Problem-based Learning Experience Research Articles

The Influences of Pair Discussion on Nursing Students’ Learning Experience in Problem-based Learning: A Qualitative Inquiry

The Influences of Pair Discussion on Nursing Students’ Learning Experience in Problem-based Learning: A Qualitative Inquiry

The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning

ABSTRACTProblem-based learning can be implemented in South African geography teacher education to foster geography students’ self-directed learning skills. The purpose of this longitudinal case study was to determine B.Ed. geography students’ (n = 45) perceptions of their self-directedness in learning in integrated problem-based learning experiences over a three-year period. The study used quantitative and qualitative research methods based on questionnaire application and semi-structured focus group interviews. The students completed a standardized questionnaire at regular intervals with the implementation of integrated problem-based learning experiences in geography modules over a three-year period. Focus group interviews with participants (n = 8) were employed to get a deeper understanding of the results of quantitative data. The results indicated that the geography students’ self-directed learning scores increased with the implementation of an integrated problem-based learning format in geography over the three-year period. The students who measured average, below average and low levels of self-directed learning at the beginning of the study had the highest increase in self-directed learning scores over the three years. The female students’ perceptions of their self-directedness in learning had higher increases in their self-directed learning scores after the problem-based learning interventions when compared to the male students.

Implementation of modified team-based learning within a problem based learning medical curriculum: a focus group study

BackgroundWhile Problem Based Learning (PBL) has long been established internationally, Team-based learning (TBL) is a relatively new pedagogy in medical curricula. Both PBL and TBL are designed to facilitate a learner-centred approach, where students, in interactive small groups, use peer-assisted learning to solve authentic, professionally relevant problems. Differences, however, exist between PBL and TBL in terms of preparation requirements, group numbers, learning strategies, and class structure. Although there are many similarities and some differences between PBL and TBL, both rely on constructivist learning theory to engage and motivate students in their learning. The aim of our study was to qualitatively explore students’ perceptions of having their usual PBL classes run in TBL format.MethodsIn 2014, two iterations in a hybrid PBL curriculum were converted to TBL format, with two PBL groups of 10 students each, being combined to form one TBL class of 20, split into four groups of five students. At the completion of two TBL sessions, all students were invited to attend one of two focus groups, with 14 attending. Thematic analysis was used to code and categorise the data into themes, with constructivist theory used as a conceptual framework to identify recurrent themes.ResultsFour key themes emerged; guided learning, problem solving, collaborative learning, and critical reflection. Although structured, students were attracted to the active and collaborative approach of TBL. They perceived the key advantages of TBL to include the smaller group size, the preparatory Readiness Assurance Testing process, facilitation by a clinician, an emphasis on basic science concepts, and immediate feedback. The competitiveness of TBL was seen as a spur to learning. These elements motivated students to prepare, promoted peer assisted teaching and learning, and focussed team discussion. An important advantage of PBL over TBL, was the opportunity for adequate clinical reasoning within the problem solving activity.ConclusionStudents found their learning experience in TBL and PBL qualitatively different. There were advantages and disadvantages to both. This suggests a hybrid approach utilising the strengths of both methods should be considered for wide scale implementation.

Bears in a boat: Science content and language development through a problem-based learning experience

ABSTRACTIn Problem-Based Learning (PBL), a problem is posed before students have learned how to solve it. Language and PBL pair well for effective learning environments. Informed by language-based theories of learning and strategically adding methods for working with English Language Learners (ELLs), we developed an approach called Problem-Based Enhanced-Language Learning. In this article, we provide the background for the approach and explain the specifics of implementing Bears in a Boat, which we have used in many contexts including a second-grade urban classroom and a third-grade US-Mexico border classroom with significant numbers of ELLs. The science content learner outcomes are that students will be able to: (a) describe what it means to sink and float and (b) explain that the more weight you add to a boat, the deeper it will float.

An analysis of medical students' reflective essays in problem-based learning.

