Problem-based Learning Course Research Articles

Influence of tutor interventions and group process on medical students' engagement in problem-based learning.

Student engagement is influenced by several variables, among which are the teaching styles employed by faculty. In problem-based learning (PBL), the role of faculty is to facilitate the learning of the tutorial group as they work through clinical problems. However, the influence of tutor intervention styles and group process on engagement of students in PBL tutorials is unclear. The study was conducted with year 2 and 3 medical students (n= 176) in PBL tutorial groups at the end of an integrated PBL course. Students evaluated their behavioural, cognitive and emotional engagement in PBL tutorials using a pre-validated 11-item questionnaire. Students also filled in a modified version of a previously published tutor intervention profile (TIP) questionnaire. The modified TIP questionnaire represents three constructs (1) steering the learning process (6 items), (2) stimulating student autonomy (4 items) and (3) establishing relatedness with students (3 items). In addition, PBL group process was evaluated using a 5-item nominal scale: (1) tutorial atmosphere, (2) listening and information sharing, (3) group performance, (4) decision making and (5) reaction to leadership. Establishing sense of relatedness in the group by PBL tutors was the most important predictor of emotional engagement (F= 41.213, ΔR2=0.191, β=0.438, P= 0.000). On the other hand, steering the learning process was a significant predictor of behavioural engagement (F= 19.0, ΔR2=0.098, β=0.314, P= 0.000). However, stimulating student autonomy was not a significant predictor of student engagement in PBL tutorials. On the other hand, enhancing the group process in PBL tutorials significantly predicts student engagement with strong impact on emotional and cognitive engagement of students. Establishing the sense of relatedness in the group and steering the learning process by PBL tutors as well as improving PBL group process are significant predictors of student engagement in PBL tutorials with emotional and cognitive engagement being the most sensitive variables affected.

Online Problem-Based Learning (PBL) during COVID-19 Pandemic: Trial at the Libyan International Medical University

Background Online courses that utilize problem-based learning (PBL) are widely recognized as an effective educational method that blends self-directed learning with collaborative problem-solving. Aim The aim of this study was to evaluate the satisfaction of students from the Faculty of Basic Medical Sciences (BMS) at Libyan International Medical University (LIMU) with an online PBL course during the coronavirus disease 2019 (COVID-19) pandemic in 2020. Method This is a cross-sectional study performed during the COVID-19 pandemic in 2020, involving a total of 293 students from four different classes of Faculty of BMS. Each online PBL session ran for 2 hours and was arranged independently for each year group. Students had access to a seven-closed-question questionnaire for a few hours after the end of the session. The questions were of three different categories. The first category was related to the online organization of the session, tutor control, and instructions provided in the applied Modular Object-Oriented Dynamic Learning Environment (Moodle). The second category involves questions related to online communication problems, the facility of the Google Hangouts application used, and the time allocated for the session. The third category was the cooperation of the PBL group. The student was asked to answer agree or disagree for each question. If the student did not choose one of the answers, his response was recorded as (no response). The scores of (agree), (disagree), or (no response) for each student were transferred to a Microsoft Office (2021) Excel file and were displayed as frequency and percentages. A two-way analysis of variance without replication was performed to analyze the differences in student responses across various groups using Excel statistics. The proportion test was utilized to determine whether the proportion of positive responses (agree) in any group significantly differed from a specified level of 0.75 (75%). The acceptable proportion of no response was set at 0.2 (20%). The significant level was set at p-value less than 0.05. Results For the first category, the highest level of student satisfaction (79.9%) was associated with Moodle instructions, followed by tutor control (79.5%), and online organization (72%). However, students in the third year of medicine demonstrated significantly lower satisfaction with online organizations compared with other groups (62.3%, p < 0.05). For the second category, all groups, except first-year medicine students, reported significantly low satisfaction with online access (58% p < 0.05). All groups expressed satisfaction with the time allotted for the session (74%) and the online Google Hangouts application used (71%), except for third-year medicine students, who exhibited a notable level of dissatisfaction with the use of online Google Hangouts application (7%, p < 0.05). Lastly, the third category focused on group cooperation and reflected an overall student satisfaction rate of 80%. Conclusion BMS students responded positively regarding their first online PBL session during the COVID-19 pandemic. The study displayed that the availability of online communication, the clarity of instructions, good session organization, and control are important factors that will determine the effectiveness of online PBL.

