Interactive Problem-based Learning Research Articles

A DIGITAL INTERACTIVE MODULE-BASED ON PROBLEM LEARNING IN ENVIRONMENTAL POLLUTION

The background of this research is the lack of innovative digital technology-based learning media. There are not many digital interactive modules that have been developed to support learning. The limited availability of digital interactive modules can limit the use of technology in learning and hinder the achievement of learning goals in the era of Industrial Revolution 4.0. For this reason, it is necessary to develop digital-based interactive modules that provide opportunities for students to discover for themselves the concepts they are studying. Learners become more active and independently build knowledge. Research and development used the Borg and Gall model, which consists of product development, product validation, design revision, testing, and product revision. The research instrument consisted of a module validation questionnaire (content and media) and a response questionnaire. Module validation involves lectures at Teuku Umar University who are experts in their fields as content and media expert. The experts validation results obtained a combined score of 87.5%, indicating that the module can be used without repair. The product field test was carried out in the odd semester of the 2023–2024 academic year with 60 students at SMP Negeri 1 Aceh Barat. Field test results showed that 91% of students gave positive responses to the module. The development of digital-based interactive problem-based learning modules meets the requirements, can be used to facilitate active, creative learning, leads to the development of students' skills independently, and is relevant to technological developments.

Impact of a Multimodal Simulation-based Curriculum on Endobronchial Ultrasound Skills

BackgroundCurrently there is no consensus on ideal teaching method to train novice trainees in EBUS. Simulation-based procedure training allows direct observation of trainees in a controlled environment without compromising patient safety.ObjectiveWe wanted to develop a comprehensive assessment of endobronchial ultrasound (EBUS) performance of pulmonary fellows and assess the impact of a multimodal simulation-based curriculum for EBUS-guided transbronchial needle aspiration.MethodsPretest assessment of 11 novice pulmonary fellows was performed using a three-part assessment tool, measuring EBUS-related knowledge, self-confidence, and procedural skills. Knowledge was assessed by 20 multiple-choice questions. Self-confidence was measured using the previously validated EBUS–Subjective Assessment Tool. Procedural skills assessment was performed on Simbionix BRONCH Express simulator and was modeled on a previously validated EBUS–Skills and Task Assessment Tool (EBUS-STAT), to create a modified EBUS-STAT based on internal faculty input via the Delphi method. After baseline testing, fellows participated in a structured multimodal curriculum, which included simulator training, small-group didactics, and interactive problem-based learning sessions, followed by individual debriefing sessions. Posttest assessment using the same three-part assessment tool was performed after 3 months, and the results were compared to study the impact of the new curriculum.ResultsThe mean knowledge score improved significantly from baseline to posttest (52.7% vs. 67.7%; P = 0.002). The mean EBUS–Subjective Assessment Tool confidence scores (maximum score, 50) improved significantly from baseline to posttest (26 ± 7.6 vs. 35.2 ± 6.3 points; P < 0.001). The mean modified EBUS-STAT (maximum score, 105) improved significantly from baseline to posttest (44.8 ± 10.6 [42.7%] vs. 65.3 ± 11.4 [62.2%]; P < 0.001). There was a positive correlation (r = 0.81) between the experience of the test participants and the modified EBUS-STAT scores.ConclusionThis study suggests a multimodal simulation-based curriculum can significantly improve EBUS-guided transbronchial needle aspiration–related knowledge, self-confidence, and procedural skills among novice pulmonary fellows. A validation study is needed to determine if skills attained via a simulator can be replicated in a clinical setting.

