Hybrid Problem-based Learning Research Articles

Self-efficacy of medical students in a hybrid curriculum course (traditional and problem-based learning) and associated factors

Self-efficacy consists of the judgment of one’s abilities to perform actions required to achieve a given performance, which has been considered predictive of performance. In academics, it means personal convictions in accomplishing a task to a defined degree of quality. Numerous studies have investigated medical students’ self-efficacy in traditional and PBL curricula. However, few studies have addressed the hybrid PBL scenario (Hpbl) that simultaneously contemplates PBL, traditional teaching, and practical activities. An even smaller number have evaluated the factors associated with this entity. With these considerations, we aimed to investigate the self-efficacy belief in the hPBL curriculum and the factors associated with this entity. This quantitative observational cross-sectional study was held between August 2022 and November 2022 in Fortaleza, a city in Northeast Brazil with almost 3 million inhabitants. The medical course has 12 semesters. The first two semesters use traditional teaching and cover the basic cycle, followed by the third to eighth semesters which correspond to the pre-clinical and clinical cycle. From the third semester onwards, traditional teaching and PBL are used simultaneously, which we call a hybrid model of PBL. The scale “Scale of Self-efficacy in Higher Education” was applied, a questionnaire validated for the Portuguese language consisting of 34 questions, with answers on a Likert-type scale with ten points, divided into five dimensions. To verify the association between sociodemographic factors and self-efficacy, simple and multiple linear models with robust errors were used. In total, 412 students participated in this study, most of them women (70.1%). The average age of students was 22.9 years. All domains had medians greater than 8, which means strong self-efficacy. The following factors were associated with higher self-efficacy scores in general after the multivariate analysis: female gender (8.6 vs. 8.3, p-value = 0.014), working (8.8 vs. 8.5, p-value = 0.019) and participating in extracurricular activities (8.7 vs. 8.1, p-value = 0.019). We conclude that medical students studying in hybrid learning models showed strong levels of self-efficacy. In addition, participating in extracurricular activities was associated with higher self-efficacy scores and males presented lower levels of self-efficacy.

The Effectiveness of the hybrid problem-based learning approach in training of speaking English at SMAN 14 Makassar

This study aims to see the effectiveness of the hybrid problem-based learning approach in training of speaking English at SMAN 14 Makassar. The researcher used quantitative research with a pre-experimental where the data gained from speaking test and data was collected through pre-test, treatment and post-test. The population of the research was the member of OSIS SMAN 14 Makassar. The total of population were 28 students.The result showed that the improvement of students’ accuracy and fluency from 28 students. The mean score of accuracy in post-test showed (75,5) that is higher than pre-test (54,3), with percentage of improvement (39%). Besides, most of students got very good score (71-85). Furthermore, the t-test value (2.0) that is greater than t-table value (2.052). It was concluded that there was significant improvement in accuracy by implementing the hybrid problem-based learning. Then, the mean score of fluency in post-test showed (64,4) that is higher than pre-test (46,1), with percentage of improvement (39%). Besides, most of students got good score (56-70). While, the t-test analysis of fluency showed (1.8) that is greater than t-table (2.052). It was concluded that there was significant improvement in fluency by implementing the hybrid problem-based learning.Based on the findings, it can be concluded that the hybrid problem-based learning was effective to improve the students speaking skills approach in training of speaking English at SMAN 14 Makassar.

Editorial: Design, implementation, assessment, and effectiveness of hybrid problem-based learning

Editorial: Design, implementation, assessment, and effectiveness of hybrid problem-based learning

Hybrid problem-based learning in Technology teacher preparation: Giving students a voice in their learning process

Technology education instils technological literacy in South African learners, preparing them for life and employment. Yet, few high school-level Technology1 teachers are being trained and ensuring that Technology student teachers are optimally prepared, is vital. Learning strategies such as problem-based learning need to be implemented to provide students with opportunities to have their voices heard as well as being actively involved in their education. Hybrid problem-based learning has been successfully implemented in geography and life sciences teacher education, but its use in Technology teacher preparation has not been reported. Therefore, we conducted a concurrent triangulation research study at a South African university offering Technology teacher preparation. In the study, we explored how teacher students experienced and perceived hPBL as a teaching-learning strategy and how this gave them a voice in their teacher training. The study, therefore, substantiated hPBL as a beneficial teaching-learning strategy that can give Technology student teachers a voice and actively involve them in their construction of learning.

