Problem-based Learning Group Research Articles

An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in Azerbaijan

Objective: Our goal was to analyze the effects of implementing problem-based learning (PBL) at the Azerbaijan University of Architecture and Construction. Method: We compared students that attended lectures and tutorials using PBL and students that attended lectures and tutorials using traditional teaching methods. In total, 737 students (intervention group) participated in PBL and 2201 in non-PBL (Control group A and Control group B) at the university. Descriptive statistics and a statistical Kruskal–Wallis test were used to analyze the data and determine whether groups could be compared. We used propensity score matching to make groups comparable and analyzed the differences between groups. Results: The results of the statistical analysis and descriptive statistical characteristics for the unmatched samples are presented in this paper. We also present the differences between the PBL group and two non-PBL groups based on the unmatched samples. All calculations were performed on one outcome measure: the final scores of students. The results show that even within a short period of time (one semester or academic year), applying PBL can have promising effects, although these effects are generally not statistically significant. However, after matching, the differences between the PBL and non-PBL groups were significant. Discussion and conclusions: Even a preliminary and limited introduction of PBL appears to have promising impacts on learning outcomes, as demonstrated by students’ final scores on subjects that were taught using the PBL approach. The results suggest that post-Soviet countries with education traditions that differ from Western ones can benefit from PBL. It is advised to prolong the implementation of PBL and advocate for wider dissemination of this method in Azerbaijan and elsewhere in post-Soviet countries.

Impact of UG Training on Understanding the Severity of Antimicrobial Resistance.

Background: Antibiotic resistance is increasing at an alarming rate. Many reasons are there which need urgent attention toward this problem. Efforts in all directions are required to address this serious issue. The irrational prescribing habits of physicians lead to increasing morbidity, mortality, and treatment costs. One of the key components of the system is the prescriber and their practices. In the present study, efforts were made to know the understanding of the medical students about the severity of the problem and to find out the focus area that needs to be modified. Materials and methods: A cross-sectional, questionnaire-based survey was conducted among the second-year medical students of a teaching hospital after the ethical approval study was explained to the student and written consent was taken. The questionnaire was given before and after exposure to formal lectures on antimicrobial agents. The collected data was analyzed. Results: It was clear that inappropriate use of antimicrobials causes antimicrobial resistance (AMR) (87.3%) and can harm patients (82%). Interactive patient-oriented problem-solving modules on the internet (35%) and small group problem-based learning are preferred by (32%) students. Preparedness about antimicrobial use was seen only in 50% of the students in a few essential aspects. Learning during the medical course only does the purpose of sensitization, for the thorough knowledge repeated exposure is essential. Conclusion: Most of the students were partially aware of the AMR. The only concern was their casual attitude regarding antibiotic use. Further educational interventions are necessary to improve their understanding and perceptions of antibiotic resistance, as well as their attitude toward antibiotic use. How to cite this article: Deogaonkar A,Dawane J. Impact of UG Training on Understanding the Severity of Antimicrobial Resistance. J Assoc Physicians India 2023;71(11):14-18.

Effectiveness of Field Simulation Approach for Problem-Based Learning That Incorporates the One Health Concept.

One Health problem-based learning (PBL) is known as an effective method in teaching zoonotic diseases. However, the classic classroom setting limits real-life exposure for students. Simulation-based learning may improve the learning experience without exposing the students to unnecessary risks. Hence, this study aimed to assess the effectiveness of field simulation PBL compared to a classic classroom setting using a module developed based on the One Health concept by examining the students' reactions to the learning and by assessing the students' performance. A quasi-experimental design was adopted in this study. Veterinary and medical undergraduate students participated in both types of PBL settings, and their knowledge and satisfaction were evaluated through a pre- and post-test as well as a feedback survey. The mean satisfaction score of students undergoing field simulation was significantly higher than the mean satisfaction score of students undergoing classic PBL (p > .05). The respondents from both programs found the field simulation, in comparison to classic PBL, was more effective, and they were more satisfied with the overall learning experience, workloads, and facilitation. The attainment of the cognitive domain was comparable between both PBL groups, which was possibly due to the type of assessment used. In conclusion, field simulation enhanced the students' positive learning experiences as they exhibited better attitudes toward learning. Future studies on the impact of the simulation on long-term knowledge retention and psychomotor skills are thus warranted.

