Problem-based Learning Format Research Articles

E-Learning Simulations for Teaching Clinical Decision-Making in an Audiology Training Program.

Clinical decision-making is an essential component of most clinical processes across the health sector and an ongoing challenge for clinical education programs to teach to students. The traditional methods of teaching these skills outside of lectures are mainly through clinical placements and problem-based learning (PBL) sessions, but availability and consistency can be variable and resource heavy. To address these challenges, an e-simulation module specific to pediatric infant diagnostic testing has been developed and implemented into the teaching program. We aimed to establish whether e-simulation resulted in student skill acquisition. Academic performance measures for 67 audiology students who used a traditional PBL and 108 students who used the e-simulation module were collected and analyzed. Student survey results generated both quantitative and qualitative data, which were analyzed using a thematic analysis with an inductive approach. Findings indicated that the e-simulation platform introduced in this study yielded learning outcomes similar to the traditional PBL format previously used. Participants experienced a significant in situ increase in understanding of infant diagnostic testing concepts following the use of the e-simulation and evaluated the e-simulation platform positively. The data support that an e-simulation-based approach in clinical education presents pedagogical benefits and can provide a meaningful sustainable inclusion in today's clinical teaching programs.

Metacognition through an Iterative Anatomy AI Chatbot: An Innovative Playing Field for Educating the Future Generation of Medical Students

Medical educators face many challenges instructing future medical students, specifically in the integration of learning technologies. To overcome these challenges, educators must implement learner-centered and interactive teaching strategies. Anatomical sciences are the cornerstone of medical education and provide the bedrock to layer conceptual understanding of the human body. With the “medical knowledge boom”, most medical schools have reduced the curricular time for anatomy instruction, resulting in a paucity of knowledge and issues incorporating anatomical knowledge in clinical scenarios. Modern pedagogical techniques combining AI chatbots with concurrent metacognitive frameworks can foster a deeper understanding of anatomical knowledge and analysis of clinical cases. Student reflection on the learning process allows for monitoring their progress and tailoring of learning strategies to their specific capabilities and needs. A.I. technology can aid in scaffolding knowledge with practical applications via iterative and immediate feedback in case- or problem-based learning formats. The use of textual conversations actively engages students and simulates conversations with instructors. In this communication, we advocate for the incorporation of AI technologies fused with a metacognitive framework as a medium to foster increased critical thinking and skill development that enhances comprehension. These skills are important for medical students’ lifelong learning process.

A Unique Experience Learning Calculus: Integrating Variation Theory with Problem-Based Learning

The paper proposes a pedagogical approach to teaching and learning calculus differentiation formulas that synthesizes the principles of variation theory (VT) and <i>bianshi </i>in a problem-based learning (PBL) format. Unlike traditional approaches that view formulas procedurally, the paper adapts Steinbring’s (1989) distinction between “concept” and “symbol,” abstracting differentiation calculus formulas as “concept” (i.e., the meaning of the formula) and “symbol” (i.e., procedural knowledge about how to apply the formula). The paper then aligns this distinction with VT and <i>bianshi</i> pedagogies. While VT emphasizes more static elements of conceptual knowledge (e.g., highlighting the contrast between conceptual and non-conceptual features of the object of learning), <i>bianshi</i> broadens the concept of variation, offering more dynamic principles of variation through procedural variation (e.g., via the process of problem solving) (Gu et al., 2004). Combining VT and <i>bianshi</i> into a single pedagogical application yields an eight-step approach to teaching and learning calculus differentiation formulas.

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.

Teaching disability using problem-based learning in the international context: utility for social work

ABSTRACT Through their anti-oppressive professional practice and commitment to social justice and human rights, social workers can ensure people with disability exercise voice and agency and claim full citizenship in society. Yet, international research shows that ‘disability’ is often inadequately included in social work education, and that students may not graduate with the skills and knowledge needed to engage appropriately with people with disability. This article evaluates the effectiveness of using a short five-day hybrid course that integrated problem-based learning (PBL) and traditional teaching methods to deliver disability content to 42 German social work students. A qualitative SWOT (strengths, weaknesses, opportunities, and threats) method was utilised. Written responses from students were collected and thematically analysed. The analysis indicated that the PBL format was well-liked by students, many of whom showed evidence of increased self-directed and deep learning, better communication skills, and synthesis of theory and practice. Importantly, students were able to internationally contextualise and challenge discourses that perpetrated stigma and discrimination, positioning them as effective advocates for people with disability. The social justice focus of social work justifies the inclusion of the critical examination of the lived experience of people with disability in social work curriculum. The research findings suggest that PBL short courses can provide an effective and flexible means of delivering disability content in social work education.