Development of a Problem-Based Learning (PBL) Course at a Health Professions University

Development of a Problem-Based Learning (PBL) Course at a Health Professions University

교직이론 과목에서 현장 역량 강화를 위한 혼합형 PBL 수업 사례 연구

This study attempted to present a specific case of blended Problem-Based Learning (PBL) in teacher education course to enhance the field competency of pre-service teachers. The participants were first-year adult learners majoring in Early Childhood Education who were enrolled in the educational psychology course. The blended PBL process was organized by appropriately combining face-to-face and online sessions, following the sequence of 'Course Introduction,' 'Problem Presentation,' 'Subsequent Problem Steps,' 'Presentation of Results and Discussion,' and 'Review and Evaluation of Learning Outcomes.' Five PBL problems were developed, and during the initial five weeks, students were assigned to individually contemplate one problem per week. In the 10th week, a face-to-face group discussion session was conducted. Subsequently, continuous online communication through Learning Management System (LMS) and Social Networking Services (SNS) was maintained, leading to the group presentation of the final project at the end of the semester. The analysis of reflection journals submitted by students after the class was conducted to assess the effectiveness of a blended PBL course. The case presented in this study proposes a form of instructional design that integrates real-world experiences, suggesting a hybrid approach to PBL in education. Furthermore, the application of blended PBL in educational psychology courses suggests the potential to enhance field competency in teacher education courses.

A Multi-Project Evaluation of Engineering Students’ Performance for Online PBL: Taking the Sustainable Decision Analysis Course as an Example

In order to meet the growing demand for engineering professionals who can incorporate sustainable solutions into their work, sustainability courses have been launched in online problem-based learning (PBL) environments through various real-life projects. Nonetheless, the conventional one-off grading approach may fail to capture the intricate variations in students’ performance across different projects. To address this problem, a multi-project evaluation framework utilizing the probability exceedance method (PEM) is proposed, which can fuse linguistic evaluation data presented in probability distributions without the need to obtain weights of criteria. In the case study, a comprehensive evaluation of the performance of students majoring in engineering management is conducted within a study group over an online PBL course on sustainable decision analysis. The sensitivity analysis demonstrates that consistent scores can be achieved after assigning different values of fuzzy measures to each criterion. This study enables teachers to holistically evaluate students without being bound by rigid numerical standards or strict weighting schemes, thus allowing them to focus on other educational tasks while ensuring effective and reliable results. Moreover, it contributes to educational innovation by introducing a modern and comprehensive approach for engineering student assessment in online PBL, aligning with the evolving needs of educational sustainability in higher education.

EVALUATION OF THE EFFECTIVENESS OF GROUP COOPERATION IN THE CONTEXT OF PROBLEM BASE LEARNING (PBL): A MIXED METHOD APPROACH

This study uses a mixed-methods approach to evaluate the effectiveness of group collaboration in a Problem-Based Learning (PBL) context. The study integrates qualitative and quantitative analyses to understand the dynamics of group collaboration and its impact on learning outcomes. The sample consisted of 98 students involved in a semester-long PBL course. The researcher collected Quantitative data through self-assessment and peer assessment scales, while qualitative data came from in-depth interviews and analysis of group reflections. The results showed a significant correlation between group cooperation effectiveness and learning outcome achievement, with positive interaction and effective conflict management as critical factors in improving group performance. Qualitative analysis revealed that effective communication, shared leadership, and equitable task distribution enhanced group synergy. The findings provide new insights into the importance of developing collaborative skills in PBL and suggest the need for educational interventions designed to enhance group cooperation abilities. This study contributes to the PBL literature by providing empirical evidence on the effectiveness of group cooperation and its implications for teaching and learning.