Effective learning model bases problem based learning and digital mind maps to improve student’s collaboration skills

<span lang="EN-US">Student’s collaboration skills are still low while this skill is important for students. The selection of an active learning model is an attempt to overcome this problem. This study aimed to investigate the effects of problem based learning (PBL) and integrated PBL digital mind maps (DMM) on university students’ collaboration skills. This quasi-experimental study employed a pretest-posttest control group design. The participants consisted of 103 students majoring in biology education from Riau, Indonesia. Each of the classes was randomly picked to act as the PBL group, integrated PBL-DMM group, and traditional group. The students’ collaboration skills were observed using an observation sheet which contained aspects of responsibility, respect, contribution, organize work and work as a whole team. The data obtained were analyzed using analysis of covariance (ANACOVA) and least significance different (LSD) test. The ANACOVA results demonstrated some significant changes in both comparison groups: PBL and integrated PBL-DMM. In other word, learning models had an effect on students’ collaboration skills. However, the LSD test proved that both learning models were not significantly different in improving students’ collaboration skills, despite the fact that the students in the integrated PBL-DMM model class could perform better than those of PBL. Therefore, educators may either use PBL or integrated PBL-DMM in the classroom.</span>

Implementation of mind mapping with problem-based learning in prosthodontics course for Chinese dental students

BackgroundThe traditional Chinese dentistry classroom teaching model focuses on the instruction of knowledge details, but less on the frameworks and learners’ motivation. Here, we introduced a combination of mind mapping and PBL instruction (MBL)into the prosthodontics course for Chinese dental students. This study aimed to evaluate the effectiveness and efficiency of MBL in prosthodontics and make observations from the students’ perspectives, based on their response with the learning process.MethodsWe prospectively enrolled 56 fourth-year undergraduates of stomatology, and these participants were randomly allocated into either the combined mind map teaching group (MBL) or the problem-based learning group (PBL) to attend the prosthodontics course. An anonymous questionnaire was also administered to both groups to evaluate the students’ perceptions and experiences, using closed and open-ended items. Data were analyzed using descriptive statistics and thematic analysis.ResultsThe students’ responses to closed items indicate their experience in PBL and MBL to be positive, including increased motivation, improved memory of knowledge, enhanced discipline connection and raised teamwork, with fairly higher ratings for the MBL group. However, the tutor-guided competence scores including the memory and framework part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, respectively). Meanwhile, the self-perceived competence scores including the motivation, framework and teamwork part, were significantly higher for MBL group than PBL group (two-way ANOVA, p < 0.01, p < 0.001, p < 0.05, respectively).ConclusionOur findings suggest that MBL teaching approach can help in integration of knowledge structure and enhance clinical reasoning. MBL is an effective and well-organized method in prosthodontics course for dental students.

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.

The Influence of Instructional Models and Innovation Ability on Learning Outcomes of Alternative Energy Courses

This study aims to examine and test the use of appropriate instructional models in teaching and learning activities of alternative energy courses by considering students' innovation abilities to improve students' cognitive learning outcomes. As a study of the effect of instructional models, this study aims to help teachers manage student instructional models. This research is quasi-experimental research with a 2x2 factorial design. This study used two classes, namely the Problem-Based Learning (PBL) instructional model class and the Student Team Achievement Division (STAD) instructional model class, with the characteristics of students who have high and low innovation abilities. This study used a sample of 22 students with 12 PBL groups and 10 STAD groups. The data analysis technique used ANOVA. The results showed that: (1) there is no significant difference between learning outcomes with learning models. (2) there is an interaction between the instructional model and innovation ability, (3) there is no significant difference between PBL and STAD learning outcomes in students with innovation ability.