The Effectiveness of Hybrid and Pure Problem-Based Learning in the Productive Skills and Critical Thinking of Iranian Undergraduate Students through MALL Application

Hybrid problem-based learning (HPBL) as a learner-oriented method involves learning through collaboration while finding solutions to real-world problems. It has been employed in the education of English as a foreign language (EFL) students recently. Implementation of it in an EFL classroom, though might be a challenging task, has been approved a useful method for improving learning of the students. The current study, using a quasi-experimental design, IELTS pretests-posttests, and Honey’s critical thinking questionnaire, attempted to find out the effectiveness of HPBL method in the productive skills and critical thinking of the students by implementing it in an EFL classroom using eight teacher’s made problems through Mobile Assisted Language Learn (MALL) application. The subjects were 60 Iranian undergraduates grouped as one control group (CG) being instructed based on the traditional lecture-based method and two experimental groups being instructed based on HPBL and Pure Problem-Based Learning (PPBL) methods conveniently. Findings of one-way MANOVA, one-sample, and paired-samples t-test revealed that HPBL students had significantly higher mean scores than the PPBL students who were in turn superior to their CG counterparts in terms of productive skills and critical thinking. This study has the potential to advance new ideas and perceptions which can be implemented by EFL learners in improving the productive skills and critical thinking of the learners. Therefore, the findings might bear implications for students, teachers, university curriculum designers, and decision-makers to design more effective curriculums for the teaching of productive skills to the students.

Imparting child nutritional assessment skills among medical students using hybrid problem-based learning approach in a community setting

BackgroundMalnutrition affects up to a third of children in India, with severe and acute malnutrition prevalent among under five children. Nutritional assessment skills for detecting malnutrition in children in primary care settings are vital. Hybrid problem-based learning (HPBL) is an innovative, collaborative, and adaptable instructional learning strategy that can be used to teach medical students clinical skills in a community setting. MethodsA two-month quasi-experimental study was undertaken in a rural setting with third-year medical students. Faculty members were sensitized and subject experts developed a training module addressing the knowledge, attitude, communication, and practice domains. The students underwent a 3-week training module where pre-testing, case presentation, and group formation in first week, an anchoring lecture, tutorial and self-directed learning and role-play by students in subsequent week, and in last week, case discussion, post-testing, and feedback rounds were done. ResultsIn all domains, knowledge (3.8, 0.01), practice (4.3, 0.01), attitude and communication (3.7, 0.01), and proportional satisfactory responses, the HPBL approach resulted in a significant improvement in nutritional assessment competency. Teachers preferred the practical and engaging character of the approach, stating that doubts and questions were better addressed and that they would use it to teach similar topics. ConclusionHPBL is an excellent teaching method for clinical skills, like nutritional assessment in simulated/field settings. The novel teaching-learning approach was well received by students and faculty members. Learning outcomes and satisfaction rates enhanced in students and faculty were encouraged to apply the approach to other topics.

Factors Affecting Knowledge and Attitude Towards Hybrid Problem-Based Learning Curriculum Among Academicians of the University of Gondar, Northwest Ethiopia.

BackgroundAdapting a tutor role in a hybrid problem-based learning (h-PBL) model is a challenge to novices. Therefore, this study aimed to assess the factors associated with the academicians’ knowledge and attitude toward the h-PBL curriculum.MethodsAn institution-based cross-sectional study was conducted from August 1st to 30th, 2021. A Simple random sampling was employed. Data were entered and analyzed with EpiData 4.6 and SPSS® version 25. Multivariable logistic regression analysis was fitted and adjusted odds ratio at a p-value of ≤0.05 and 95% confidence interval were used to declare significant association.ResultsThe study included 415 academicians with a response rate of 97.8%. Four-sixths (66.3%) of them have good knowledge (95% CI = 61.7–70.8). Being age 30–34 (AOR = 2.97; 95% = CI: 1.69–5.23), being age over 34 (AOR = 3.36; 95% CI = 1.6–6.66), currently teaching (AOR=1.84; 95 CI = 1.1–3.07) and having received PBL training (AOR = 1.9; 95% CI = 1.01–2.7) were significantly associated with good knowledge. More than half (51.1%) had a favorable attitude (95% CI = 46.3–55.9). Being age over 34 (AOR = 3.69; 95% CI: 1.98–6.89), having 5–9 (AOR = 2.21; 95% CI: 1.85–2.34) and above 9 years of experience (AOR = 1.53; 95% CI = 1.03–2.11), having received PBL training (AOR = 1.93; 95% CI = 1.17–2.8), ever-constructing PBL cases (AOR = 1.7; 95% CI = 1.08–2.68), and presence of rooms set aside for PBL sessions (AOR = 2.26; 95% CI = 1.2–4.16) were significantly associated with academicians’ favorable attitude.ConclusionAcademicians’ knowledge and attitude towards the h-PBL curriculum can be improved with training, participation in PBL case construction, and setting rooms aside for PBL sessions.