PurposeThis study aimed to explore students’ learning experience in problem-based learning (PBL) particularly in terms of what they learned and how they learned in one Korean medical school by analyzing their reflective essays with qualitative research methods. MethodsThis study included 44 first-year medical students. They took three consecutive PBL courses and wrote reflective essays 3 times anonymously on the last day of each course. Their reflective essays were analyzed using an inductive content analysis method. ResultsThe coding process yielded 16 sub-categories and these categories were grouped into six categories according to the distinctive characteristics of PBL learning experience: integrated knowledge base, clinical problem solving, collaboration, intrinsic motivation, self-directed learning, and professional attitude. Among these categories, integrated knowledge base (34.68%) and professional attitude (2.31%) were the categories mentioned most and least frequently. ConclusionThe findings of this study provide an overall understanding of the learning experience of Korean medical students during PBL in terms of what they learned and how they learned with rich descriptive commentaries from their perspectives as well as several thoughtful insights to help develop instructional strategies to enhance the effectiveness of PBL.

Effect of Experience Facilitating Problem-Based Learning (PBL) on Physician Assistant Student Outcomes

Purpose: The impact of prior problem-based learning (PBL) facilitation experience (measured by length of time facilitating) on student learning and student outcomes is unclear. The purpose of this study was to evaluate relationships of facilitator experience in problem-based learning on student outcomes. This study utilized both modified essay questions (MEQ) in the form of patient management assessments and multiple choice question (MCQ) assessments to evaluate different aspects of student acquisition and application of knowledge. Method: This study examined scores from six multiple choice question examinations and six patient management assessments (PMA), one each from six 5-week units arranged by organ system administered to five cohorts of first-year physician assistant students in a hybrid problem-based learning program where 18 of 45 didactic credits are solely problem-based learning. Facilitation experience, measured in total number of prior units facilitated, was calculated for each facilitator and compared with student evaluative measures. Results: Pearson product moment correlations comparing facilitator experience and scores on the patient management assessments and multiple choice question tests showed no statistically significant correlations between facilitator experience and student outcomes. Univariate analysis of variance tests comparing whether faculty were full-time versus adjunct status and status as graduates of a problem-based learning program versus graduates of programs with other pedagogies with student outcomes showed no statistically significant differences. Conclusions: Neither experience of the facilitator, nor status as full-time versus adjunct, nor status as graduate of a problem-based learning program versus other pedagogy was related to student outcomes. Each facilitator in the study participated in training, observation, and weekly meetings, which may outweigh the effects of facilitator experience. Other factors in need of exploration related to student outcomes in future studies include individual intellectual ability, emotional stability, motivation, self-efficacy, and perseverance.

Assessing expectations of Physician Assistant program applicants using the Problem-Based Learning Readiness Questionnaire: Effect of a 1-hour PBL experience

Purpose: Physician Assistant (PA) programs using problem-based learning (PBL) and other self-directed learning pedagogies must inform applicants of the nature of this type of curriculum. The purpose of this study is to determine if the author-composed PBL Readiness Questionnaire can detect changes in applicant expectations of self, others, and facilitators following a one-hour PBL experience. Method: Applicants to a Physician Assistant program took part in a one-hour PBL experience as part of their admissions interview process and 729 completed the PBL Readiness Questionnaire before and after the experience. Results: Analysis of variance showed a significant increase in pre versus post total score (p = .000). Multivariate analysis of variance of pre versus post subscale scores of expectations of self, others, and facilitators was also significant (p = 0.000). Conclusions: The PBL Readiness Questionnaire significantly changed applicant expectations of self, others, and facilitators in the direction consistent with PBL pedagogy. PA programs using problem-based learning and/or other self-directed learning pedagogies could use this scale to detect changes in applicant expectations following admissions processes. Future studies could determine effectiveness of scores in predicting student outcomes. Keywords: problem-based learning, admissions, small group learning, pedagogy, case based learning

The use of notable protagonists in dermatology clinical cases: A quasi-randomized controlled trial