Problem-based learning versus reflective practice on nursing students’ moral sensitivity

BackgroundMoral sensitivity is one of the prerequisites for nurses’ professional competency and patient care. It is critical to teach professional ethics in a student-centered manner in order to increase students’ moral sensibility. This study evaluated the effects of professional ethics education via problem-based learning and reflective practice on nursing students’ moral sensitivity.MethodsThis experimental study was performed on 74 nursing students who were randomly divided into three groups of problem-based learning, reflective practice and control. Principles of professional ethics were presented for the two intervention groups in four 2-hour sessions using ethical dilemmas scenarios. Participants completed the Moral Sensitivity Questionnaire before, immediately, and three months after the intervention. Data were analyzed using SPSS16.ResultsDemographic characteristics of the three groups were similar (p > 0.05). The total moral sensitivity score significantly differed between the groups immediately and three months after the intervention (p < 0.001). The total mean score for moral sensitivity was significantly different between the two groups of problem-based learning and reflective practice, with the mean scores in the problem-based learning group being higher (p = 0.02). The mean score of moral sensitivity decreased statistically significantly in both experimental groups three months after the intervention as compared to immediately after the intervention (p < 0.001).ConclusionNursing students’ moral sensitivity can be increased through reflective practice and problem-based learning. While the results indicated that problem-based learning was more successful than reflective practice, additional research is recommended to confirm the influence of these two strategies on moral sensitivity.

Effects of problem-based learning on delivering medical and nursing education: A systematic review and meta-analysis of randomized controlled trials.

There is still a lack of high-level evidence on the effects of problem-based learning (PBL) in general medical and nursing education. We aimed to summarize current evidence on the effects of PBL in delivering medical and nursing education from randomized controlled trials (RCTs). A systematic search was performed in MEDLINE, EMBASE, Cochrane Central Library, and CINAHL Complete. RCTs that assessed the effects of a PBL module in delivering medical education were eligible. Outcomes included knowledge, performance, and satisfaction. The risk of bias was assessed according to Cochrane handbook guidelines. Standardized mean differences with 95% confidence intervals of each outcome between PBL and control groups were pooled using a random-effects model. In all, 22 RCTs with 1969 participants were included. Both pooled analyses of changes in scores compared with baseline and absolute post-interventional scores favored PBL module in knowledge and performance. The satisfaction degree was also higher in participants receiving PBL methods. Publication bias might exist in satisfaction; however, not in knowledge and performance. Eleven of the 22 studies were assessed as having a high risk of bias. Compared with traditional lecture-based modules, PBL delivered medical education in different medical science specialities more efficiently from both theoretical knowledge and practice skill perspectives. The feedback from participants receiving PBL methods was more positive than that from those receiving traditional methods. However, the high heterogeneity and low quality of the included studies prevented drawing definite conclusions.

IMPROVING MATHEMATICS LEARNING OUTCOMES THROUGH PROBLEM BASED LEARNING (PBL) LEARNING MODEL FOR 4TH GRADE STUDENTS

Problem-Based Learning (PBL) is an active learning approach that engages students in solving real-world problems to enhance their mathematics learning outcomes. This study aims to investigate the effectiveness of the PBL model in improving students' understanding and achievement in mathematics. The research employed an experimental design with a pretest-posttest control group. The participants were divided into an experimental group receiving PBL-based teaching and a control group receiving conventional teaching. The results demonstrated that students in the PBL group exhibited significantly better mathematics learning outcomes compared to the control group. These findings suggest that PBL holds promise as an effective learning approach, promoting critical thinking, problem-solving skills, collaboration, and motivation in mathematics. This study's implications may contribute to the development of learning strategies that emphasize the practical application of mathematical concepts, fostering students' deeper understanding and ability to apply these concepts effectively.

