, fun, and interesting as well as a practical way of gaining and advancing science knowledge. Students also found their participation in sharing ideas in cooperative learning groups inspired them to be more creative. This research suggests that the PBL activities have a positive impact in fostering student’s SC in science lessons. Key words: creative traits, fifth graders, problem-based learning, product dimension, scientific creativity.

Student perceptions and experiences of problem-based learning in first year undergraduate sports therapy

Problem-based learning (PBL) has long been used as a means to foster critical thinking and student autonomy. However, few studies have investigated the effectiveness of PBL in Sports Therapy. The aim of this study was to examine first year Sports Therapy students' perceptions of PBL. Results revealed that students perceived PBL as vocationally relevant, by enabling them to work in and across groups, whilst also engaging with a wider range and depth of information compared to more traditional methods of curriculum delivery. External observations of the lecturers input sessions were made by an impartial researcher. The implications of the study are that PBL appears to be a professionally suitable and appropriate learning modality for Sports Therapy students.

Development of a motorcycle frame as a problem-based learning experience in design courses for Mechanical Engineering students

The paradox that exists between the necessity of testing physical prototypes to achieve as much design criteria as possible and the desire to minimize the number of iterations at the experimental validation stage to manage development time and cost, has led the authors to develop a detailed design methodology that guides the engineers and designers through the main activities of the product development process (PDP).The numerical validation activities and the iterations performed at the detailed design phase of the PDP have become key in achieving a product that meets the client needs from a price/performance/reliability perspective. However, before starting the fabrication of a physical prototype, the multidisciplinary team must understand the issues linked to the material behavior under critical conditions of use and in relation with the range of selected processes.In previous papers, a generic methodology that takes into account several design criteria was presented. This methodology was applied to the recreational product industry with the aim of reducing the weight of a roadster frame while controlling its production cost. Specific to vehicle, fatigue and rigidity are amongst the structural criteria that are central to the safety of the user and the handling of the vehicle.The objectives of this paper are thus to outline the advantages of this methodology, show how it could be applied to the structural sub-systems and components of a vehicle, and how it could be integrated in an undergraduate project, taking into account all the design criteria established up-stream in the PDP.As this approach has already been validated in the recreational product industry, it will allow students to converge toward creative, effective but realistic solutions while providing a comprehensive feedback on the client needs.

Problem Based Learning ( PBL ) vs. Case Based Curriculum in Clinical Clerkship , Internal Medicine Innovated Curriculum , Student Prospective

The vast majority of PBL experience is in basic science courses. Application of classic Problem based learning in clerkship phase is challenging. Although the clinical case is considered a problem, yet solving this problem following the burrow's law has faced hurdles. The difficulties are facing the learner, the teacher and curricula. We implement innovative curriculum for the clerkship year in internal medicine course. We surveyed the student just before coming to an internal medicine course to ask them about continuing PBL or other types of learning in clinical years. A committee was created to study the possible ways to integrate PBL in the course. After multiple brainstorming meeting, an innovated curriculum was implemented. Student surveyed again after they completed their course. The survey is asking them about what is the effect of the implemented curriculum in their skills, attitude, and knowledge. 70% of Students, who finished their basic science in PBL, preferred not to have classical PBL, but more a clinical oriented case based curriculum in the clinical years. After this innovated curriculum, 50-60 % of students who completed it showed a positive response in all aspects of effects including skill, attitude, and knowledge. The Innovated curriculum includes daily morning report, 3 bedside teaching, investigation session, and clinical reasoning weekly, and Lectures up to twice a week. We suggest implementing a curriculum with PBL and case-based criteria in clinical phase are feasible, we are providing a framework with this innovated curriculum.

PBL for Doctoral Students in Collaboration with SMEs: “Thinking like a Professional Engineer”

The recent global economic downturn brought sharply into focus the need for engineers that excel not only technically and academically but also having a multiplicity of transferable skills, flexibility of mind and resilience. Considerable effort has been focused in UK and internationally on the development of doctoral students with such mind-sets and skills. At the Universities of Sheffield & Manchester, the teaching of transferrable skills in the Doctoral Training Centre for Advanced Metallics is done in the form of a Diploma in Personal & Professional Skills and such skills are embedded in the students’ consciousness by practice. The development of Problem Based Learning experience through a two week long exercise where groups of students tackle “real-life” problems at an SME has been organized and successfully taken place over the past two years and students, staff and industrial partners have all felt the benefits. This work shows the multiplying effect that the SME case studies have on student skill and attitude development and as a result their employability. Colleagues will see how the use of “real-life” problem solving can be used to focus and sharpen the students’ use of transferrable skills that have been taught in other parts of a structured course. The reality of the situation faced, the tight time limits afforded, the responsibility to function and deliver as part of a group of “professional” consultants act as multipliers of the skills employed towards generating and proposing solutions. Students see in practice what transferrable skills mean to them and of course employers are suitably impressed when they see skills they seek from graduates being used to the full.

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). …

Problem based-learning experience in the neurological disease

In this study, we report for the survey of the PBL experience , students trained by experienced nervous system disordersusing the Medical School developed a module on the basis of neurological disorders in the second year of a targetedenforcement PBL.

Students' experience of problem-based learning in virtual space

This paper reports outcomes of a study focused on discovering qualitatively different ways students experience problem-based learning in virtual space. A well-accepted and documented qualitative research method was adopted for this study. Five qualitatively different conceptions are described, each revealing characteristics of increasingly complex student experiences. Establishing characteristics of these more complex experiences assists teachers in facilitating students’ engagement and encouraging deeper learning.