Educators have attempted several methods to create more entertaining problem-based learning (PBL) experiences and more engaging PBL patients. To this end, our study compared the use of unique, memorable PBL characters with generic, unmemorable characters. This prospective quasi-randomized controlled study utilized 476 university students. All subjects read ten medical cases that focused on dermatological illnesses. Cases were identical for everyone except subjects were allocated to have notable protagonists (NP) (i.e. cartoon characters or celebrities) or generic protagonists (GP) as patients in their cases. Surveys and tests were completed immediately, 7-10 days later, and 28-31 days later. There were no significant differences in post-test scores at any point between the groups. The only significant difference with regard to the subjective learning experience was for the entertainment level of the cases. The NP mean was 64.1±24.2, whereas the GP mean was 56.0±24.6 (t[444]=3.52, P=0.0005). The NP group also had a significantly higher proportion of subjects who researched dermatology/medicine topics after reading the cases (10.6% versus 2.7%, χ²(1,N=215)=5.47, P=0.02). The current study found that cases utilizing NPs, while still preserving the same educational value as cases using GPs, can provide a more entertaining learning experience and stimulate outside learning.

Health Care Transformation: An Academic Application System Case Study

Abstract During the 1st Semester of 2017, at the Brazilian Aeronautics Institute of Technology (Instituto Tecnologico de Aeronautica - ITA), a successful Interdisciplinary Problem-Based Learning (IPBL) experience took place. At that time, almost 30 undergraduate and graduate students from 3 different courses within just 17 academic weeks had the opportunity of conceptualizing, modeling, and developing a Computer System based on Big Data, Internet of Things (IoT), and other emerging technologies for government and private organizations. The purpose of this system was to aggregate data from actors such as Patients, Physicians, Hospitals, and Health Care Suppliers, by integrating them into just one decision making process. This academic research project was named in Portuguese as Solucoes Tecnologicas Aplicaveis as Midias e Produtos em Saude - STAMPS, meaning in English Technological Solutions Applicable for Health Care - TSA4HC. It was planned to allow students to develop health care decision making systems to address crisis management scenarios such as epidemics. Differently from other existing systems from Universities, Research Centers, Governmental Agencies, Public and/or Private, this system was developed and tested in just 17 academic calendar weeks, applying the Scrum agile method and its best practices. This experience was stored in a Google site and implemented as a Proof of Concept (PoC). It represents one example of how to address the old problem of teaching, learning, designing, and implementing complex intelligent systems to solve health care system problems, by collaboratively using the Scrum agile method with Python or Java, Spark, NoSQL databases, Kafka, and other available technologies.

Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs

Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM). The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project- and problem-based learning (PBL) may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students’ ability beliefs for both science and math. Further, mediation analysis using Hayes’ (2014) MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC). Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.

СУЧАСНІ ТЕХНОЛОГІЇ ВИКЛАДАННЯ ТЕМИ «ФУНКЦІОНАЛЬНІ ГАСТРОІНТЕСТИНАЛЬНІ РОЗЛАДИ У ДІТЕЙ (ВІДПОВІДНО ДО РИМСЬКИХ КРИТЕРІЇВ ІV)» НА VI КУРСІ МЕДИЧНОГО ФАКУЛЬТЕТУ

Мета роботи – на прикладі викладання теми «Функціональні гастроінтестинальні розлади у дітей (відповідно до Римських критеріїв ІV)» розглянути можливість застосування новітніх технологій у медичній освіті для розвитку клінічного мислення та професійної компетентності майбутніх лікарів, спонукання їх до самостійної роботи, ініціативного пошуку, аналізу досліджень міжнародної групи експертів з позицій доказової медицини та самореалізації.Основна частина. Інтеграція України в міжнародне науково-освітнє співтовариство та реформування системи охорони здоров’я в Україні потребують впровадження в освітньо-інтегративний процес міжнародних медичних та освітніх стандартів, підвищення інтелектуального, науково-освітнього, професійно-орієнтованого рівня майбутніх лікарів, забезпечення їх сучасними інноваційними та інформативними медичними технологіями. Інноваційний навчально-виховний процес повинен базуватися на засадах доказової медицини та бути орієнтованим на самостійну діяльність щодо здобуття знань, із використанням інноваційних технологій викладання, інтерактивних методик, запровадженням у навчальний процес сучасних наукових розробок.Висновки. Реформування медичної освіти в Україні та її модернізація на засадах світових стандартів та відповідно до вимог і потреб системи охорони здоров’я країни (впровадження інноваційних технологій, проблемно-орієнтоване навчання, використання світового досвіду) формує професійну компетентність майбутнього лікаря.