Virtual simulation and problem-based learning enhance perceived clinical and cultural competence of nursing students in Asia: A randomized controlled cross-over study

BackgroundBoth clinical and cultural competencies are of paramount importance in ensuring patients' safety and high-quality care. While problem-based learning (PBL) is a widely applied pedagogy in nursing education, an emerging technology-based pedagogy, virtual simulation provides a realistic clinical learning experience for students. It can be an effective solution for continuing clinical and cultural learning across countries in the era of the pandemic. ObjectivesThis study aimed to compare the effectiveness of virtual simulation and PBL on the perceived clinical and cultural competence for nursing students. DesignA randomized controlled cross-over study design was used. Settings and participantsSixty-one undergraduate and postgraduate nursing students from five Asian regions were selected for participation. MethodsParticipants were randomized to receive either virtual simulation (group A) or PBL (group B) for one day, followed by another intervention on the second day. Three self-reported questionnaires were used: Clinical Competence Questionnaire (CCQ), Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals-Student Version (IAPCC-SV), and demographic questionnaire. ResultsThe results revealed that students in both arms had significant improvements in CCQ total score (A: d = 21.500, P < 0.001; B: d = 16.710, P = 0.001), nursing professional behavior (A: d = 8.233, P < 0.001; B: d = 6.323, P < 0.001), and advanced nursing skills (A: d = 2.533, P = 0.008; B: d = 2.129, P = 0.029) after two interventions. In addition, both arms demonstrated significant improvements in IAPCC-SV total score (A: d = 3.467, P = 0.037; B: d = 4.032, P = 0.010) and cultural skills (A: d = 0.767, P = 0.012; B: d = 1.000, P = 0.001). No significant differences were observed between the two arms. ConclusionsThe findings indicated that both virtual simulation and PBL were effective in promoting students' perceived clinical and cultural competence. As both education modes have their own uniqueness and effectiveness in both outcomes, the combination of both could enhance the variability of learning modalities. Notably, the use of virtual simulation first could engage students better in learning and achieve better educational outcomes.

Effectiveness of Problem-Based Learning versus Traditional Lecture Method in Terms of Knowledge among Nursing Students in a Selected Nursing College of Kashmir

Introduction: The rapid advancement in medical technology and science demands nursing education to become hybrid, combining traditional teaching methods with modern methodologies. Problem-based learning (PBL) is one of the new methods, which facilitates student's learning. Objective: The study aimed to assess and compare the nursing students' knowledge regarding myocardial infarction taught by PBL and traditional lecture method. Methods: A quantitative research approach with post-test-only research design was used. All 50 B.Sc. 2nd-year nursing students were included in the study. A structured knowledge questionnaire was used to assess the knowledge. Results: The findings revealed that the mean knowledge score of nursing students in the PBL group was 24.28 and in the traditional lecture group was 19.36. The obtained mean difference between PBL group and traditional lecture group was found to be statistically significant as evident from 't' = 2.71 at 0.05 level of significance. The study findings also revealed that in the PBL group, 16% of nursing students had acquired poor knowledge, 68% had acquired average knowledge and 16% had acquired good knowledge, whereas in the traditional lecture group, 40% of students had acquired poor knowledge, 52% had acquired average knowledge and 8% had acquired good knowledge. Conclusion: The study revealed that the mean knowledge score after post-test of nursing students in the PBL group was higher than mean knowledge score after post-test of nursing students in the traditional lecture group; hence, PBL method was more effective than traditional lecture method.

