Problem-based Learning Methodology Research Articles

Quality of life in medical students who act in PBL methodology

Introduction: The learning takes place, mainly, by the integration of new knowledge acquired to previously existing ones, that is, by the elaboration of new information, in any of its previously analyzed forms. In the Problem Based Learning (PBL) method, constructivism is obtained at the expense of activation of prior knowledge, elaboration of new information, establishment of goals for self-directed study, and increament in the complexity of semantic networks in the final discussion of problem solving. Quality of life (QoL) can be considered as a subject of multiple approaches, contextualizations and applicability of which is used by several areas of knowledge. All the components that make up the quality of life can be measured and evaluated using quantitative instruments, including questionnaires, the main one being the WHOQOL-Bref, developed by the WHO, for having a cross-cultural evaluation methodology that allows uniform results. Objectives: To analyze in a global way the quality of life of medical students who work in the PBL model of the University of Ribeirão Preto (UNAERP). Methodology: A total of 90 students from the UNAERP medical school, aged over 18, enrolled in the 1st, 6th and 11th stages were included in this study. After signing the TCLE approved by the local CEP, the students answered a questionnaire based on the WHOQOL-bref. Results: A total of 55.5% of the women and 44.5% of the men with a mean age varying according to the stages (20 years, 1st stage, 22 years, 6th stage and 26 years in the 11th stage) were evaluated. When analyzing the degree of satisfaction of the students with regard to the PBL methodology, a percentage of 49.1% satisfaction was observed at the beginning of the course (1st stage), followed by 65.4% in the 6th stage and 77% at the end of the course (11th stage). The student’s satisfaction with the ability to perform the activities of his day-to-day recorded that in the first stage, 21.2% can carry out their activities with adequacy; in stage 6, 34.5% and in stage 11, 69.8% feel satisfied or very satisfied in this analysis. Students also had increased satisfaction with their academic performance when compared to the beginning and end of the course; on the other hand, in the intermediate phase, a percentage decrease can be observed as can be observed in the first stage: 42.8%; 6th stage: 33.5%; 11: 77%. Discussion and conclusions of the results: In this study, we measured the quality of life of university students of medicine at UNAERP and then made them reflect on how they deal with their personal, physical, social and mental issues throughout their training course. The PBL methodology enhances the need for independent study and focuses on student-led learning and improvement, which allows the student to evolve with a progressive improvement in the ability to perform day-to-day tasks and academic performance.

Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong

Research has demonstrated the positive impact of active learning on students’ learning outcomes, particularly in science, technology, engineering and mathematics (STEM) fields. However, few studies have explored the impact of active learning via problem-based collaborative games in large mathematics classes in the context of Asian tertiary education. This study assesses the effects of active learning on students’ learning outcomes using class test scores and the calculus concept inventory (CCI) to test the conceptual understanding of the basic principles of differential calculus, in a first year calculus course in Hong Kong. Three hypotheses were tested to determine the effects of game-based collaborative learning on learning mathematics among students. Active learning through a problem-based collaborative learning methodology was employed, using Kahoot!, a game-based learning platform. Results supported all three hypotheses, demonstrating a statistically significant increase in students’ conceptual understanding and examination performance, based upon their individual perceptions of active engagement and time spent in active learning. Our results indicated that active learning “levels the playing field”, in the sense that students with less pre-requisite background knowledge, using a problem-based collaborative learning methodology, were relatively more inclined to catch up or even exceed the performance of students with a stronger prerequisite background knowledge, at the end of the course.