Problem Based Learning for engineering.

the role of Problem Based Learning (PBL) is relative clear in domains such as medicine but its efficacy in engineering is as yet less certain. To clarify the role of PBL in engineering, a 3 day workshop was conducted for senior Brazilian engineering academics where they were given the theory and then an immersive PBL experience. One major purpose for running this workshop was for them to identify suitable courses where PBL could be considered. During this workshop, they were split in teams and given a diverse range of problems. At the conclusion of the workshop, a quantifiable survey was conducted and the results show that PBL can deliver superior educational outcomes providing the student group is drawn from the top 5% of the year 12 students, and that significantly higher resources are made available. Thus, any proposed PBL program in engineering must be able to demonstrate that it can meet these requirements before it can move forward to implementation.

Using Multiple High-Impact Practices to Reduce Bottlenecks and Improve Student Learning in an Undergraduate Health Science Program

Problem-based learning can be an effective educational approach for students entering the health care field. While broadly used in graduate and professional education in the health sciences, it is less widely used in undergraduate programs. We discuss the use of problem-based learning as part of an approach to address failure rates in select Health Sciences courses, poor critical thinking skills and bottlenecks in enrollment. While our results were mixed, we saw an overall improvement in student outcomes. Problem-based learning experiences prepare students successfully for demands of the real world.

Consideraciones académicas y administrativas para implementación de Capstone en ingeniería civil: Estudio de caso

A capstone course is a culminating academic experience designed to encourage teamwork among students by applying their five years of classroom knowledge to solve realistic engineering problems. This emerging capstone experience demands academic and administrative changes to guarantee a satisfactory result within the time spared for this purpose. The main objective of this research is to assess students’ perception regarding the capstone project as a culminating academic experience, and to use the analysis results to propose academic and administrative changes required to support and guarantee the successful achievement of this type of final degree project. To reach this goal, an assessment instrument was prepared and applied to 47 students enrolled in a capstone course. The instrument allowed collecting information regarding problem-based learning experience, teamwork experience, and self-perception concerning students’ own behaviors and attitude during teamworking. On this regard, 87.2% of students considered capstone as a suitable final degree experience; however, it is challenging because it is known that student’s participation during teamworking is uncommon and usually just two students are committed. In spite of this, 86.2% of students considered that teamwork was satisfactory and 95.2% of them recognized that their self-behavior and attitude during teamworking was good. Based on the results we recommend to strengthen teamwork strategies among students, and to instruct teachers about assessment strategies to evaluate individual and teamwork performance of students. It is expected that these findings can help improve the capstone curriculum related to courses and their administration. These findings are also supposed to serve as a previous experience to those universities committed to include capstone as a culminating degree experience.

Dental Students’ Perceptions of Learning Value in PBL Groups with Medical and Dental Students Together versus Dental Students Alone

At a dental school in Canada, problem-based learning (PBL) sessions were restructured from an integrated dental-medical model to a separate dental model, resulting in three groups of students available for study: those who had participated in the two-year dental and medical combined, the one-year dental and medical combined, the one-year dental alone, and the two-year dental alone. The aim of this qualitative study was to examine the extent to which the PBL structure affected the dental students' perceptions of the learning value of PBL in the different models. A total of 34 first-, second-, and third-year dental students participated in six focus groups in May and June 2011 (34% of students in those total classes). Semistructured questions explored their experiences in the different PBL structures. The interviews were recorded and transcribed verbatim, and thematic analysis was employed. The results showed positive and negative perceptions for both the combined dental and medical settings and the settings with dental students alone. For students in the combined PBL groups, positive perceptions included gaining information from medical peers, motivation to learn, and interdisciplinary collaborations. The negative perceptions mainly related to irrelevant content, dominating medical students, and ineffective preceptors. Members of the separate dental groups were more positive about the content and felt a sense of belonging. They appreciated the dental preceptors but were concerned about the inadequacy of their medical knowledge. Overall, the dental students valued the combined PBL experience and appreciated the opportunity to learn with their medical colleagues. Close attention, however, must be paid to PBL content and the preceptor's role to optimize dental students' experience in combined medical and dental groups.