EFEITO DO MÉTODO DE APRENDIZAGEM BASEADA EM PROBLEMAS EM ELETROENCEFALOGRAMAS E PERFUSÃO SANGUÍNEA MICROCIRCULATÓRIA DE ESTUDANTES NO ENSINO DE FISIOLOGIA DO ESPORTE

ABSTRACT Introduction Applying the problem-based learning (PBL) method to the teaching of sports physiology. Objective This study explored the mechanism of the PBL method to improve the interest and learning effectiveness of students. Methods Twenty male students at the Physical Education College of Hubei Minzu University were randomly divided into a PBL group (10) and a traditional teaching method group (TTM). During the test, the subjects in the TTM group sat quietly listening to the experienced teacher, while the subjects in PBL group sat quietly and participated in a 20-minute group discussion under the guidance of the experienced teacher. Transcutaneous partial pressure of oxygen (TcPO2), microcirculatory blood perfusion (MBP), and alpha- and beta-band power were monitored at the beginning of and during the test. Results The mean of the PBL-group quiz score was significantly higher than that of the TTM group. In the PBL group, the alpha power of the students decreased statistically in the F3, T3, P3, and O1 channels and the beta power of the students increased statistically in the F7, F3, T3, C3, P3, and O1 as compared to the baseline values. Conclusion PBL can be an effective learning mechanism, since the students are actively engaged in the teaching of sports physiology. Level of Evidence I; Therapeutic studies - Investigating treatment results.

Interprofessional education in problem-based learning: A frontier form of PBL in medical education.

Interprofessional education (IPE) aims to educate healthcare students to improve collaboration and the quality of care. The delivery of IPE through a problem-based learning (PBL) setting appears to hold good validity. However, there are few studies that show the value of combining these two teaching modes. The research was a longitudinal intervention study. A total of 360 students were randomly divided into three interprofessional PBL (IPBL) groups that mixed nursing, pharmacy, and clinical medical students and three uniprofessional PBL (UPBL) groups that consisted of a single profession. An improved Attitude and Learning Ability Questionnaire (ALAQ) was used to measure the improvement in attitudes toward interprofessional cooperation and learning outcomes. The tutorial session and final examination grades were compared between IPBL and UPBL by Chi-square tests and Cochran-Mantel-Haenszel tests. Cronbach's α analysis was calculated to assess the validity and reliability. Cronbach's alpha coefficient of the questionnaire was 0.887, demonstrating high levels of reliability (95% confidence interval [CI]: 0.842 0.916). According to Chi-square tests and Cochran-Mantel-Haenszel tests, we observed the student's positive attitudes toward interprofessional collaboration and the student's role awareness in the IPBL students was increased compared with UPBL students. In addition, a great majority of IPBL students felt that they had improved their self-learning ability and maintained a high enthusiasm for learning during the course. Our study found that the IPBL teaching model was more effective than the UPBL teaching model in healthcare student's positive attitudes toward interprofessional collaboration and learning outcomes.

Team-based Learning versus Problem-based Learning among First-year Medical Students in Biochemistry: A Quasi-experimental Study

Introduction: Team-based Learning (TBL) and Problem-based Learning (PBL), both active teaching methodologies, are known for improving problem-solving abilities, clinical reasoning, and motivating students for self-directed studies. Although both active methods, TBL and PBL, differ in methodology and required resources, it is always a challenge to choose active methods that are more feasible and effective in the undergraduate medical curriculum. Aim: To compare two active teaching strategies, viz., the effectiveness of TBL vs. PBL in first-year Bachelor of Medicine, Bachelor of Surgery (MBBS) students in terms of learning outcomes, development of critical thinking skills, and retention of knowledge. Materials and Methods: This quasi-experimental study was conducted at Department of Biochemistry, NKP Salve Medical College and RC Nagpur, Maharashtra, India from August 2017 to October 2017. A total of 150 first-year MBBS students were included in the study. TBL and PBL were performed following the protocols of their respective methodologies, and scores for learning gain and critical thinking were compared between the TBL and PBL groups. Student perception regarding the procedures was collected using a prevalidated structured questionnaire. The retention of knowledge was assessed by comparing scores from a pretest and a test conducted two months later. Data were statistically analysed using the Wilcoxon signed-rank test and the Mann-Whitney U test. Results: In the present study, the mean age of the participating students was 20±2 years. Post-test results, obtained just after the intervention, demonstrated a significant learning gain in students using both methods, with a statistically higher gain in TBL (p-value &lt;0.0001) compared to PBL. PBL was appreciated for providing freedom of learning style and facilitator guidance during discussions. Critical thinking skills improved more in PBL, particularly in terms of drawing inferences and interpretations (p-value &lt;0.001). However, no statistically significant differences were found in knowledge retention when the test was conducted two months later in both groups. Conclusion: Learning gain was higher with TBL compared to PBL, with no difference in knowledge retention and the effect on different parameters of critical thinking skills. Students found TBL to be more beneficial for the undergraduate curriculum.