The effect of problem-based learning on cognitive skills in solving geometric construction problems: a case study in Kazakhstan

IntroductionThis study aims to investigate the impact of a Problem-Based Learning (PBL) course on cognitive skills (i.e., Critical Thinking, Problem-Solving, Logical Reasoning, Creativity, and Decision-Making) in the context of solving geometric construction problems.MethodsThe research utilized a quasi-experimental design involving a control group and an experimental group to assess the effects of the PBL intervention. Cognitive skills were measured using a custom-designed questionnaire. Additionally, Structural Equation Modeling (SEM) was employed in a subsequent phase to scrutinize the causal interrelationships among these cognitive skills.ResultsIn the initial phase, the findings revealed that the PBL intervention had a statistically significant positive impact on problem-solving and creativity skills. However, the effects on critical thinking, logical reasoning, and decision-making skills did not reach statistical significance. In the subsequent phase employing SEM, the analysis demonstrated significant positive relationships, particularly between critical thinking and problem-solving, critical thinking and logical reasoning, logical reasoning and problem-solving, and logical reasoning and creativity. Notably, creativity also exhibited a significant positive effect on problem-solving.DiscussionThis study underscores the nuanced impact of PBL on different cognitive skills, with clear enhancements observed in problem-solving and creativity. However, the study suggests that the effects may not be uniform across all cognitive skills. These findings offer valuable insights for educators and curriculum designers, emphasizing the need for tailored approaches when integrating PBL to foster cognitive skill development.

Designing adaptive online support for problem-based learning

This paper describes the work-in-progress of a novel solution to the problem of designing an LMS course structure that supports students in a problem-based learning course. The students come with a wide variety of prior experience in the field, they need to learn a set of complex skills that build on each other, they need to work partially asynchronously, and the design solution needs to be scalable. A lean weekly structure is proposed that is embedded with the synchronous teaching, intricately connected to a parallel hub of support material whose design allows students to construct their own bespoke learning journey. The course design draws on cognitive load theory to direct student attention only to what will be useful to them at any point in the course, and the support materials themselves follow universal design for learning principles to cater for a wide range of student learning needs.

Influence of Problem-Based Learning Courses in middle school on students’ Autonomous Learning Ability

Problem-Based Learning (PBL) has emerged as a transformative instructional approach, emphasizing active, student-centered learning through real-world problem-solving. This literature review delves into the potential of PBL to cultivate Autonomous Learning Ability (ALA) among middle school students—a critical yet often overlooked developmental phase. Drawing from diverse studies, the review highlights the synergy between PBL and adolescents' evolving cognitive capacities, such as self-directed inquiry, metacognition, and critical analysis. However, the efficacy of PBL is contingent upon its alignment with students' transitional developmental needs, achieved through adaptive project scaffolding, adept facilitation, and dynamic assessment. While PBL can harness adolescents' budding cognitive abilities, its success is intricately tied to responsive design, ensuring projects, scaffolding, facilitation, and assessment cater to students' unique developmental trajectories. Practical strategies, such as aligning with educational standards, providing incremental teacher training, and emphasizing knowledge application in assessments, can mitigate potential barriers to PBL adoption. Furthermore, the review suggests that while PBL holds promise in fostering autonomous learning skills, its long-term benefits remain a topic of debate. The need for rigorous mixed-methods research examining the enduring academic and career outcomes of PBL is emphasized. Additionally, the potential of emerging technologies to augment PBL's adaptability and inclusivity for a diverse student population is highlighted as a promising avenue for future exploration. In conclusion, this synthesis underscores that PBL, when implemented with developmental considerations at its core, stands out as a potent instructional model, primed to nurture engaged, self-motivated learners in middle school settings.

Distance learning and face-to-face learning in a pathophysiology problem-based learning course during a pandemic

IntroductionDuring the past 2 years of the COVID-19 pandemic, education methods adjusted from conventional in-person classes to distance learning. Most classes were lectures that could go well if the participants were familiar with the online operation and had a stable network connection. However, problem-based learning (PBL) classes, which rely on the ability to engage in discussions, still had communication and group development limitations.MethodsHere, we surveyed the learning effects of face-to-face (FF) and distance learning (DL) in a medical PBL course for two classes. Tutors and students were requested to give grades for five key areas (participation, communication, preparation, critical thinking, and group skills).Results and discussionsA questionnaire found reduced participation, communication, and group skills in DL classes in comparison to FF classes. The tutors’ perspective regarded participation and communication ability as reduced in DL. Nevertheless, one of the two classes showed no difference in group skills.ConclusionOur research shows the experience of a PBL class focusing on discussion and communication. In the post-pandemic era, whether FF or DL, classes should be appropriately adjusted to facilitate effective student communication.

