Problem-based Learning Discussion Research Articles

IMPLEMENTATION OF JEAN PEAGET’S THEORY OF CONTRUCTIVISM IN LEARNING: A LITERATURE REVIEW

The theory of constructivism, developed by Jean Piaget, emphasizes that knowledge is constructed through directexperience and social interaction. The implementation of constructivist principles in learning aims to create an environment that supports students' active exploration and deep understanding. This article examines various methods of applying Jean Piaget's theory in educational contexts, including problem-based learning, projects, hands-on experiments, and group discussions. The method used in this research is a literature review by reviewing several relevant literature studies related to constructivist learning. Where this learning was initially teacher-centered, constructivism has become student-centered to help them better understand abstract concepts. Although there are challenges in implementation such as teacher readiness and limited resources, the application of constructivism theory provides an opportunity to create a more meaningful and effective learning experience. The result of the literature review is that Jean Piaget's theory of constructivism in learning provides a strong framework for enhancing the learning experience, so by applying these principles, educators can create a more effective learning environment and holistically support students' cognitive development.

RECOMMENDATIONS TO DEVELOP TEACHING METHODS IN MEDICAL SCIENCES

The rapid advancements in medical sciences necessitate continuous updates in teaching methods to ensure that healthcare professionals are adequately prepared to meet the demands of modern medicine. Traditional lecture-based teaching, though foundational, is increasingly supplemented by innovative pedagogical strategies designed to enhance student engagement, critical thinking, and practical skills. This paper outlines key recommendations for developing effective teaching methods in medical sciences, emphasizing the integration of technology, active learning, and interprofessional education. First, the incorporation of simulation-based learning and virtual reality can provide immersive, hands-on experiences, allowing students to practice clinical skills in a safe, controlled environment. Second, the use of problem-based learning (PBL) and case-based discussions promotes critical thinking and clinical reasoning, shifting the focus from rote memorization to the application of knowledge in real-world scenarios. Third, flipped classrooms—where students engage with theoretical content before class and use classroom time for discussion and problem-solving—foster active learning and student-centered education. Additionally, incorporating interprofessional education encourages collaboration among medical, nursing, and allied health students, reflecting the team-based approach required in modern healthcare settings. Finally, continuous assessment and feedback, facilitated by digital tools, allow for personalized learning pathways and early identification of knowledge gaps, enabling targeted interventions. In conclusion, adopting a multi-faceted approach to teaching in medical sciences—one that embraces technology, active learning, and collaborative education—can improve both the learning experience and the competency of future healthcare professionals. These recommendations aim to produce graduates who are not only knowledgeable but also skilled in critical thinking, decision-making, and teamwork, ultimately improving patient care outcomes.

Opioid-Obviating Analgesia for Adolescent Multilevel Spinal Fusion Surgery: A Problem-Based Learning Discussion.

A female teenager with a history of polysubstance use, including a recent overdose, is scheduled for multilevel posterior spinal fusion surgery due to idiopathic scoliosis and has asked to avoid the use of opioids in the context of her upcoming surgery. This problem-based learning discussion (PBLD) focuses on the examination of the care of a spinal fusion patient that allowed for the successful provision of opioid-obviating care.

Forty-three Years of Dedicated Efforts in Advancing Pharmacist Expertise: Aspiring to Become a Pharmacist and Cultivate Pharmacists Proficient in Recommending Prescription Medicines to Doctors

When I graduated from university, my aim was to become a pharmacist capable of recommending prescription medicines to doctors and teaching others to do the same. To achieve this goal, I developed comprehensive curricula incorporating progressive educational tools such as problem-based learning and small group discussions. Subsequently, the effectiveness of these tools and curricula was evaluated, and the findings of these assessments were published in various peer-reviewed journal articles. Consequently, a body of evidence on the most effective ways to recommend prescription medicines to doctors was gradually established. This paper aims to summarize this comprehensive body of research spanning over 43 years, with the objective of highlighting the valuable insights gained thus far, identifying the best practice techniques, and exploring potential avenues for future research.