Jacobs School of Medicine and Biomedical Sciences at University at Buffalo.

Jacobs School of Medicine and Biomedical Sciences at University at Buffalo.

Impact of a problem-based learning elective on performance in non-problem-based learning required courses

Background and purposeUse of problem-based learning (PBL) in health professions education has limited data supporting improved exam performance and confidence in problem solving, primarily within courses converted to a PBL format. This study aimed to demonstrate a similar benefit in simultaneous and subsequent required, non-PBL courses that involved critical thinking. Educational activity and settingThis retrospective cohort study included students who were enrolled in the pharmacotherapeutics and case studies/laboratory course sequences in the second and third professional (P3) years. We compared performance across both course sequences of students who took a PBL elective course in the fall of the P3 year (PBL students) and students who did not take the elective course (non-PBL students). FindingsThere was a statistically significant difference favoring PBL students in performance in both the therapeutics and case/lab courses offered simultaneously with the PBL elective. There was no significant difference noted between PBL and non-PBL student performance in the subsequent therapeutics and case/lab courses; however, results within individual cohorts differed strikingly from the aggregate analysis. Performance in the PBL elective had no impact on the outcomes of the study. SummaryThis study demonstrated an overall benefit for students who participated in a PBL course on performance in simultaneous, critical thinking courses that did not incorporate PBL. However, the aggregate did not show a difference in performance in subsequent critical thinking, non-PBL courses. Further studies are needed to elucidate the true benefit of the PBL approach in other non-PBL courses that require advanced clinical reasoning.

Pediatric Anesthesia

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

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.

Providing Pediatric Palliative Care Education Using Problem-Based Learning.

The Institute of Medicine and the American Academy of Pediatrics has called for improvement in education and training of pediatricians in pediatric palliative care (PPC). Given the shortage of PPC physicians and the immediate need for PPC medical education, this study reports the outcomes of a problem-based learning (PBL) module facilitated by academic general and subspecialty pediatric faculty (non-PPC specialists) to third year medical students. Objectives/Setting: To test the effectiveness of a PPC-PBL module on third year medical students' and pediatric faculty's declarative knowledge, attitudes toward, perceived exposure, and self-assessed competency in PPC objectives. A PBL module was developed using three PPC learning objectives as a framework: define core concepts in palliative care; list the components of a total pain assessment; and describe key principles in establishing therapeutic relationships with patients. A PPC physician and nurse practitioner guided pediatric faculty on facilitating the PPC-PBL. In Part 1, students identified domains of palliative care for a child with refractory leukemia and self-assigned questions to research and present at the follow-up session. In Part 2, students were expected to develop a care plan demonstrating the three PPC objectives. Measures included a knowledge exam and a survey instrument to assess secondary outcomes. Students' declarative knowledge, perceived exposure, and self-assessed competency in all three PPC learning objectives improved significantly after the PPC-PBL, p = 0.002, p < 0.001, and p < 0.001, respectively. There were no significant differences in faculty knowledge test scores from baseline to follow-up, but scores were generally high (median >80%). Students and faculty rated palliative care education as "important or very important" at baseline and follow-up. This study suggests that key concepts in PPC can be taught to medical students utilizing a PBL format and pediatric faculty resulting in improved knowledge and self-assessed competency in PPC.

Evaluation of in-class and online discussion meetings in a biopharmaceutics problem-based learning class

ObjectivesTo evaluate faculty-led discussion meetings (with about eight students) conducted face-to-face (in-class) or by synchronous, real-time videoconference (online), in a biopharmaceutics course taught in a facilitated problem-based learning (PBL) format. MethodsThree methods were used to compare in-class versus online discussion sessions for two semesters. The first method involved three parameters that measured the quality of interactions between faculty (facilitator) and student (Fc–St), participation of students in the discussions (Par), and student–student interactions (St–St). The second method assessed student's perceptions of the discussions with surveys. The third method mapped the interactions (a sociogram) between faculty (facilitator) and students in a discussion. ResultsThere were significantly lower scores for Par and St–St (P < 0.05) and a tendency for lower Fc–St (P < 0.06) in online discussions compared to in-class. The surveys indicated that the decrease in scores for online discussions was not due to technology barriers, acceptance, or satisfaction. The lower interaction scores were supported by mapping of discussions as sociograms. ConclusionPBL discussion meetings can be held online because of the increased availability and acceptance of the technology, but may lead to reduced interaction and participation. Our findings suggest that synchronous online discussions may require the facilitator to foster and stimulate student participation and student–student interactions in an active manner that may differ from the approach used for in-class discussions.