Impact of removing group SOAP note writing from a problem-based learning course series on documentation performance during experiential rotations

Background and purposeDocumentation is a key component of pharmacy education, and SOAP (subjective, objective, assessment, plan) notes are a common framework. Learners must receive feedback, but the amount needed to achieve desired outcomes on experiential rotations is unknown. This study assessed the impact of discontinuing group-written SOAP notes in a four-course problem-based learning (PBL) series on note scores in experiential rotations. Educational activity and settingThree cohorts across five graduating classes were compared; group-written SOAP notes in four, two, and no PBL semesters. Note writing scores on inpatient medicine and ambulatory care introductory and advanced pharmacy practice experiences (IPPEs and APPEs) were compared using logistic analysis. The odds ratio (OR) of writing a “high performance” note was determined compared to the reference of zero semesters of PBL note writing. FindingsAdditional PBL SOAP note writing did not impact inpatient medicine IPPE scores; however, four semesters of note writing significantly lowered internal medicine APPE note writing scores (OR = 0.51, 95% CI = 0.31–0.84, P = .008). In contrast, two and four semesters of SOAP note writing improved ambulatory care IPPE note writing (OR = 2.33, 95% CI = 1.17–4.65, P = .02 and OR = 2.48, 95% CI = 1.47–4.16, P < .001, respectively) but there was no difference in ambulatory care APPE note scores. SummaryRemoving opportunities for group-written SOAP notes in a PBL course series minimally impacted students' performance on APPEs. Institutions may consider if current SOAP note feedback is effective in preparing learners for APPEs.

Japanese nurse academics' pedagogical development using collaborative action research

BackgroundTo meet contemporary professional standards, nurse educators must provide students with educational content that considers active learning strategies. ObjectiveThis study explored the process and challenges faced by nurse academics working collaboratively to implement an online problem-based learning course. DesignCollaborative action research. SettingThis study was conducted with nurse academics at Yamaguchi University in Japan from May 2020 to April 2022. ParticipantsFive Japanese nurse academics and two Australian academics participated in this study. MethodsNurse academics met regularly online to discuss issues and plan, act, and reflect on their experiences using Norton's (2001) five-step process. The meetings were recorded, and structured and written reflections from each participant were collected throughout the process. Data collected from the meetings and structured reflections were analysed to identify key themes. ResultsIn Step 1, the key stakeholders were discussed and issues were identified. Step 2 included planning a short seminar for the convenience of student participants, Step 3 involved the conduct of an online nursing ethics course (four sessions) for the students, and Step 4 included the evaluation. One year after the academics had completed their teaching, a discussion of future directions was conducted (Step 5). Through the collaborative action research process, four themes were identified: (1) creating a shared understanding, (2) adopting new paradigms for teaching and research, (3) learning and experiences while practicing, and (4) looking back and moving forward. ConclusionsDespite some challenges experienced, the action research approach enhanced the curriculum development process, provided collegial opportunities to explore and learn together, and led to increased changes in the educational practice of academics, even beyond the collaborative action research.

Teaching Skills Training for Pre-clinical Medical Students Through Weekly Problem-Based Learning Teaching Topic Presentations and Directed Feedback

ProblemMedical students commonly encounter scenarios in which they are charged with teaching medical content, but studies find a paucity of teaching skills training especially in the pre-clerkship phase of undergraduate medical programs.InterventionVideos lessons were created to instruct on five teaching skills identified as useful for presenting short lessons on medical topics: effective learning objectives, appropriate lesson complexity, audience engagement, relevance to practice, and resource selection. A rubric was generated to assess the performance level of each teaching skill.ContextFirst-year medical students viewed the video lessons and were instructed to implement these teaching skills for the creation and delivery of weekly learning issue (LI) presentations within a problem-based learning (PBL) course. PBL facilitators assessed students by using the rubric to assign a score of 0–2 corresponding to the level of skill performance.ImpactScores in every dimension of our LI assessment rubric showed significant improvement above week 1 at the end of the initial 4 weeks of practice and assessment. Follow-up assessment showed durable performance and significant improvement for 3 out of 5 at weeks 8 and 12.Lessons LearnedOur novel framework was effective in fostering the adoption and implementation of five teaching skills among first-year medical students over a 4-week period, with most skills remaining durable over 12 weeks. Furthermore, end-of-course surveys showed that students found feedback received using the framework helpful in improving their LIs, and faculty reported that student LI presentation quality improved overall.