Pediatric Anesthesia

P ediatric Anesthesia: A Problem-Based Learning Approach by Lalwani et al provides a concise, problem-based learning methodology as an educational tool to build clinical knowledge and decision-making skills. The use of a problem-based learning approach for learners and consultants has shown to foster reflection through learning and experience and to improve clinical practice and patient care.1 This book is a valuable resource that sets out to undertake common pediatric conditions and approaches them in a way that fosters learning and knowledge retention for daily clinical practice and reference. Rather than focusing solely on the information, it helps the reader learn how to approach clinical problems. In this regard, it is a clinical resource that practitioners have likely been seeking and one that trainees would value during residency, fellowships, and current clinical practices. Several aspects of this book make it a unique resource for learning and set it apart from other textbooks in pediatric anesthesia. Most valuable is its incorporation of a problem-based learning educational format to engage the reader. Since the introduction of problem-based learning into medical curriculums in the late 1960s, it has been widely incorporated into medical education, but comparatively few textbooks use this as their primary method to facilitate learning. Lalwani et al use the problem-based learning format effectively in this respect with learning modules presented first as clinical cases and a series of directed questions that promote further inquiry followed by a concise detailed summary covering virtually all aspects that should be explored and answered about the clinical presentations. Finally, self-evaluation occurs through a series of multiple-choice questions followed by answers with provided rationales. This approach engages the reader to actively think through clinical presentations and problems, use cases and questions to facilitate self-study, and further synthesize knowledge through each detailed summary and self-examination. The true essence of evidence-based discussion takes place using case description and discussion, reflection, and evaluating one’s learning (which this book effectively demonstrates) throughout each section and chapter. Using this style of problem-based learning method is truly unique to this book and offers the reader a better opportunity to grasp the concepts and topics for knowledge assessment and retention. The authors and editors have outstanding qualifications and positions with involvement in various departments surrounding the subspecialty of pediatric anesthesiology including directors of pediatric fellowship programs and those with expertise in faculty development, education, and perioperative assessment testing. Most authors and editors contributing to this book have affiliations or direct clinical practices in major pediatric hospitals and academic institutions in the United States. The book covers a range of relevant topics to pediatric anesthesia training. Sections are broadly organized into 11 areas: prematurity and neonatal surgery; cardiovascular; thoracic; head, neck, and respiratory; neuromuscular and spine; gastrointestinal; renal and urinary; endocrine and metabolic system; hematologic system; pediatric pain; and miscellaneous topics. Within each section, the case-based learning modules and format are easy-to-read, and many sections provide adequate background information, definitions of clinical conditions, in-depth presentations of clinical cases and pathologies, differential diagnoses for presentations, anesthetic considerations specific to pediatric cases and conditions, and perioperative management in all stages of anesthesia care. Some sections could benefit from including more color pictures, figures, and summary tables to help satisfy those who learn best or retain knowledge from visual representation. Sections that included these components greatly facilitated knowledge retention of specific topics, and these were often helpful as a means to further explain or represent the text or content being discussed. Another suggestion in future additions or upcoming texts in this series would be to have the formatting within each section more standardized so that key components are consistently addressed and more uniform, which we understand is challenging when a large number of authors are writing the chapters. An electronic version is also available. Overall, we definitely recommend this book to others in our profession especially colleagues with an interest in or practicing pediatric anesthesia and as a supplemental resource for those with an existing knowledge of pediatric anesthesia practice. This will only enhance their current knowledge application to specialized pediatric conditions and presentations. In the future, we anticipate and look forward to this series continuing to expand on current books and topics and incorporating the problem-based learning style learning approach to other aspects in anesthesia practice including obstetrics, trauma, and critical care. This would surely benefit learners and practitioners at all stages of their training and careers. Stefanie Smulski, MDDepartment of Anesthesia and Pain MedicineThe Hospital for Sick ChildrenUniversity of TorontoToronto, Canada David Faraoni, MD, PhD, FAHADivision of Cardiac AnesthesiaDepartment of Anesthesia and Pain MedicineThe Hospital for Sick ChildrenUniversity of TorontoToronto, Canada[email protected]

Il problem-based learning come metodologia di aggiornamento degli infermieri: esperienza nelle realtà dei gruppi ristretti di una residenza protetta per anziani/Problem-based learning as a training methodology for nurses: experience in small groups in a retirement home