Implementation of PBL Model to Improve Learning Outcomes Class X IPA 1 SMAN 2 Labuapi

Improving learning outcomes can be achieved by implementing models that cater to students' learning needs and are integrated with contextual issues as part of the learning process. Problem Based Learning (PBL) is an effective model widely used to facilitate student-centered learning activities and promote problem-based learning. The implementation of PBL directs learning towards contextual issues and the relevant experiences of students, resulting in improved learning outcomes. This study aims to enhance student learning outcomes of class X IPA 1 through the implementation of the PBL model. It employs Classroom Action Research conducted in two cycles with stages including planning, implementation, observation, and reflection. Data was gathered through observation, pre-tests, and post-tests in both cycles. Data analysis techniques involved both qualitative and quantitative analyses. The results revealed an initial class average score of 70.00 in the first cycle, achieved through the implementation of the PBL model. The average class score further improved to 85.00 in the second cycle, obtained through reflective practices using the PBL model and discussion methods. This demonstrates that employing the PBL model alongside discussions enhances the learning outcomes of class X IPA 1 students in the topic of ecosystems.

Approach to a patient with chemotherapy-induced peripheral neuropathy: problem-based learning discussion.

Approach to a patient with chemotherapy-induced peripheral neuropathy: problem-based learning discussion.

A Call to Action: Why Anesthesiologists Must Train, Prepare, and Be at the Forefront of Disaster Response for Mass Casualty Incidents.

Disasters, both natural and man-made, continue to increase. In Spring 2023, a 3-hour workshop on mass casualty incidents was conducted at the Society for Pediatric Anesthesia-American Academy of Pediatrics Annual conference. The workshop used multiple instructional strategies to maximize knowledge transfer and learner engagement including minididactic sessions, problem-based learning discussions in 3 tabletop exercises, and 2 30-minute disaster scenarios with actors in a simulated hospital environment. Three themes became evident: (1) disasters will continue to impact hospitals and preparation is imperative, (2) anesthesiologists are extensively and comprehensively trained and their value is often underestimated as mass casualty incident responders, and (3) a need exists for longitudinal disaster preparedness education and training over the course of a career. In this special article, we have sought to further define the problem and evidence, the capacity of anesthesiologists as leaders in disaster preparedness, and the rationale for preparation with current best practices to guide how best to move forward.

Relationship of Prior Knowledge and Scenario Quality With the Effectiveness of Problem-based Learning Discussion among Medical Students of Universitas Malikussaleh, Aceh, Indonesia

Introduction: Problem-Based Learning (PBL) is a student-centred learning approach that employs clinical case scenarios to trigger learning and is conducted in small group discussions. The familiarity and prior knowledge of the students with the problem affect and stimulate student discussion in the tutorial group. Effective discussion ensures successful PBL learning. This study aimed to determine the relationship between prior knowledge and the scenario quality with the effectiveness of the PBL discussions. Methods: This cross-sectional study was conducted in 2021 and involved 89 undergraduate medical students in the learning of the Immunology and Neoplasm module at the Faculty of Medicine of Universitas Malikussaleh. The Quality of PBL Problem Questionnaire and the Tutorial Group Effectiveness Instrument (TGEI) Questionnaire were used for data collection. The GPAs of the students were obtained as prior knowledge data. The data were analysed using the Chi-square test with a significant level of 0.05. Results: Most of the students had good prior knowledge (51.2% vs 47.8%). The results did not show a significant correlation between prior knowledge and the scenarios with the discussion effectiveness in the PBL group (p = 0.154 and 0.871, respectively). Conclusion: This study suggests that prior knowledge did not affect the effectiveness of discussions within the tutorial groups. Our study discovered a non-significant relationship between the scenario quality and the effectiveness of PBL discussions; however, our data revealed that good scenarios mostly led to effective tutorial group discussions