The Didactic Makeover: Keep it Short, Active, Relevant.

> The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask him which he finds it hard to answer. 1 > > Alice Wellington Rollins Medical student education is rapidly evolving. Because students have immediate access to instant information online via high quality textbooks, research articles, lectures, and tutorials, the effectiveness of traditional lectures has come into question.2⇓⇓–5 This presents an opportunity for pediatricians to develop new ways to deliver content to students. Teaching physicians in many institutions are developing interactive forms of learning, with some using entirely problem-based learning formats and others adapting traditional lectures into team-based learning or case-based presentations.6,7 Stanford University has been a leader in this field for years and, in partnership with Khan Academy, has developed a program called Stanford Medicine Interactive Learning Initiatives, where medical school faculty can access specialized support to re-design courses and integrate interactive learning.8 These large-scale initiatives are transforming the way students learn and how faculty members teach. We continue the Council on Medical Student Education in Pediatrics series about great clinical teachers providing tools to keep educational sessions short, active, and relevant to engage students when refreshing or designing learning sessions . Retention of material varies with … Address correspondence to Molly Rideout, MD, Department of Pediatrics, University of Vermont Medical Center, MCHV Campus 265 SM5; 111 Colchester Ave, Burlington, VT 05401. E-mail: molly.rideout{at}uvmhealth.org

The Oil Game: Generating Enthusiasm for Geosciences in Urban Youth in Newark, NJ

ABSTRACTA hands-on game based upon principles of oil accumulation and drilling was highly effective at generating enthusiasm toward the geosciences in urban youth from underrepresented minority groups in Newark, NJ. Participating 9th-grade high school students showed little interest in the geosciences prior to participating in the oil game, even if they had completed an Earth Science course. Benchmark surveys showed that only 9.7% of these students would consider a career in the geosciences prior to playing the game. The oil game teaches principles of fluid density, porosity and permeability, stratigraphy, seismic reflection profiling, and petroleum traps and shows practical applications in a problem-based learning format. The exercise is run like a game show, where groups of students earn money by best applying geologic principles. The streetwise participants in the study were 64% African American and 29% Hispanic/Latino American, faced inner-city dangers daily, and were generally difficult to motivate about the geosciences, according to teachers. It was evident from student excitement and engagement during the activity that they enjoyed the oil game immensely. Postgame surveys confirmed its positive impact, as 65.9% of the participating students indicated an interest in pursuing a career in the geosciences.

Students' satisfaction to hybrid problem-based learning format for basic life support/advanced cardiac life support teaching.

Background and Aims:Students are exposed to basic life support (BLS) and advanced cardiac life support (ACLS) training in the first semester in some medical colleges. The aim of this study was to compare students’ satisfaction between lecture-based traditional method and hybrid problem-based learning (PBL) in BLS/ACLS teaching to undergraduate medical students.Methods:We conducted a questionnaire-based, cross-sectional survey among 118 1st-year medical students from a university medical college in the city of New Delhi, India. We aimed to assess the students’ satisfaction between lecture-based and hybrid-PBL method in BLS/ACLS teaching. Likert 5-point scale was used to assess students’ satisfaction levels between the two teaching methods. Data were collected and scores regarding the students’ satisfaction levels between these two teaching methods were analysed using a two-sided paired t-test.Results:Most students preferred hybrid-PBL format over traditional lecture-based method in the following four aspects; learning and understanding, interest and motivation, training of personal abilities and being confident and satisfied with the teaching method (P < 0.05).Conclusion:Implementation of hybrid-PBL format along with the lecture-based method in BLS/ACLS teaching provided high satisfaction among undergraduate medical students.

Passing the baton: Mentoring for adoption of active-learning pedagogies by research-active junior faculty.

There are barriers to adoption of research-based teaching methods. Professional development workshops may inform faculty of these methods, but effective adoption often does not follow. In addition, newly-minted research-active faculty are often overwhelmed by the many new responsibilities (grant writing, group management, laboratory setup, teaching) that accompany the position and normally do not have the time to consider novel teaching approaches. This case study documents how over a three-year period, the responsibility for teaching a nontraditional "Introduction to Biochemistry" course in a problem-based learning format was successfully transferred from a senior faculty member nearing retirement (HBW) to a newly-hired research-active assistant professor (CLG). We describe our apprenticeship project involving modeling, scaffolding, fading, and coaching. We suggest that involving faculty in active-learning pedagogy early in their career with mentoring by senior faculty overcomes barriers to adopting these methods. This case describes a specific example from which potentially useful elements can be adopted and adapted wherever biochemistry is taught.