Comparison of the Effect of Two Hybrid Models of Problem-Based Learning Implementation on the Development of Transversal and Research Skills and the Learning Experience

Problem-based learning (PBL) provides an encouraging learning environment to develop transversal and research thinking skills. However, how PBL is implemented into a curriculum can be critical for achieving these outcomes. This study compares two hybrid PBL implementation models applied in a health sciences school: a PBL-module integrated into the subjects of a traditional curriculum and full interdisciplinary PBL-courses. 651 students were involved, with 330 taking the PBL-module and 277 taking the PBL-courses. Students’ and tutors’ perceptions about the acquisition of the skills as well as their satisfaction with the learning experience were compared. The results showed that in the interdisciplinary PBL-courses, both students and tutors perceived a significantly higher acquisition of these skills. In addition, they also find the methodology more useful and are more satisfied with the learning experience than in the PBL-modules. A strong correlation was also observed between the acquisition of transversal and research skills and the perceived usefulness of PBL and overall satisfaction with the experience. This study provides new evidence on the characteristics of PBL that favor the development of these skills.

Innovation and Practice of Online and Offline Hybrid PAD and PBL Teaching Model

The overall P-PAD-L teaching system of "1 body, 2 wings, 3 steps and 4D feedback" has been innovated: 1 body means PBL and PAD integration, 2 wings are online and offline classrooms, 3 teaching steps include teacher’ presentation, students assimilation, discussion and dialogue, 4D feedback comes from learning process and results, self-evaluation and peer evaluation. In the past three years,the teaching team has followed the educational action research of "problem-plan- implementation-reflection" steps to refine the teaching system.The effectiveness of teaching innovation system has been successively reflected and confirmed in student development and curriculum construction deepening.

Perception and Experience of Medical Students Regarding Hybrid Problem-based Learning Technique at a Medical College in West Bengal, India: A Cross-sectional Study

Introduction: Hybrid Problem-Based Learning (h-PBL) is a type of teaching-learning technique that incorporates both inperson learning and virtual learning via hybrid classroom tools. It reportedly increases student engagement, positively impact their learning process and improve communication skills. During Coronavirus Disease 2019 (COVID-19) times, its applicability was further enhanced as it allowed the flexibility of teaching as well as learning from home to both teachers and students. Aim: To assess the perception and experience of 2nd phase MBBS students after undergoing training by the h-PBL method. Materials and Methods: A cross-sectional study was conducted on 2nd phase MBBS students in the Department of Microbiology at College of Medicine and Sagore Dutta Hospital, Kolkata from 15th March to 14th April 2022. A total of 111 students of 2nd phase MBBS of the college gave an informed consent to be part of the study. All inductees underwent a structured training by h-PBL technique following which their perception and experience about the exercise was sought via questionnaire. Data were presented in frequency and percentage. Association between mean scores of male and female participants was calculated by Chi-square test. Results: Out of the 111 participants, 58 (52.2%) were male and 53 (47.8%) were female with mean age of 19.5±0.5 years (range 18- 22 years). The h-PBL technique was perceived to be motivating for self-directed learning by 97 (85.6%) of the respondents. A total of 107 (96.4%) students agreed that h-PBL is more effective than traditional teaching for acquiring both theoretical and practical knowledge, learning and understanding topics correctly and also identifying and rectifying their deficiencies in knowledge and skills. More than 90% participants (102 of 111) felt that h-PBL has more potential than traditional teaching to establish fruitful student-teacher interaction and provide better feedback opportunities. Overall student satisfaction in our study showed 96.4% agreement (107 of 111). Conclusion: The students considered h-PBL model to be better than traditional teaching to help them acquire theoretical knowledge and practical skills. They also felt that it improved their communication skills, teamwork ethics and motivated them to undertake self-directed learning.