Educational Opportunities and Challenges in Augmented Reality: Featuring Implementations in Physics Education

This review paper provides the conceptualization and development of augmented reality (AR) environment for education by featuring implementations in physics education. The use of AR creates an environment designed to fully incorporate next-generation AR-aided notes, virtual laboratory and interactive problem-based learning with real-time automated generation of application-centric scenarios. This can be carried out via the fusion and technologizing of pre-existing teaching materials (such as books and notes) using AR and be mobile device friendly to fully leverage on learning beyond classrooms. Such a method is proposed to give students the access to resources anytime, anywhere without the spatial and temporal restrictions of synchronous-learning. This review discusses the advances of AR as an important tool in physics education, identify potential challenges and envisions the future by surveying recent trends and reviews. We provide perspective on practical AR implementation and evaluation for educators and school administrator, and potential academic advances through physics education research for researchers.

Soil skills challenge: A problem-based field competition towards active learning for BSc. Geoscience students

In this study, we present an interactive problem-based learning environment, namely, the “Soil Skills” contest for final year students majoring in Soil Sciences, a BSc program at Sultan Qaboos University, Oman. This five-day component of a compulsory field-course exemplifies an active learning approach, which has been promoted by higher educators based on its efficacy and outcomes on the student’s learning processes. Our pedagogical strategy integrates the concepts and notions of: (i) Inquiry-Based Learning (IBL), (ii) scaffolding, (iii) teams competition and gaming, and (iv) Data–information–knowledge–wisdom. We evaluated outcome-based learning objectives of two cohorts (2018 and 2020) of Soil Sciences students during the contest via a field evaluation by juries, composed of Soil Science faculty, using an objective evaluation scheme. The evaluation of the contest was also done through a combination of an online questionnaire sent to registered students and peer-assessment among students conducted by the group leaders. The results of teaching evaluation of the course, in the semester when the contest was implemented, showed a higher rating score (3.93/4.0) than the college average (3.16/4.0) for all other courses (about 150/semester) and also than the average score (3.30/4.0) of the course in the previous year. The surveys of two cohorts showed that majority of the students indicated positive improvements in various transferable and interpersonal metacognitive skills (self-reported improvements in problem-solving abilities, thinking out of the box, observation, teamwork, capacity to perform under pressure, and communication). Further surveys of forthcoming cohorts are needed. The Soil Skills pedagogy approach is in line with the call towards enriching geoscience students with the skills and competencies necessary to address real-world problems of complex Earth systems.

395TF Interactive Problem-Based Learning: Does the Use of a Novel Web Application Improve Medical Student Preparedness for Clinical Clerkships?

395TF Interactive Problem-Based Learning: Does the Use of a Novel Web Application Improve Medical Student Preparedness for Clinical Clerkships?

PBL CME “DIFFICULT-TO-MANAGE ALLERGIC RHINITIS AND THE ROLE OF SHARED DECISION MAKING

Introduction THE Problem Based Learning Institute reports an Interactive CME experience covering Difficult to Manage Allergic Rhinitis and the Role of Shared Decision Making (SDM). This unique model of CME that combines the benefits of interactive case-based sessions utilizing problem-based learning (PBL) with follow-up didactic lectures “in context” to the case discussions in order to reinforce objectives from the PBL case. Objectives The objective of this study was to assess the effect of this unique interactive CME on primary care physician behavior and practice pattern change as well as satisfaction after participating in PBL sessions given by regional key opinion leaders. Methods A total of 7 Interactive PBL CME programs were given to 37 Primary Care Clinicians in different locations around the US. Participants completed pre-and post-meeting testing and satisfaction surveys. Pre and posttest surveys were done concerning behaviors. Results Pre-and post-meeting testing (4-6 weeks later) demonstrated significant changes in described behaviors. Of primary care physicians attending the PBL activity there was a 58% increase (from a baseline of 24%) who said they more frequently discussed Allergen Immunotherapy (AIT) using a SDM approach and 2/3 used the RCAT more frequently as well as altered their practice pattern. Conclusions We believe that this data supports that future CME should move toward this unique model of a “mixed” or “blended” format utilizing a PBL case prior to any lecture in context, due to its real-world appeal and its ability to change physician behavior, practice patterns and engage physicians in a positive educational experience.