L’adulto è visto come un essere che continua ad apprendere. Il modo in cui esso apprende è descritto nell’andragogia, di cui il massimo esponente è Malcom Knowles. Nel modello andragogico risulta centrale il ruolo che riveste l’esperienza dell’adulto nel modo di apprendere e di questo contesto fanno parte gli esercizi del problem solving. Negli anni ’60, il neurologo Barrows inizia a introdurre la metodologia del problem-based learning nelle sue lezioni, proponendo una metodologia di apprendimento basata sulla risoluzione di un problema, reale o realistico, da parte dei discenti che, collaborando tra loro, cercano di dargli una soluzione, in modo che le nozioni apprese possano essere applicate alla realtà lavorativa quotidiana. Questa metodologia è stata applicata a un piccolo gruppo di dieci infermieri di una residenza protetta per anziani, riguardo alla cura delle lesioni che maggiormente si trovano a trattare nella loro realtà, al fine di vedere concretamente se potesse essere uno strumento valido da proporre come corso di aggiornamento, in alternativa agli attuali corsi in plenaria. È stato somministrato loro un questionario di 10 domande, a risposta multipla, relativo alla pratica delle medicazioni di tre tipologie di lesioni: lesioni da pressione, skin tears e lesioni venose. Questo è stato somministrato all’inizio e al termine del lavoro di gruppo, svolto su tre casi reali di lesioni e sono stati messi a confronto i risultati. I risultati ottenuti sono stati soddisfacenti, gli infermieri hanno dimostrato di avere imparato nuove nozioni e corretto quelle errate: si passa da un 61% di risposte corrette nel test iniziale a un 97% in quello finale. Il lavoro è stato apprezzato anche dagli stessi infermieri che lo hanno svolto, si sono sentiti coinvolti e hanno partecipato attivamente e con attenzione al corso. Questi aspetti positivi suggeriscono che si potrebbe adottare maggiormente questa metodologia applicandola ai corsi di diverse figure professionali (infermieri, medici, OSS, ecc.).
 The adult is seen as being who continues to learn. The way in which it learns is described in andragogy, whose leading exponent is Malcom Knowles. The role played by the adult’s experience in the way of learning is central in the androgical model and problemsolving exercises are part of this context. In the 1960’s the neurologist Barrows begins to introduce the methodology of problem-based learning in his lessons, by proposing a learning methodology based on the resolution of an issue, real or realistic, by learners. Learners had to cooperate with each other trying to find a solution and they would have applied those learned lessons to their working daily reality. This methodology was applied to a small group of ten nurses, who were working in a protected residence for the elderly, in order to verify, in a very concrete way, whether it could be considered as a valid instrument and proposed in the form of an updating course, as a possible alternative to the current plenary courses. The nurses were asked to answer a questionnaire based on ten multiple choice questions, concerning the practice of medication to three types of ulcers: pression ulcers, skin tears and venous ulcers. The questionnaire was administered at the beginning and end of group work carried out on three real cases of ulcers and the results were compared. The results obtained were satisfactory, nurses shown to have learned new knowledge and correct those incorrect: they have increased from 61% of correct answers in the initial test at the 97% by the end. The work was also appreciated by the nurses themselves because they felt involved and participated actively and carefully to the course. These positive aspects suggest that you could adopt this methodology by applying it to the various professional figures (nurses, doctors, socio healthcare workers, etc.).

Will personalized e-Learning increase deep learning in higher education?

PurposeRecent research in higher education has pointed out that personalized e-learning through the use of learning management systems, such as Moodle, improves the academic results of students and facilitates the detection of at-risk students.Design/methodology/approachA sample of 124 students following the Degree in Health Sciences at the University of Burgos participated in this study. The objectives were as follows: to verify whether the use of a Moodle-based personalized e-learning system will predict the learning outcomes of students and the use of effective learning behaviour patterns and to study whether it will increase student satisfaction with teaching practice.FindingsThe use of a Moodle-based personalized e-learning system that included problem-based learning (PBL) methodology predicted the learning outcomes by 42.3 per cent, especially with regard to the results of the quizzes. In addition, it predicted effective behavioural patterns by 74.2 per cent. Increased student satisfaction levels were also identified through the conceptual feedback provided by the teacher, arguably because it facilitated a deeper understanding of the subject matter.Research limitations/implicationsThe results of this work should be treated with caution, because of the sample size and the specificity of the branch of knowledge of the students, as well as the design type. Future studies will be directed at increasing the size of the sample and the diversity of the qualifications.Originality/valueLearning methodology in the twenty-first century has to be guided towards carefully structured work from the pedagogic point of view in the learning management systems allowing for process-oriented feedback and PBL both included in personalized e-learning systems.