Training doctoral students in critical thinking and experimental design using problem-based learning

BackgroundTraditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investigator. Recent recommendations for revision of graduate training include the utilization of graduate student competencies to assess progress and the introduction of novel curricula focused on development of skills, rather than accumulation of facts. Evidence demonstrates that active learning approaches are effective. Several facets of active learning are components of problem-based learning (PBL), which is a teaching modality where student learning is self-directed toward solving problems in a relevant context. These concepts were combined and incorporated in creating a new introductory graduate course designed to develop scientific skills (student competencies) in matriculating doctoral students using a PBL format.MethodsEvaluation of course effectiveness was measured using the principals of the Kirkpatrick Four Level Model of Evaluation. At the end of each course offering, students completed evaluation surveys on the course and instructors to assess their perceptions of training effectiveness. Pre- and post-tests assessing students’ proficiency in experimental design were used to measure student learning.ResultsThe analysis of the outcomes of the course suggests the training is effective in improving experimental design. The course was well received by the students as measured by student evaluations (Kirkpatrick Model Level 1). Improved scores on post-tests indicate that the students learned from the experience (Kirkpatrick Model Level 2). A template is provided for the implementation of similar courses at other institutions.ConclusionsThis problem-based learning course appears effective in training newly matriculated graduate students in the required skills for designing experiments to test specific hypotheses, enhancing student preparation prior to initiation of their dissertation research.

Interdisciplinary Pedagogy through Problem-Based Learning

This case study piloted an interdisciplinary Problem-Based Learning course, utilizing Hung’s (2006) 3C3R model. We explain the course design, curriculum, and implementation. We collected qualitative written questionnaires from students who participated in the course to investigate their learning experiences. As a result, students shed light on lessons they learned throughout the course, which led to the creation of a lessons learned guide for future instructors. This guide encompasses 8 lessons that were gleaned by both qualitative student feedback and instructor reflections from the course. These lessons include allocating in-class time to work on projects, using a modular approach in the course design, presenting students with real-life problems related to the topic of the course, providing in-class case studies for students to get acquainted with examples of previous work, grouping students from diverse academic backgrounds together when possible, utilizing online and librarian resources, surveying the classroom on their comfort with self-directed learning beforehand, and including a self-reflection piece at the end of the course.

Critical Thinking Disposition and Influencing Factors Among New Graduate Nurses.

Critical thinking disposition is important to facilitate professional judgment for novice nurses. The goals of this study were to describe critical thinking disposition among newly graduated nurses and to examine the factors that impact the development of critical thinking disposition. This study employed a cross-sectional research design. The mean critical thinking score was 244.11 (SD = 44.70), with the highest mean scores earned on the inquisitiveness subscale (M = 38.46, SD = 7.10). The lowest subscale scores were for systematicity (M = 34.81, SD = 5.54), truth seeking (M = 33.12, SD = 6.42), and self-confidence (M = 29.26, SD = 6.90). Critical thinking dispositions were significantly associated with teaching strategies during the educational period, problem-based learning courses, and length of exposure to problem-based learning. Findings provide information to understand the disposition toward critical thinking in novice nurses and can serve as a reference in efforts to improve novice nurses' critical thinking skills. [J Contin Educ Nurs. 2023;54(5):233-240.].