Poster 408 Use of Virtual Patient Simulation in Pressure Ulcer and Patient Safety Education in Physical Medicine and Rehabilitation: An Evidence and Problem-Based Learning Experience for Medical Students

Poster 408 Use of Virtual Patient Simulation in Pressure Ulcer and Patient Safety Education in Physical Medicine and Rehabilitation: An Evidence and Problem-Based Learning Experience for Medical Students

Students’ Experiences in Interdisciplinary Problem-based Learning: A Discourse Analysis of Group Interaction

Interdisciplinary problem-based learning (PBL) aims to provide students with opportunities to develop the necessary skills to work with different health professionals in a collaborative manner. This discourse study examined the processes of collective knowledge construction in Japanese students in the tutorials. Analyses of video-recorded data elicited from three multidisciplinary cohorts and their learning portfolios provided insights into their participation and introspection during the discussions. The results indicate there were two patterns of knowledge construction: (a) co-constructions between students from different disciplines and (b) elaborations between students from the same discipline. Their learning processes were mediated by their cultural assumptions, professional identities, understanding of other professionals, and perceptions of collaborative learning. The finding suggests that interdisciplinary PBL has the potential to enhance students’ collaborative learning skills, and students’ participation is situated within a cultural context.

How we “breathed life” into problem-based learning cases using a mobile application

Background: Problem-based learning (PBL) has been widely adopted in medical education. Learners become bored with paper-based cases as they progress through their studies.Aim: To breathe life (i.e. develop virtual patients) into paper-based PBL cases.Methods: The “patients” in paper-based PBL cases in one Year 2 were transformed into virtual patients by simulated patients role-playing and the videos and associated patient data uploaded to Bond’s Virtual Hospital, a mobile Application. In unsupervised “clinical teams”, second-year students undertook “ward rounds” twice a week, prompted by a virtual consultant and registered nurse. Immediately following the “ward rounds”, they met with a clinician facilitator to discuss their “patients”.Results: Apart from some minor technical issues, the experience was rated positively by students and clinical facilitators. They claimed that it provided students with a sense of what happens in the real world of medicine. The group work skills students had developed during PBL stood them in good stead to self-manage their “clinical teams”.Conclusions: This more authentic PBL experience will be extended to earlier semesters as well as later in the curriculum as the virtual hospital can be used to expose learners to a profile of patients that may not be guaranteed during hospital rounds.

A Mixed-Methods Study of Cognitive and Affective Learning During a Sophomore Design Problem-based Service Learning Experience

Authentic, real-world problem solving is an integral part of the engineering profession. Yet, research suggests that engineering education is primarily focused on well-defined and well-structured problems, which do not provide students the real-world relevance, context, or experience in solving the types of problems required as a professional engineer. The addition of problem-based service learning (PBSL) to engineering curricula provides an opportunity to introduce students to a variety of real-world projects in a community-based context. Numerous studies have shown the importance and impacts of integrating service learning and problem-based learning into engineering education. Herein, the results of a mixed-methods, longitudinal study on cognitive and affective learning during a PBSL sophomore design experience are presented and discussed. The goals are to demonstrate how both qualitative and quantitative data can be used to measure student learning during a PBSL experience and to provide a framework for assessment of such experiences.

A High Performance Computing Course Guided by the LU Factorization

This paper presents an experience of Problem-based learning in a High Performance Computing course. The course is part of the specialization in High Performance Architectures and Supercomputing on a Master in New Technologies in Computer Science. It is supposed the students have a basic knowledge of Parallel Programming, but previous studies and the place where they were taken mean the group is heterogeneous. The Problem-based learning approach therefore has to facilitate the individual development and supervision of the students. The course focuses on HPC, matrix computation, parallel libraries, heterogeneous computing and scientific applications of parallelism. The students work on the different aspects of the course using the LU factorization, developing their own implementations, using different libraries, combining different levels of parallelism and conducting experiments in a small heterogeneous cluster composed of multicores of different characteristics and with GPU of different types.

Learning on the front line: can personal development during problem-based learning facilitate professional development in trainee clinical psychologists?

Problem-based learning (PBL) is a form of self-directed learning that has been employed for over 30 years within a variety of disciplines and professional training programmes. This paper focuses on the acquisition of skills and knowledge gained through experiential learning components of the academic programme, namely Problem-Based Learning, of a Clinical Psychology training programme. This paper explores the learning experiences of a PBL group on this programme, reflecting on the impact of an experience early on in their group formation (presenting a personal in-vivo version of their PBL experience and subsequent negative evaluation). These narratives were written after their 3rd PBL exercise (the latter two were formally evaluated). This paper then goes on to consider how they then managed PBL including factors that may have helped or hindered their ability to learn and work together effectively. We conclude with what we may learn for the benefit of other learning contexts.

Are South African Geography education students ready for problem-based learning?

Problem-based learning (PBL) is one of the possible training strategies that could be more fully implemented in the South African formal education system. The intention to migrate from teacher-centred to learner-centred instructions in higher education institutions and schools makes PBL a plausible option. Geography education students might be exposed to PBL because their training implies the acquisition of abilities to solve real-world situations at various geographical scales. This paper explores the perception of second- and third-year students in a BEd programme in Potchefstroom, South Africa. The study uses a mixed-method research approach based on questionnaire application, students' learning journal entries and field notes. Findings from the study indicate that students show very positive perceptions of PBL as a training strategy for teaching and learning. A gender difference regarding general aspects of PBL, independent learning, workload, assessment rubrics and the different role-players in PBL indicates that female students hold more positive perceptions of the PBL experience. Overall, the results indicate that students with higher academic performances in most instances hold more positive perceptions of the PBL experience.