Collaborative Learning in Teaching Culture Studies to Further Training Program Students

Today, educational practices are modified in accordance with the demands of the industrial and economic environment. Further training programs have become an important part of university students learning. This article investigates strategies of collaborative learning and their effectiveness in improving learning outcomes. The authors prove that various forms of co-operative work such as problem-based learning, peer teaching and small group discussions are effective in training university students within further training programs in Special Translation. The study participants were students of the “Special Translation and Editing of Technical, Economic and Media Texts” further training program. The experiment was conducted within the module referred to as “The Translation of Culture Specific Realities”. The authors highlight the importance of comprehending cultural issues apart from extensive knowledge of translation techniques for specialists in translation, since intercultural misunderstanding can be a major obstacle in the way of effective communication. The conducted survey also revealed the importance of collaborative learning in increasing the motivation of the students to develop intercultural competencies and master communication strategies. Today, students are much more inquisitive than they were in the past because they are familiar with resources that make the learning process more interesting. Applying strategies of collaborative learning when students are working co-operatively in pairs or groups can significantly improve learning outcomes and boost motivation.

Training Anesthesiology Residents to Care for the Traumatically Injured in the United States.

Training and education for trauma anesthesiology have been predicated on 2 primary pathways: learning through peripheral "complex, massive transfusion cases"-an assumption that is flawed due to the unique demands, skills, and knowledge of trauma anesthesiology-or learning through experiential education, which is also incomplete due to its unpredictable and variable exposure. Residents may receive training from senior physicians who may not maintain a trauma-focused continuing medical education. Further compounding the issue is the lack of fellowship-trained clinicians and standardized curricula. The American Board of Anesthesiology (ABA) provides a section for trauma education in its Initial Certification in Anesthesiology Content Outline. However, many trauma-related topics also fall under other subspecialties, and the outline excludes "nontechnical" skills. This article focuses on the training of anesthesiology residents and proposes a tier-based approach to teaching the ABA outline by including lectures, simulation, problem-based learning discussions, and case-based discussions that are proctored in conducive environments by knowledgeable facilitators.

THE CONTRIBUTION OF TOULMIN'S ARGUMENTATION PATTERNS IN PHYSICS LEARNING IN INDONESIA: LITERATURE REVIEW

This research is a descriptive research using literature study method which aims to analyze how far is the contribution of Toulmin's Argument Pattern (TAP) in learning physics in Indonesia. The data collection technique used is a review of articles from previous studies related to the application of Toulmin's argument in learning physics. Sources of data used four articles in this research is secondary data. The data obtained were then analyzed using the, organize method, namely organizing the articles to be reviewed, synthesize, which combines the results of organizing articles into an integrated literature, Identify, which is to identify articles to draw conclusions. Based on the results of the research, it is known that the application of Toulmin's Argumentation in learning Physics in Indonesia has many contributions such as in mastering concepts, problem solving abilities, and especially in improving students' argumentation skills. It is also known that the application of the argumentation-based learning model should be collaborated with problem-based learning models and discussion methods to train students' argument structure preparation. So, for build good argumentation skills, directed teaching is needed by utilizing Toulmin's argumentation pattern.

The effect of case nodes in problem-based learning on the length and quality of discussion: a 2x2 factorial study.