Aprendizaje basado en problemas: percepción del proceso enseñanza aprendizaje de las ciencias preclínicas por estudiantes de Kinesiología

ObjectiveTo determine the opinions of the Kinesiology student on problem-based learning (PBL) methodology in the Department of Preclinical Science of the University of La Frontera (Chile). Material and methodA qualitative research using an intrinsic case study. The sample consisted of 11 second-year Kinesiology students, who formed a focus group after giving informed consent. The data analysis was made using the Glaser Strauss constant comparative method and following the Huberman-Miles steps: data reduction, data display, and conclusion drawing/verification using the Atlas.ti software as a computer resource. ResultsA total of 1,097 significance units were identified and grouped under 40 categories, with 11 meta-categories emerging, and four qualitative domains were generated, called: ‘assessment of problem-based learning’, ‘work in mentoring’, ‘clinical case’ and ‘tutor role’. ConclusionStudents perceived PBL methodology as a facilitating and motivating learning strategy, helping them to build and integrate knowledge using r the clinical case study. The students also developed generic skills not achieved with the traditional methodology, such as teamwork, critical thinking, and learn to learn. For them feeling like a protagonist and managers of their own educational process is fundamental for meaningful learning. Furthermore, they pointed out conditions that can influence the development of classwork such as: the mentor, classmates, and the environment generated in the tutorial groups.

El Aprendizaje Basado en Problemas (ABP) en el desarrollo de la inteligencia emocional de estudiantes universitarios

<p>El presente artículo trata sobre el efecto del Aprendizaje Basado en Problemas (ABP) en el desarrollo de la inteligencia emocional de estudiantes del primer ciclo en una universidad privada de Lima. Para lograr este propósito se realizó una investigación de tipo aplicado, empleando el método experimental (diseño cuasi-experimental), dado que se manipulará la variable independiente (ABP) para que produzca un efecto sobre la variable dependiente (Inteligencia Emocional), la cuál será medida. Para ello, se tomó una muestra de 48 estudiantes distribuidos en dos grupos: uno de control (24) y otro experimental (24) de una población total de 1281 ingresantes. Para la recolección de datos, se empleó el test de Inventario de Inteligencia Emocional de Bar-On (I-CE) como prueba de entrada (pretest), aplicándose la metodología del ABP durante 16 sesiones de aprendizaje al grupo experimental, mientras que para el grupo de control se utilizaron metodologías de aprendizaje tradicionales; para luego efectuarse las mediciones con el mismo test de BarOn como prueba de salida (postest) para ambos grupos. Los resultados mostraron que hubo influencia significativa del ABP en el desarrollo de la inteligencia emocional de los estudiantes objeto del estudio.</p>

The Effectiveness of Problem-Based Learning in Undergraduate Nursing Programs: A Scoping Review of the Literature

Introduction: Problem-based learning (PBL) working as an innovative student-centered teaching method has been tested for its effectiveness among considerable primary studies. While there is still lacking firm evidence in the nursing educational field about its efficacy. The different paper reports different research result about an application of PBL methodology. Objectives: The purpose of this scoping review was to appraise and examine the range of recent available evidence on the effectiveness of problem-based learning in undergraduate nursing programs. Research Strategy: Used Medline, The Cochrane Databases of Systematic Review, and The Database of Abstract of Reviews of Effect (DARE), Cumulative Index to Nursing and Allied Health Literature (CINAHL (via Ebsco)) to search English language literature. Adopted P (population) C (concept) C (context) framework to identify keywords and index terms, and the reference list of some high level of evidence was lastly searched for additional studies. Methodological quality: Each paper was assessed for its eligibility and methodological quality with JBI Critical Appraisal tools (Appendix 1) before inclusion in this review. The level of evidence of each retrieved study was assessed according to New JBI Levels of Evidence (Appendix2) developed by the Joanna Briggs Institute Levels of Evidence and Grades of Recommendation Working Party October 2013. High level of evidence such as systematic reviews, randomised control trials, quasi-experimental studies were given priority. Discussion: Considerable primary studies have reported PBL produced a positive outcome for nursing students, while none of them gave firm evidence about the effect of PBL on nursing students’ critical thinking development, knowledge competence, learning motivation, attitude, and performance. Critical thinking, as the vital evaluation element of each study, whether relates positively to the other skills was uncertain. The validity and reliability of evaluation instruments in each study in nursing discipline were still controversial. Conclusion: No strong conclusion had been made from this review, and more research with large sample size is needed to examine the effectiveness of PBL among nursing programs. Long-term effects of outcomes and cost effectiveness were suggested to be measured in future studies. The effectiveness’ appraisal instruments in nursing discipline were called for adjustment and development.