The impact of dental curriculum format on student performance on the national board dental examination.

The effectiveness of different curriculum types has long been debated by dental educators aiming to provide the best education possible to their students. This study aimed to evaluate the effect of curriculum type (hybrid problem-based learning [PBL] vs. traditional) on National Board Dental Examination (NBDE) part I and II pass rates METHODS: A retrospective cohort study was conducted with a hybrid PBL cohort and traditional cohort. NBDE part I and II pass rates for the two cohorts were acquired, along with demographic and scholastic variables. Pass rates, scholastic variables, and demographic variables were compared using two-sample t-tests and chi-square tests. Associations of the variables with pass rates were analyzed using logistic regression. Significance was set at 5% RESULTS: No significant differences in pass rates for NBDE part I and II were observed between the cohorts. Cumulative dental school grade point average (GPA) was found to be an independent predictor of success for NBDE part I (odds ratio (OR): 1.40, 1.24-1.59 for 0.1 point intervals) and II (OR: 1.34, 1.18-1.52 for 0.1 point intervals), (p<0.01). DAT biology sub-score was found to be predictive of success for NBDE part I (OR: 1.58, 1.14-2.19), (p=0.01) CONCLUSIONS: No significant difference in NBDE part I and II pass rates between the cohorts was found. Dental school GPA was the most predictive variable for success on NBDE part I and II. These findings may be helpful considerations as institutions assess the structure of their school curricula.

Comparing the Effects of Pure Problem-Based Learning and Hybrid Problem-Based Learning on Metacognitive Awareness in Nursing Students

Comparing the Effects of Pure Problem-Based Learning and Hybrid Problem-Based Learning on Metacognitive Awareness in Nursing Students

A Case Study on Teaching “Romanticism” through Hybrid Problem-Based Learning

This paper is a case-study on teaching “Romanticism” through hybrid Problem-Based Learning, which aims to strengthen the student’s self-directed learning capacity, by actively participating in learning to solve a given problem and conducting research, discussion, and presentation of results through group activities. The teaching and learning activities in “Romanticism” class, which include interpretive capacity to understand and analyze the texts, writers, works, and their social and historical backgrounds, are in part, what PBL already assumes. In “Romanticism” class, three PBL modules were conducted on nature, rights, and the novel Frankenstein. 1st module topic is “Enlightenment and the Emergence of Romantic Nature and students should write an article for English Times. 2nd module topic is “The Rights of Man and the Revolution Controversy” and students should contribute a scholarly article for “Society for Minority in Literature”. 3rd Module topic is “Frankenstein and Romanticism” and students as the PD of the liberal arts bureau of a broadcasting company must plan a documentary scenario for ‘Sci-fi in the Romantic Era’. Results show that students in PBL Romanticism class do not sacrifice content acquisition of Romanticism when compared to student learning in traditional Romanticism class settings. Rather they tend to exceed the scope of Romanticism. More importantly, PBL questions seem to meet the practical needs of students, though partially. However the adequacy of the Romanticism PBL problem, the specificity of English literature, the rapid change in the role of the professor and other issues must be dealt with in follow-up researches in order to carry out more improved teaching method in Romanticism class. It is clear that the 21st century is in the midst of a paradigm shift from knowledge transfer and acquisition to knowledge construction, and literature education through PBL is a part of its efforts as well.

Problem-Based Learning About Problem-Based Learning: Lessons Learned from a Student-Led Initiative to Improve Tutor Group Interaction.

This article summarizes a student-led effort to improve tutor group interactions among second-year medical students in a hybrid problem-based learning (PBL) curriculum. Dissatisfaction with PBL had led to superficial tutorial discussions that students escaped to study for board certification exams. Following the PBL principle of using intrinsically motivating problems, the student investigators created board-style questions with accompanying facilitation guides for tutors to present as 'mini-problems' to stimulate case-related discussion. Tutor groups used and enjoyed the questions, but interaction quality did not improve. Like the hybrid curriculum itself, the intervention embodied conflicting educational philosophies; implementation challenges reflected the tension between them.