BackgroundProblem-based learning (PBL) relies heavily on case structure for their success. To make more meaningful cases, faculty introduced a “case node” that requires students to make a group decision on the action they will take at a given point in the case. The purpose of this study was to determine whether case nodes enhance PBL discussions.MethodsTwo PBL cases were designed with and without a node. In 2011, 2012, and 2015, first-year medical students were assigned one PBL case with a node and one without a node. In total, 26 groups processed cases with a node while 27 groups processed the same cases without the node. All sessions were audio recorded and analyzed to determine the length and quality of discussions.ResultsGroups with a node, regardless of case (M = 25.62, SD = 12.25) spent significantly more time in discussion on the node topic than those without a node (M = 16.54, SD = 10.33, p=.005, d = .80). Groups with a node, regardless of case (M = 14.38, SD = 8.04) expressed an opinion significantly more frequently than those without a node (M = 6.07, SD = 5.80, p < .001, d = 1.19).ConclusionsCase nodes increased both the length and depth of discussion on a topic and may be an effective way to enhance case-based instruction.

Problem-Based Learning Discussion to Introduce Quality Improvement to Residents in the Perioperative Setting.

IntroductionQuality improvement (QI) is a growing and critical part of perioperative medical practice. However, there are few examples of educational tools to introduce new learners from anesthesiology to QI. This may contribute to a lack of enthusiasm to learn about and apply these concepts.MethodsThis problem-based learning discussion (PBLD) was designed to teach anesthesiology residents about QI in a way allowing for the application of core concepts in a group setting. We created this PBLD using available literature on QI in the perioperative setting. Basic concepts and terminology necessary for new learners to communicate about QI were specifically addressed. Feedback from staff anesthesiologists and resident participants in the PBLD was used to tailor it to the needs of the target learners and to reach the educational objectives.ResultsWe delivered this PBLD in two separate learning sessions both to board-certified anesthesiologists (N = 10) and to resident anesthesiologists (N = 19) at our institution. The exercise was reviewed anonymously, and qualitative feedback was used to improve updated versions. Respondents felt that the PBLD would be improved by avoiding jargon-based humor, considering the systemic implications of QI, and limiting the overall length of the learning tool. The PBLD has been adopted as a starting point for discussions about QI in our training program.DiscussionWe feel this PBLD can introduce new learners to the learning objectives. This tool has provided an alternative to lectures or computer-based modules for teaching QI.

Present Your Medically Challenging Cases and QI Projects at ANESTHESIOLOGY® 2021

ASA News| May 2021 Present Your Medically Challenging Cases and QI Projects at ANESTHESIOLOGY® 2021: There is still time to submit! David L. Hepner, MD, MPH, FASA; David L. Hepner, MD, MPH, FASA Search for other works by this author on: This Site PubMed Google Scholar Santhanam Suresh, MD, MBA, FASA; Santhanam Suresh, MD, MBA, FASA Search for other works by this author on: This Site PubMed Google Scholar Andrew D. Rosenberg, MD, FASA Andrew D. Rosenberg, MD, FASA Search for other works by this author on: This Site PubMed Google Scholar ASA Monitor May 2021, Vol. 85, e2. https://doi.org/10.1097/01.ASM.0000751572.75214.74 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Share Icon Share Twitter LinkedIn Cite Icon Cite Get Permissions Search Site Citation David L. Hepner, Santhanam Suresh, Andrew D. Rosenberg; Present Your Medically Challenging Cases and QI Projects at ANESTHESIOLOGY® 2021: There is still time to submit!. ASA Monitor 2021; 85:e2 doi: https://doi.org/10.1097/01.ASM.0000751572.75214.74 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search nav search search input Search input auto suggest search filter All ContentAll PublicationsASA Monitor Search Advanced Search The ANESTHESIOLOGY® annual meeting is your opportunity to access practical, world-class education and breakthrough research to advance your knowledge and patient care. The extensive range of deep, targeted content offered in numerous formats such as Refresher Course Lectures, panels, clinical forums, point counterpoint, hands-on-workshops, and Problem-based Learning Discussions ensures you receive the most relevant and up-to-date information to improve your clinical skills and practice performance. Furthermore, there are many research offerings, including scientific oral abstracts, posters, Medically Challenging Cases (MCCs), and quality improvement (QI) project presentations. MCC and QI project presentations are a great opportunity for residents, fellows, and junior faculty to participate at national events such as the ANESTHESIOLOGY annual meeting, the world's leading anesthesiology-focused educational event. MCCs were introduced at the ASA annual meeting in 2005 as a forum for anesthesiology residents and attendings to present... © 2021 American Society of Anesthesiologists (ASA), All Rights Reserved.2021 You do not currently have access to this content.