Measles and rubella in Italy, e-learning course for health care workers.

Since 2003, strategic plans for the elimination of measles and congenital rubella have been adopted in the World Health Organization European Region. In Italy, a network of reference laboratories for measles and rubella (MoRoNet) has been recently implemented to ensure high-quality laboratory investigation for the confirmation of cases and outbreaks. Training among health care workers (HCWs) is one of the tasks of MoRoNet and an e-learning course was produced to improve the knowledge on international and national elimination plans and laboratory surveillance for measles and rubella. The course, based on the problem based learning methodology, was offered free of charge. Data about all participants and those who completed the course have been collected and analysed. 5822 participants enrolled and 3995 (69%) completed the course; comparison between pre- and post-test shows a significant improvement in knowledge. The average score obtained from the satisfaction questionnaire is 4.5 out of 5. Course's results are satisfactory, and data show a significant improvement in knowledge among participants. Most of them were satisfied with content, learning methodology and platform. Moreover, this course represents one of the possible strategies to overcome resistance and mistrust about vaccinations among HCWs.

Η διδασκαλία της Εκκλησιαστικής Ιστορίας στη σχολική εκπαίδευση: Θεωρητική προσέγγιση και πρακτικές εφαρμογές

Teaching Church history in primary and secondary education can be interesting and create prospects for broader learning as long as it follows the new pedagogical and didactical approaches to studying history through sources. Our theoretical requirements and applying them in school classes were based on empowering students' critical and creative thinking skills by studying and debating controversial and sensitive issues in history. The teaching scenario we propose concerns the proclamation of the Autocephalous Church of Greece. We adopted the principles of inquiry learning and the methodology of problem-based learning. The results of the evaluation indicate that teaching Church history can be effective and interesting, if it is taught in a way that can encourage students to become self-motivated independent learners. In addition, these teaching approaches help students develop multiple skills leading to a deeper knowledge of the past and citizen involvement.

Implementation of the Italian school-work alternating programme within chemical engineering activities

This paper shows the implementation and the results of the application of the problem-based learning methodology within the framework of the school-work alternating programme (SWAP) in Italian High Schools. This methodology was articulated through five specific projects aimed at different student profiles inside a research group of Chemical Engineering at the University of Genoa (Italy).The proposed activities were aligned with the expected learning outcomes where creativity and originality were highly encouraged in order to promote lateral thinking. All the tasks were carried out in groups to boost team engagement and collaborative learning and used technological tools in specific problem-solving contexts.Students demonstrated positive attitudes towards the used technological tools, the collaborative work and the applied methodology. The great majority of the students showed satisfaction with the ICT tools and considered them as useful for their future career. The results also pointed out that participation and motivation were highly appreciated which was actually the basis of a successful implementation of the methodology.As a result of the exchange, students were able to promote their social and intellectual skills outside their usual comfort zone. At the same time, it constituted a public engagement opportunity for University as well as an important promotion tool towards society. Overall, the activities satisfied the main objectives of SWAP in terms of development of transversal competences and promotion of new technological skills and, more importantly, constituted an informative appreciated link between classroom lessons and, in this case, their immediate future as university students.