The Effect of WeChat-assisted Problem-based Learning on the Critical Thinking Disposition of EFL Learners

Literature suggests the potential of problem-based learning (PBL) in critical thinking (CT) development, but empirical research on the effect of PBL on CT in foreign language pedagogy is limited. This study aims at a better understanding of the relationship between PBL and CT disposition of learners of English as a foreign language (EFL learners). A mixed research design was adopted in both an authentic in-class context and a WeChat-assisted after-class context, with an Adapted California Critical Thinking Disposition Inventory (CCTDI) as measurement tool of quantitative data, and with classroom observation notes and students’ written comments on PBL experiences as qualitative data to supplement the quantitative analysis. The research findings confirmed that the PBL practice significantly improved EFL students’ CT disposition in general, in Independent Inquiry step, and regarding all CT subscales. The study also revealed that the PBL practice eliminated significant gender difference in Group Negotiation, although there seemed a significant gender difference in Hypothesis Proposition after the PBL practice. Implications and limitations of this study, as well as suggestions for future research are also discussed accordingly.

Social problem-solving in Chinese baccalaureate nursing students.

To describe social problem solving in Chinese baccalaureate nursing students. A descriptive cross-sectional study was conducted with a cluster sample of 681 Chinese baccalaureate nursing students. The Chinese version of the Social Problem-Solving scale was used. Descriptive analyses, independent t-test and one-way analysis of variance were applied to analyze the data. The final year nursing students presented the highest scores of positive social problem-solving skills. Students with experiences of self-directed and problem-based learning presented significantly higher scores in Positive Problem Orientation subscale. The group with Critical thinking training experience, however, displayed higher negative problem solving scores compared with nonexperience group. Social problem solving abilities varied based upon teaching-learning strategies. Self-directed and problem-based learning may be recommended as effective way to improve social problem-solving ability.

Tackling the Issue of Credibility in Phenomenographic Interviewing to Capture Problem-Based Learning (PBL) Experience

The trustworthiness of any qualitative research is frequently questioned by positivists, perhaps because their notions of validity and reliability cannot be addressed in the same way in naturalistic work although, the framework for trustworthiness in this form of work have been in existence for many years. There are four issues of trustworthiness that are central in any qualitative research paradigm namely credibility, transferability, dependability, and confirmability (Lincoln & Guba, 1985). In this paper, the focus is on credibility issue in phenomenographic interviewing. Credibility is present when the research results mirror the view of the participants understudy. Investigating conceptions is the aim of phenomenographic researches and interview is commonly used as a tool to access people’s conceptions. The goal in phenomenographic research is to study the phenomenon through the lens of the participants hence, there is a high reliance on the data from the interviews with the research participants. In light of that, the phenomenographic researchers will have to exercise caution in carrying out the interviews to ensure the credibility of the data, which reflects the voice of the participants, is taken care of. Using the data from one of the author’s current research on learners’ experiences in Problem-Based Learning (PBL), the author illustrates the kind of interview questions or prompts used to elicit responses and how the credibility of the data (content-related credibility, credibility of method and communicative credibility) was attained by employing five interviewing strategies: 1) begin with superficially shared topic, 2) follow up questions focusing on eliciting ideas/concepts, 3) more follow up questions to get concrete examples of the ideas/concepts, 4) the use of empathy in the interview and 5) bracketing interviewer’s assumptions. DOI: 10.5901/mjss.2016.v7n4p184

Is problem-based learning suitable for engineering?

The benefits of problem-based learning (PBL) are relatively well established in domains such as medicine but its efficacy in engineering is as yet less certain. This was investigated during a three-day workshop which was conducted for senior Brazilian engineering academics where they were presented with the theory and then an immersive PBL experience. One major purpose for running this workshop was for them to identify suitable courses where PBL could be considered. The participants were split in teams and given a diverse range of problems. At the conclusion of the workshop, a quantitative survey was conducted and the results show that PBL can deliver superior educational outcomes providing the student group is drawn from the top 5–20% of the year 12 students, and that significantly higher resources are made available. Thus, any proposed PBL programme in engineering must be able to demonstrate that it can meet these requirements before it can move forward to implementation.