An Observation of a Resident-as-Teacher Combined with Tutor Guided Hysteroscopy Teaching Program for Standardized Residency Training (SRT) in Obstetrics and Gynecology.

Objectives The standardized residency training (SRT) program in China is an important link for continuing education and clinical work training for graduate students. The purpose of our study was to enable educators to maintain the effectiveness of hysteroscopy teaching techniques and make the standardized residency training students well experienced in surgery, thus demonstrating that higher efficiency of teaching can lead to better proficiency for surgery. Methods We generated resident-as-teacher teaching round and tutor guided hysteroscopic surgery as well as a questionnaire based on the mastery degree of the basic theoretical knowledge and operational skills of hysteroscopy among seven junior residents and five senior residents of the Obstetrics and Gynecology Department, including four attending gynecologic surgeons of a hysteroscopy teaching program. Results Senior residents felt confident to teach, while junior residents learned effectively through the teaching round. There were statistically significant differences in the whole operation time and the volume of distension fluid used between junior and senior residents (p < 0.05). Conclusions This study acknowledges the need for new approaches to medical education for better characterization of the link between the use of teaching rounds through problem-based learning (PBL) discussion dominated by the residents themselves and overall surgical skills of teaching and learning.

Whose Voices Are Heard? Speaker Gender Representation at the Society of Cardiovascular Anesthesiologists Annual Meeting

Gender disparities in academic medicine continue to be prevalent despite significant advances in the number of women entering medicine over the last decades. The purpose of the present study was to investigate gender representation of speakers at Society of Cardiovascular Anesthesiologists (SCA) Annual Scientific Sessions meetings from 2015 to 2018. Observational study. Internet analysis and cross-sectional survey. Speakers at the SCA Annual Scientific Sessions meetings from 2015 to 2018. Individual speakers in the main program, problem-based learning discussions, workshops, and fellow sessions were analyzed for speaker gender. Speakers' names, pronouns, institutional biographies, and accompanying images were matched with public online data and were used to identify gender. Gender data from the 2019 SCA Diversity Survey respondents were used to estimate gender of the SCA membership. Between 2015 and 2018, the number of lectures given by women was 22% to 25%. A statistically significant difference was found in the expected versus observed proportion of women in speaking slots for all combined sessions (2015-2018; p = 0.0027, 0.0023, 0.0018, 0.025, respectively). There also was a statistically significant difference in the expected versus observed proportion of women in speaking slots in the main sessions (2015-2018; p ≤ 0.0001, 0.00069, 0.00019, 0.00019, respectively). For the workshops, problem-based learning discussions, and fellow sessions, no statistically significant difference was found in the observed versus expected proportion of women in speaker slots. Between 2015 and 2018, the majority of lectures at the SCA annual meetings were given by men, with women consistently giving 22% to 25% of individual lectures. When all sessions were combined, there was a statistically significant difference in the expected versus observed proportion of women in speaking slots.

First year allopathic medical student attitudes about vaccination and vaccine hesitancy