Problem-Based Learning in Teaching of Thanatology in Undergraduate Nursing Program

Abstract Objectives: To report a methodological experience of learning-based on problems in the discipline of Thanatology. Method: Experience report of professors of the baccalaureate degree in nursing using problem situations influenced by the methodology of questioning and problem-based learning. Results: The elaboration of three problem situations broadened the development of the formative process in Thanatology, favored reflections during the program of the discipline and approached the theory of real situations experienced by the students. Conclusions and implications for practice: This methodology was assessed as a viable and low-cost strategy in promoting empowerment on issues of death and dying. In addition, students self-assessed as reflective agents and builders of their own personal and professional growth.

Autonomous work and skill learning strategies applying problem-based learning: Experience of innovation in subjects related to disability

The present article seeks to discover the autonomous work strategies used by students studying different degrees: Social Education, Early Childhood Education and Pedagogy, applying the methodology of problem-based learning and determining student profiles according to their learning strategies. We also sought to explore the relationship between the strategies used and the level of achievement in the skills evaluated through self-assessment and teacher assessment. The Autonomous Work Strategies Questionnaire was applied to 239 students of the Faculty of Education Sciences of UGR. The results showed unequal use of learning strategies, with levels of use varying according to the degree studied. We also verified the existence of a profile of students who had made greater use of the autonomous learning strategies, which was associated with better results. The results are discussed and it is suggested that it would be advisable to continue with this methodology in other courses and degrees.

Aprendizaje basado en problemas (ABP) y habilidades de pensamiento crítico ¿una relación vinculante?

<p>La propuesta metodológica Aprendizaje Basado en Problemas (ABP) se ha convertido en una alternativa atractiva para ejecutar los cambios en los modelos educativos de la educación superior, en particular porque su entorno de aprendizaje es propicio para el desarrollo de habilidades de pensamiento de orden superior, como el pensamiento crítico. Sin embargo, este proceso no ocurre de manera espontánea, es necesario tomar en consideración los aspectos del modelo que pueden influir en el nivel de logro cuando se tiene el objetivo de mejorar estas habilidades en la formación universitaria. En este trabajo se analiza los aspectos más importantes de la metodología ABP y de la enseñanza de habilidades de pensamiento crítico, buscando poner en evidencia los aspectos más sensibles que afectan la relación vinculante entre ellos. Se discute el caso de las modalidades híbridas ABP y se muestran algunos resultados de investigación que sustentan la discusión.</p>

Implementing a Data Network Infrastructure Course using a Problem-based Learning Methodology

Education professionals are always searching for new ways of promoting learning, either by modifying the pedagogical project of courses or by the adoption of new learning strategies. In particular, this paper presents the results of an effort in order to bridge the knowledge acquired by students within classroom in face-to-face classes with technical skills required in real life situations. The contribution presented in this paper is the result of an assignment applied within an undergraduate Data Network Infrastructure Design course in a Brazilian university using an adapted Problem-Based Learning methodology (PBL), as a motivational tool. This paper also presents and discusses the resulting data related to the learning assessment.

Inovasi Pengembangan Metode Pembelajaran Dengan Menggunakan Real Avatar-Based Learning Dalam Pendidikan Keperawatan: A Bridge Connection Theory and Practice di STIKEP PPNI Jawa Barat

Virtual learning is one of the most effective and efficient learning methods, especially in improving skills including soft skills. In Indonesia, the problem-based learning methodology (PBL) is the most widely applied but has weaknesses in helping to bridge the students in the application of theory to practice. The purpose of this research was to develop learning method by using avatar-based learning to self-directed learning, which is one of the main competencies of nursing education that is lifelong learning. This study was quasi experiment with one group of intervention. Respondents in this study were nursing students of stratum 1 level four. The Self-Directed Learning Instrument (SDLI) was used to measure this research outcome. The paired t-test was used to evaluate the effectiveness of this method against outcomes. A total of 40 students agreed to participate in the study. Before intervention, the mean score for the total self-directed learning score was 72.3 (SD = 8.97). Based on the results of paired t-test about the effectiveness of real-avatar-based learning on self-directed learning, was found that after applied real-avatar based-learning for Medical Surgical Nursing III course there were an increasing of the self-directed learning (different value = 4.56, p value = 0.001). Learning method by applying real avatar-based learning was effective in improve student’s self-directed learning especially on the aspect of improvement of planning, implementation and self-monitoring. For further research, using more rigors with other outcomes is needed to reinforce the effectiveness of this method.