Perception of medical students about problem-based learning at Jouf University.

To evaluate students' perceptions of problem-based learning tutorial sessions. The cross-sectional study was conducted at the College of Medicine, Jouf University, Al-Jawf Saudi Arabia, from March to May 2019, and comprised medical students in their clinical phase. Data was collected using an electronic questionnaire about students' perceptions of problem-based learning sessions, tutors' session facilitation, and tutors' student evaluation fairness. Data was analysed using SPSS 21. Of the 66 students approached, 51(77.27%) completed the questionnaire; 23(45%) males and 28(55%) females. The agreement mean perception score was 4.73±2.13 regarding various statements characterising problem-based learning sessions. Lesser mean score of agreement 1.33±1.07 was observed regarding tutors' facilitation of the sessions and their students' evaluation. Students perceived problem-based learning sessions as effective and interactive, but did not positively perceive tutors' evaluations.

University of Missouri-Columbia School of Medicine.

University of Missouri-Columbia School of Medicine.

University of North Dakota School of Medicine and Health Sciences.

University of North Dakota School of Medicine and Health Sciences.

A Unique Hybrid Problem-Based Learning Model: Prospective Teacher Education and Development

A Unique Hybrid Problem-Based Learning Model: Prospective Teacher Education and Development

Combining problem‐based learning and team‐based learning in a sustainable soil management course

AbstractProfessional natural resource managers require a solid understanding of sustainable soil practices. Postsecondary institutions are increasingly integrating innovative approaches such as hybrid problem‐based learning (PBL) and team‐based learning (TBL) to train future professional land managers to tackle complex problems. This article describes the application of a hybrid PBL–TBL approach in a combined undergraduate and graduate level course, Sustainable Soil Management, offered at the University of British Columbia (UBC), Vancouver, Canada. The course utilizes 15 modified PBL cases, where “modified PBL” refers to a hybrid PBL–TBL approach. The course aims to provide experiential learning opportunities for students to connect with practicing professionals and community partners in addressing real‐world issues. Course instructors identified several challenges related to the modified PBL approach including multiple outcomes based on data interpretation, imbalanced team composition, and complex cases that demand advanced education and/or experience. However, course instructors and students were favorable of the enhanced teaching and learning opportunities offered by the hybrid PBL–TBL format. Student engagement was facilitated by the practical relevance of the cases, the opportunity to incorporate fieldwork, and interactions with external (guest) case contributors; and a balance between knowledge‐based and competency‐based learning outcomes was achieved. This hybrid PBL–TBL approach could serve as a framework for other postsecondary courses focused on sustainable management of natural resources.

Students' perception of animal or virtual laboratory in physiology practical classes in PBL medical hybrid curriculum.

Over the years, much criticism against animal use for physiology teaching has been made. Hence, replacement by suitable alternatives has increased in several pedagogical approaches. This study examined students' perceptions of animal versus virtual (video/computer) laboratory classes in physiological sciences associated with the effectiveness of the problem-based learning (PBL) hybrid curriculum. Three cohorts of medical students from the University of Ribeirão Preto, who participated in animal or virtual physiology classes or both, were asked to fill out a 5-point Likert questionnaire about knowledge acquisition/motivation, importance to PBL learning goals, skills acquired, need for animal use, academic formation, learning impairment, and alternative methods. We also assessed their grades in the final exam. A total of 350 students were included, in which 108 participated only in virtual classes, 120 only in practical animal laboratory classes, and 122 in both approaches. The majority agreed that the two methods improved their knowledge acquisition/motivation and helped to reinforce tutorial goals and to acquire skills. However, the cohort who experienced both approaches favored animal laboratory. Students believe animal use is needed and did not impair their learning. Conversely, their opinion about academic formation without animal laboratory classes was divided, as was whether this approach inspired them to seek alternative methods. Despite the different perceptions, there was no difference among the groups' final grades (7.3 ± 1 vs. 7.2 ± 1 vs. 7.2 ± 2 for virtual or practical animal laboratory classes or both, respectively). Therefore, virtual activities are not as effective as animal use in the opinions of the students, but they are successful strategies in physiology learning that can be used in practical classes in a hybrid PBL curriculum.