First year medical students at an allopathic medical school regional campus were asked to complete a 10-question survey at both the beginning and the conclusion of a required course on immunology, hematology and oncology. The survey was designed to solicit student attitudes about vaccination and the students’ level of comfort with and exposure to vaccine hesitant patients. Surveys were administered to five consecutive classes from 2013 to 2017. Total response rate for completion of both surveys was 58.0% (178/307). Pre- and post-course surveys were administered to assess whether curricular experiences altered the students’ perceptions about vaccinations and their ability to counsel vaccine hesitant patients. Curricular elements were presented in several different formats aimed at increasing student knowledge about vaccinations and student capacity to work with vaccine hesitant patients and families (problem-based learning, didactic lecture and interactive panel discussion). In the pre-survey, the majority of students reported having already encountered people who decline vaccinations (78.8%). Additionally, in the pre-survey the majority of medical students expressed strong support for vaccination (99.6% agreed with the statement that Vaccinations are a great public health accomplishment) and strong disagreement with both of the assertions that childhood vaccines cause autism and vaccine preservatives cause adverse health effects. In response to questions about comfort level while talking with patients about vaccine choices, baseline responses demonstrated a moderately high level of comfort. Post-course surveys revealed a statistically significant increase in student-rated comfort level in talking with patients about vaccine choices (pre-survey 79.2% report comfort versus post 97.8%; p < 0.001). Though this study is limited to student self-reporting, survey responses suggest that targeted curricular elements can improve medical student confidence in counseling patients about vaccinations. Future curricular elements designed to directly observe student performance could provide verification of counseling skill acquisition.

Does PBL deliver constructive collaboration for students in interprofessional tutorial groups?

BackgroundTraining health professional students in teamwork is recognized as an important step to create interprofessional collaboration in the clinical workplace. Interprofessional problem-based learning (PBL) is one learning approach that has been proposed to provide students with the opportunity to develop the necessary skills to work collaboratively with various health professionals. This study aimed to explore the extent to which students in interprofessional tutorial groups demonstrate constructive collaboration during group discussions.MethodsStudents (N = 52) from the Medical, Midwifery and Nursing programmes took part in the study. Video-recordings were made of interprofessional PBL discussions (N = 40) in five groups, eight videos per group. Over a period of 4 weeks, participants discussed four scenarios concerned with the reproductive system. The resulting 67 h of video data were analysed qualitatively. To ensure inter-rater reliability, two tutors assessed the students’ constructive, collaborative activities using the Maastricht Peer-Activity Rating Scale (MPARS). Finally, to gain an understanding of students’ perceptions of their performance and participation in the interprofessional PBL tutorial, we organized three uni-professional focus groups (FGs) at the end of pilot project.ResultsThe translated MPARS was reliable (Kappa coefficient 0.01–0.20 and p < 0.05). Students were actively involved in the discussion and contributed to a better understanding regardless of their professional background. Group members from different professions complemented one another in solving learning issues. They were open, feeling free to question and argue from the viewpoint of their own profession, and also understood their strengths and limitations. The statistical test of the scores for constructive and collaborative activities indicated a significant difference between students and the various healthcare professionals, p = 0.000, with medical students scoring highest on both activities. Focus groups further clarified some of the observed dynamics.ConclusionImplementing interprofessional PBL could motivate students to engage collaboratively in co-constructing knowledge to solve the patients’ problem. Medical students scored highest on constructive and collaborative activities.

Teaching strategies and technology integration in developing blended learning of applied mathematics subject

Applied Mathematics is a basic skill that determines the success of students in pursuing their education in the Department of Mechanical Engineering. Besides having to understand concepts and be able to solve cases according to the topics taught, students are also required to be able to solve mathematical engineering problems in the application of mechanical engineering. This makes it a difficult subject for the majority of students. This difficulty is overcome by applying blended learning. This is done by integrating curriculum design with strategy and use of learning technology so that innovation and teaching excellence are formed to support the learning process of students. Learning strategies that can be applied include explanations of concepts, problem-based learning, problem-solving and case discussions. This learning strategy is supported by multimedia technology and internet-based, namely video tutorials, discussion of material and examples of online-based cases and online discussion forums. The process of face-to-face learning in class is still being carried out. The key to the success of this learning lies in the ability to create interactions between students and fellow students, with teachers, with the community, with the material with the use of existing technology.

Clinical Anesthesia, 8th edition

Clinical Anesthesia, 8th edition