Student Engagement in a Large Classroom: Using Technology to Generate a Hybridized Problem-based Learning Experience in a Large First Year Undergraduate Class

Large first year undergraduate courses have unique challenges in the promotion of student engagement and self-directed learning due to resource constraints that prohibit small group discussions with instructors. The Monthly Virtual Mystery was developed to increase student engagement in a large (N = 725) first year undergraduate class in anthropology at the University of Toronto Mississauga. The teaching challenge was to develop a participation component (worth 6% of the final grade) that would increase student engagement without incurring any additional resource costs. The goal of the virtual mystery was to incorporate the principles of problem-based learning to engage students in self-directed learning through an online medium. Groups of approximately 50 students collaborated on a series of “virtual” case studies in a discussion board. Students submitted comments or questions each week to identify the information they needed to solve the mystery. A facilitator oversaw the discussion board to guide students in collaboration and resource acquisition. The final grades of students who participated in the virtual mystery (N=297) were compared to students who participated in a passive online learning exercise that involved watching weekly online videos and answering questions in a course reader (N = 347). Student self-selection determined group participation. Participation completion for both the virtual mystery and the course reader were high (78.8% and 91.6% respectively). There were no significant differences in the distribution of final grades between the participation options. The high completion rate of the virtual mystery demonstrated that an active learning project can be implemented using problem-based learning principles through an online discussion board; however, the large online group collaborations were problematic. Students were frustrated with repetition and inequitable participation in such large groups; however, students evaluated the monthly mystery as a valuable learning tool that engaged them through the practical nature of the case scenarios. Au premier cycle, les grandes classes de première année présentent des défis uniques en ce qui concerne la promotion de la participation de l’étudiant et de l’apprentissage autonome en raison des contraintes au niveau des ressources qui empêchent les discussions par petits groupes avec des instructeurs. Le Monthly Virtual Mystery (Le mystère virtuel mensuel) a été créé afin d’améliorer la participation des étudiants dans les très grandes classes (N = 725) d’anthropologie de première année, au premier cycle, à l’Université de Toronto Mississauga. Ce défi en matière d’enseignement avait pour but de développer une composante de participation (qui valait 6 % de la note finale) qui allait permettre d’augmenter la participation des étudiants sans que cela entraîne des coûts supplémentaires en ressources. L’objectif du mystère virtuel était d’incorporer les principes de l’apprentissage par problèmes afin d’engager les étudiants dans un apprentissage autonome grâce à un support en ligne. Des groupes d’environ 50 étudiants ont collaboré à une série d’études de cas « virtuelles » dans un forum de discussion. Les étudiants ont envoyé chaque semaine des commentaires ou des questions afin d’identifier les renseignements dont ils avaient besoin pour résoudre le mystère. Un animateur contrôlait le forum de discussion afin de guider les étudiants dans leur collaboration et leur acquisition des ressources. Les notes finales des étudiants qui avaient participé au mystère virtuel (N = 297) ont été comparées à celles des étudiants qui avaient participé à un exercice d’apprentissage passif en ligne qui consistait à regarder des vidéos hebdomadaires en ligne et à répondre à des questions figurant dans un recueil des textes du cours (N = 347). L’auto-sélection des étudiants avait déterminé la participation aux groupes. La participation, tant pour le mystère virtuel que pour le recueil des textes du cours, a été très élevée (78,8 % et 91,6 % respectivement). Aucune différence significative n’a été notée entre les deux options de participation en ce qui concerne la répartition des notes finales. Le taux de réussite élevé du mystère virtuel a montré qu’un projet d’apprentissage actif peut être mis en place si on utilise les principes de l’apprentissage par problèmes dans un forum de discussion en ligne. Toutefois, les collaborations de grands groupes en ligne ont posé quelques problèmes : les étudiants se sont sentis frustrés par la répétition et la participation inéquitable dans de tels grands groupes. Pourtant, les étudiants ont évalué le mystère mensuel comme un outil d’apprentissage utile qui leur a permis de participer grâce à la nature pratique des scénarios des études de cas.