Simulation Versus Problem Based Learning for Cerebrospinal Drainage Catheter Insertion and Management: A Randomized Trial in a Large Academic Anesthesiology Residency Program

Cerebrospinal fluid drainage catheter-related complications can be reduced by following strict guidelines during their introduction, maintenance, and removal. The authors therefore aimed to determine whether simulation-based learning would improve senior anesthesiology residents' patient care performance during the insertion and management of these catheters compared to interactive problem-based learning (PBL) using the Anaesthetists' Non-Technical Skills global rating scale (ANTS). Prospective randomized trial. Vascular or hybrid operating rooms in a large academic tertiary care center. Senior anesthesia (categorical anesthesia-3) residents rotating through the vascular rotation at the Cleveland Clinic main campus in the period between December 2014 and June 2017. Simulation-based learning versus PBL. The primary outcome was the composite score (ANTS global rating scale) achieved by participating residents as evaluated by their supervising anesthesiologists. Out of 28 residents who completed the study, N = 13 were randomized to simulation-based learning and N = 15 residents to the PBL approach. The median (first quartile, third quartile) composite score was 16 (14, 16) and 16 (13, 16) for the simulation-based learning and PBL groups, respectively. There was no significant difference in staff evaluation of the 2 study groups (p = 0.48) with an estimated odds (95% confidence interval) of getting a better staff evaluation score of 1.9 (0.3-10.6) times higher comparing simulation versus traditional training groups. Compared to interactive PBL, simulation-based learning does not result in a statistically significant improvement in anesthesia resident performance during insertion and management of cerebrospinal fluid drainage catheters.

Special theme issue on advances in education in anesthesiology

The purpose of this article is to provide the rationale for,and an overview of, this special theme issue, which hasbeen dedicated to exploring recent advances in medicaleducation. A series of eight narrative review articles withexpert opinion relate important concepts and developmentsin medical education theory and research to the specialty ofanesthesiology. There is indeed ‘‘something for everyone’’in this issue of the Journal.Over the years, medical school curricula have evolvedfrom traditional lecture-based content delivery towardsmore interactive problem-based learning modules thatfocus on self-directed learning strategies. In theory, theyprovide essential ‘‘tools’’ and critical thinking to fosterbetter lifelong learning. Medical education experts haveguided a paradigm shift in undergraduate curriculumdevelopment with an overriding goal of fostering studentsto evolve into practicing physicians who remain abreast ofa rapidly expanding knowledge base and skill set in med-icine, which is said to double approximately every six toeight years. When considering postgraduate medical cur-ricula and continuing professional developmentopportunities in the context of traditional lectures, rounds,and seminars, we identify opportunities to align modernmedical education theory and science increasingly withenhanced pedagogy and improved learner experience.Appreciating the extent of excellence in teaching andscholarship in medical education that currently existswithin our specialty, we also recognize that advances inmedical education challenge us to review, update, andcontinually develop our education strategies. The issuesimpact all of us, not just ‘‘the academics’’. There is a largecohort of practicing clinical anesthesiologists in academichealth science centres worldwide who spend countlesshours teaching and training medical students, residents, andfellows. Further, with the expansion of medical schools,there has been a partial shift of the undergraduate andpostgraduate teaching burden to satellite campuses andprograms in large and small community settings. Adownstream effect is that nowadays few clinical anesthe-siologists are not involved in some aspect of teaching andeducation, so we all have a vested interest.Therefore, in our roles as clinician teachers and clinicianeducators, how are we best poised to meet these challengesto ensure that we are optimizing opportunities to furtherenhancement of learning for the current and next genera-tion of anesthesiologists? Why has the uptake of newmethods in medical education lagged behind some areas ofsolid evidence that show the approaches which have andhave not worked in the past? In an effort to place bridgesacross some of these information and knowledge gaps, wehave invited a number medical and non-medical educationexperts from across North America to write narrativereviews on key topics which, in our view, will enhanceone’s understanding and appreciation of recent develop-ments in medical education theory.In the first article of the series, ‘‘New directions inmedical education related to anesthesiology and perioper-ative medicine’’, Bould et al.