Exploring the Effects of Online PBL in Xuexitong

The objective of this research paper is to critically examine the advantages and challenges of implementing online Problem-Based Learning (PBL) using the Xuexitong learning app. The paper highlights the diverse range of functionalities offered by Xuexitong that align with the principles of PBL. Students can access shared materials, form study teams, submit assignments and receive feedback, conduct online surveys, and engage in group discussions. Teachers, on the other hand, can upload electronic textbooks, communicate with students conveniently, provide guidance on student projects, and assess assignments. Furthermore, the paper presents a comparative analysis of PBL with other teaching methods. The findings reveal that online PBL transcends spatial barriers and facilitates face-to-face communication. It enhances students’ problem-solving skills, promotes effective time management, and fosters a sense of cooperation among learners. For teachers, online PBL promotes more active teacher-student interaction, allowing for effective guidance and feedback exchange with students. Despite the advantages, the paper also acknowledges the challenges associated with online PBL, including technical issues related to online devices and learning materials. By analyzing various online PBL cases, the paper identifies potential obstacles that may arise in the implementation of PBL through Xuexitong. The other problems are students’ reluctance to learn independently and the lack of attention when studying online. The paper serves as a valuable resource for enhancing the online PBL system, providing teachers and students with a comprehensive understanding of the functionalities offered by Xuexitong and how they can be effectively utilized in online PBL courses. However, it is important to note that further research is warranted to identify and address potential technical challenges associated with online PBL.

The Big Idea: A Party Card Game for a Problem Based Learning Course of Business English

The Big Idea: A Party Card Game for a Problem Based Learning Course of Business English

Revision and Implementation of a New National Training Curriculum for Radiation Oncology

<h3>Purpose/Objective(s)</h3> The purpose of this project was to develop and implement a new national training curriculum for radiation oncology. Rapid advances in radiation techniques, and increased expansion of services in our country required a new curriculum to reflect radiation oncology practice in the modern era. Once established and ratified by the training faculty, the aim was to introduce the new curriculum into clinical practice across all training sites. <h3>Materials/Methods</h3> An educational subcommittee of the Faculty of Radiologists Radiation Oncology Committee was established. This included representation from faculty members, the National Training Coordinator, the local training coordinators, and two trainee representatives. The National Medical Council's 8 domains of good clinical practice were taken as a basis on which to build the new curriculum. This is to ensure trainees develop a professional approach to work, rather than focusing on clinical aspects alone. International guidelines from the US, Canada, UK, Australia, and ESTRO were all reviewed to guide the clinical content of the program. Grant's 6 steps of curriculum design were utilized. <h3>Results</h3> The new training curriculum has been implemented as of July 2021. There is a clear roadmap for trainees to guide them through its clinical and non-clinical aspects. Requirements to pass through each of the 5 years (full-time equivalent) of training are outlined. Trainees develop progressive expertise in the use of radiotherapy to treat patients with all cancer types. This starts with management of oncological emergencies in first year and progresses to include advanced techniques including SABR and brachytherapy. A newly-developed standardized logbook was established for recording radiotherapy planning experience. Workplace based assessments were introduced (including Direct Observation of Radiotherapy Planning skills), initially a minimum number of non-site specified assessments per year was stipulated, with a view to expanding this over the coming years. A list of non-clinical training commitments is now in place, including Problem-Based Learning and Human Factors courses. These aim to develop communication, management and leadership skills. The examination process remains unchanged and is directly associated with another national training program. Satisfactory completion of exams leads to conferring with the Fellowship of the Faculty of Radiologists Royal College of Surgeons (FFR RCSI) Satisfactory completion of training will lead to Certificate of Completion of Specialist Training which permits the doctor to register on the Specialist Division of the Medical Council and to practice independently as a radiation oncologist. <h3>Conclusion</h3> A modern attainable training curriculum was implemented which reflects the 8 domains of good clinical practice. The clinical content is in keeping with the highest international standards allowing international recognition of qualifications

Flipped Classroom Formats in a Problem-Based Learning Course: Experiences of First-Year Bachelor European Public Health Students

Objectives: Students would like to see more creativity and flexibility in the performance of problem-based learning (PBL). Therefore, we applied flipped classroom formats in a course of the Bachelor European Public Health at Maastricht University to investigate the experiences of the students. The main objective was to stimulate interaction between students mutual, and between students and teachers. Methods: 304 first-year students following the course on “Ageing in Europe” in three academic years, were asked to fill out questions focussing on prior knowledge, preparation work, and group session parameters, e.g., duration, content, extent of interaction and format group session. Results: In-class activities, such as debate, making a mind map, giving a pitch, role-play e.g., were highly appreciated by students, especially the interactivity and discussions with the experts during these sessions. Students felt they applied knowledge. Conclusion: Flipped classroom formats can be used to extend the Maastricht University PBL design and students do recommend this. It can be a relevant and challenging answer on the articulated request for more creativity and flexibility in the regular PBL format.