Soil Analysis as a Pedagogical Strategy in High School with PBL Methodology

This study aims at discussing the implementation of Problem Based Learning (PBL) in activities carried out in a first grade high school class. The analysis of soil was used as a didactic tool capable of facilitating student teaching and learning, and as a way for understanding the environment that surrounds them, aiming at achieving three main goals: to acquire knowledge, to develop skills, and attitudes. During the activities, it was noticed a great student involvement with the activities, especially in the practical ones. In that sense, it was concluded that it is important to work with active methodologies, which are able to increase interest and motivation in the students. Thus, through a thematic approach, it is possible to raise students’ critical awareness.

Is Problem-Based Learning Momentous in Augmenting the Industrial Capabilities of Graduates? A Literature Based Study

Educational management studies are now established as a way to infuse students with various pedagogic as well as didactic principles. The approaches are now switching from reading and lecture-based modes to analytical case-studies and problem-oriented learning methodologies. These inclusive development procedures are undertaken by educational institutions jointly in partnership with industry associates. This research paper highlights the consequences of learning practices in reducing the gap between corporate and academic entities through involvement in the problem-based learning methodology which is frequently utilized in business and medical studies at the Higher Educational Institutions (HEIs) of Pakistan. The paper investigates how the pedagogical method of problem-based learning is significant in meeting the changing needs of industry through enhancing the proficiency of graduates to manage corporate challenges in volatile external environments. The results lead us to conclude that problem-based learning at HEIs plays a substantial role in upgrading the potential of graduates to serve competitively in corporate sectors, thus realizing the inherent existence of strong ties between commercial and educational management sectors. Hence, PBL serves to be a more effective approach than the traditional teaching methodologies for producing better knowledge outcomes in terms of capable alumnae to serve at commercial levels.

THE ROLE OF STAKEHOLDERS IN MODERNIZING EDUCATION CURRICULA IN THE FIELD OF GEODESY

<jats:p>This article deals with the process of modernization the geodesy study program at the Faculty of Civil Engineering University of Belgrade (FCEUB), Department of geodesy and geoinformatics, under the ERASMUS+ European program, which initiate the survey of stakeholders in three partner countries and in accordance to their opinions, BSc and MSc core curriculum were proposed. So far at the Geodesy and geoinformatics program at the FCEUB Department, several new courses and teaching materials were prepared. Additionally, e-learning methodology, has been introduced by installing MOODLE platform which is used as a new learning management system that will initiate more other changes toward this new learning methodology. Also, a problem-based learning (PBL) methodology has been introduced in some of the courses.</jats:p>

Prevalence of depressive symptoms among medical students taught using problem-based learning versus traditional methods

Objective: To compare depressive symptoms among medical students taught using problem-based learning (PBL) and the traditional method.Material and methods: Beck’s Depression Inventory was applied to 215 medical students. The prevalence of depression was calculated as the number of individuals with depression divided by the total number in the sample from each course, with 95% confidence intervals. The statistical significance level used was 5% (p ≤ .05).Results: Among the 215 students, 52.1% were male and 47.9% were female; and 51.6% were being taught using PBL methodology and 48.4% using traditional methods. The prevalence of depression was 29.73% with PBL and 22.12% with traditional methods. There was higher prevalence among females: 32.8% with PBL and 23.1% with traditional methods. The prevalence of depression with PBL among students up to 21 years of age was 29.4% and among those over 21 years, 32.1%. With traditional methods among students up to 21 years of age, it was 16.7%%, and among those over 21 years, 30.1%. The prevalence of depression with PBL was highest among students in the second semester and with traditional methods, in the eighth.Conclusions: Depressive symptoms were highly prevalent among students taught both with PBL and with traditional methods.