Making the Jump to Hybrid Space: Employing Face-to-Face and Online Modalities in a Special Event Planning Course

Every quarter at California State University East Bay, a special event-planning course is offered in a hybrid format (face-to-face and online) and uses interactive Problem-Based Learning (PBL) activities designed to challenge and inspire intellectual growth. The PLB method is different in that students are not only receivers of knowledge but are more actively engaged in their own learning (Clark, 2009). Students are asked not only to absorb facts and theories but to also discover and create knowledge that is useful in the real world. The students' main assignment is to produce a special event, while the goal is to provide exciting learning experiences that allow growth, skill development, and expertise related to the curriculum. As a result, students have produced three events: “Yes Wii Can,” a mini-Wii tournament and fundraiser for Haiti; “Sizzling Summer Celebration,” an outdoor open-mic and “poetry slam” and fundraiser for the American Red Cross; and the “FalliDay Holiday Party,” a multi-themed party (Halloween, Christmas, New Year, Hanukah, etc.) and fundraiser for Toys for Tots. Adapting the special event curriculum has proven to be a positive and successful learning activity. Allowing college students the freedom to develop and create within the course guidelines in multiple learning environments is an effective teaching tool that continues to be a fruitful academic endeavor for all involved.

Simulation-based training is superior to problem-based learning for the acquisition of critical assessment and management skills*

To determine whether full-scale simulation (SIM) is superior to interactive problem-based learning (PBL) for teaching medical students acute care assessment and management skills. Randomized controlled trial. Simulation center at a U.S. medical school. Thirty-one fourth-year medical students in a week-long acute care course. After institutional review board approval and informed consent, eligible students were randomized to either the SIM or PBL group. On day 1, all subjects underwent a simulator-based initial assessment designed to evaluate their critical care skills. Two blinded investigators assessed each student using a standardized checklist. Subsequently, the PBL group learned about dyspnea in a standard PBL format. The SIM group learned about dyspnea using the simulator. To equalize simulator education time, the PBL group learned about acute abdominal pain on the simulator, whereas the SIM group used the PBL format. On day 5, each student was tested on a unique dyspnea scenario. Mean initial assessment and final assessment checklist scores and their change for the SIM and PBL groups were compared using the Student's t-test. A p < .05 was considered significant. The SIM and PBL groups had similar mean (PBL 0.44, SIM 0.47, p = .64) initial assessment scores (earned score divided by maximum score) and were deemed equivalent. The SIM group performed better than the PBL group on the final assessment (mean, PBL 0.53, SIM 0.72, p < .0001). When each student's change in score (percent correct on final assessment minus percent correct on the initial assessment) was compared, SIM group students performed better (mean improvement, SIM 25 percentage points vs. PBL 8 percentage points, p < .04) For fourth-year medical students, simulation-based learning was superior to problem-based learning for the acquisition of critical assessment and management skills.

Forest resources education in Canada

In a new focus on forest education, forest practitioners and forest workers will redefine their roles and modify their educational training to reflect changing needs. Challenging working environments compatible with a new generation of high-tech forest practitioners need to be established by employers. Information technology will revolutionize the delivery of forest resources education and the procedures and motivation for life-long learning. The educational environment will transform increasingly from didactic to interactive problem-based learning and professors will emerge as creative facilitators of knowledge, and have a profound influence on the development of forest education. The forestry schools will need creative partnerships at home and abroad to support their mandates in education, research, and public service. Inventive, visionary leadership by the forestry schools will be essential so that the schools become leading players in national and global affairs. Aboriginal communities are facing new challenges and assuming growing responsibilities in managing their forest lands and enterprises. Exceptional measures are needed to educate forest practitioners and forest workers of Aboriginal ancestry via partnerships with forest industry, governments, academic institutions, and forestry resources associations. Key words: education, forestry resources, teaching, accreditation, information technology, curriculum, continuing education, Aboriginal.