From Sir Walter Raleigh to the mongoose: A Problem‐Based Learning (PBL) course in biochemistry centered around curare

Problem‐Based Learning (PBL) is a pedagogical method in which students engage in active learning through self‐guided inquiry. Growing out from the teaching tradition of medical schools, PBL uses open‐ended problems that are often rooted in reality. The time is ripe for PBL in biochemistry education, given the emphases on critical thinking and reasoning and on integrative learning in the ASBMB core competencies, the new MCAT, and the NSF/AAAS “Vision and Change.” To meet these objectives, a senior‐level advanced biochemistry course was redesigned into a PBL format, using curare as the central theme. A potent neurotoxin, curare is a plant extract used by South American tribes in the Amazonian basin to tip their arrows for hunting and in weaponry. Drawing from the primary literature as far back as the 1500s, the course winds through the story of curare: from the first encounters of European explorers with poison‐tipped arrows during their exploration of the New World to the molecular elucidation of how the mongoose is unaffected by the venom of the cobra. Students read seminal articles from Nobel Laureates, including Otto Loewi, Henry Dale, Erwin Neher, and Bert Sakmann, with techniques including EKGs, elemental analysis, protein separation, X‐ray crystallography, and patch clamping. A learning matrix of content and skills will be presented, as well as results from attitudinal surveys. Although initially offered as an upper‐division course, the intent is to move this course into an integrated chemistry curriculum at the end of the sophomore year.

How the Translation of a 19th Century Medical Text Enhances the Professional Development of a Senior Undergraduate

At Juniata College, the first semester of a three‐semester course of Biochemistry and Molecular Biology has been redesigned into a problem‐based learning (PBL) format that uses only the primary literature to chart the science and history behind the neurotoxincurare. While evaluating the literature for articles to include in the course, we came across Claude Bernard's 1857 monumental text, “Leçons Sur Les Effets Des Substances Toxiques de Medicamenteuses.” Seeing value in the scientific content, we set about translating the text for an English‐speaking classroom. The endeavor also fortuitously led us through the ethical, legal, and societal implications (ELSI) of biomedical research. As a senior undergraduate, I reflect upon the ELSI components of the translation; these include the evolution of research ethics, the evolution and application of the scientific method (and Bernard's criticism of his contemporaries for their lack of proper methodology), and the evolution of language (both French and the scientific lexicon). My experience translating was a unique exercise that benefited me greatly, interweaving the relationship between science and language in such a way that I gained a deeper understanding of both

Drosophila oocytes as a model for understanding meiosis: an educational primer to accompany "corolla is a novel protein that contributes to the architecture of the synaptonemal complex of Drosophila".

SUMMARY Achieving a thorough understanding of the events and ramifications of meiosis is a common learning objective for undergraduate introductory biology, genetics, and cell biology courses. Meiosis is also one of the most challenging cellular processes for students to conceptualize. Connecting textbook descriptions of meiosis to current research in the field of genetics in a problem-based learning format may aid students’ understanding of this important biological concept. This primer seeks to assist students and instructors by providing an introductory framework upon which to integrate discussions of current meiosis research into traditional genetics or cell biology curriculum.Related article in GENETICS: Collins, K. et al., 2014 Corolla Is a Novel Protein That Contributes to the Architecture of the Synaptonemal Complex of Drosophila. Genetics 198: 219–228.

Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education

In South Africa, geography education students’ approach to deep learning has received little attention. Therefore the purpose of this one-shot experimental case study was to evaluate the extent to which first-year geography education students used deep or surface learning in an embedded problem-based learning (PBL) format. The researchers measured students’ approach to learning in this PBL format in two groups of first-year students (2012 and 2013), using the standardized revised study process questionnaire adapted to the PBL context. The study provided evidence to suggest that the implementation of PBL could help to foster deep learning among first-year geography education students.

A Problem-Based Approach to Skill Acquisition and Cognitive Complexity with Pre-Practicum Supervisees

Research indicates that pre-practicum trainees experience significant gains in cognitive complexity when they begin to put counseling skills into practice. High levels of cognitive complexity are associated with increased empathy and autonomy, flexibility in approaches to counseling, and increased appreciation and tolerance for cultural differences (Hawley, 2006; Wheeler & D'Andrea, 2004). Thus, supervisors should adopt intentional practices that capitalize on trainee developmental potential in initial counseling skills class. This article describes the systematic application of a problem-based learning format in initial pre-practicum skills classes. Three problem-based learning tasks (adaptation tasks, role-taking, and collaborative inquiry) are described.