Effects of Problem-Based Learning Strategies on Undergraduate Nursing Students’ Self-Evaluation of Their Core Competencies: A Longitudinal Cohort Study

To respond to patients' increasing demands and strengthen nursing professionals' capabilities, nursing students are expected to develop problem-solving skills before they enter the workforce. Problem-based learning (PBL) is expected to provide effective simulation scenarios and realistic clinical conditions to help students achieve those learning goals. This article aims to explore the effects of PBL strategies on nursing students' self-evaluation of core competencies. This longitudinal cohort survey study evaluated 322 nursing students attending Chung Shan Medical University, Taiwan, in 2013 and 2014, where PBL teaching strategies are used in all four undergraduate years from freshman to senior. Based on their undergraduate academic levels, students were categorized into three groups- one-year PBL exposure, two-year PBL exposure, and three-year exposure. A core competency questionnaire was administered twice to ask participants to self-assess five professional competencies: learning attitude, problem identification, information analysis, execution, and life-long learning. The results showed that students with the longest exposure to PBL (Group 3) had higher self-evaluated scores for all core competencies than the other groups, except for the execution competency. The mean total competency score increased by 0.12 points between the pre-and-test. In addition, the mean score increased significantly more in Group 3 than in Groups 1 and 2. These trends were consistent for the information analysis, execution, and life-long learning competencies. In conclusion, the changes in the self-evaluated scores between groups indicate PBL strategies effectively improve nursing students' core competencies. The longest exposure group reported higher self-evaluated core competency scores than the other groups, especially for the information analysis, execution, and life-long learning competencies.

Exploring Problem-Based Learning (PBL) and Case-Based Learning (CBL) in Stimulating Cognitive Skills among Medical Students: Analysis of Verbal Interaction

INTRODUCTION: Problem based learning (PBL) has many benefits; however, research on PBL indicates that students are not quite good at integrating knowledge in basic sciences and clinical aspects. Case-based learning (CBL) might be an alternative method to enhance the integration of this knowledge. No research explored the way these two methods stimulate cognitive skills. This study aimed to explore the differences between PBL and CBL in stimulating cognitive skill by analyzing verbal interaction. MATERIALS AND METHODS: This descriptive research was performed at the Faculty of Medicine, Universitas Islam Indonesia (FM UII). Twenty-one undergraduate students contributed voluntarily to this study. The students were then split up randomly into a PBL Group (n=10) and a CBL group (n=11). Each group performed twice discussion meetings facilitated by an experienced tutor. The discussion processes were video recorded and analyzed using a coding scheme categorizing the verbal interaction into five types: cumulative reasoning, exploratory questioning, procedural interaction, handling conflict about knowledge, off-task/ irrelevant interactions. RESULTS: Students in both PBL and CBL groups spent most of their time-sharing cumulative reasoning and then asking exploratory question. Students in the PBL group were more frequently asking exploratory questions. Students in both groups rarely handled conflict about knowledge since it was a high order thinking skill. Students in the CBL group were more frequent than the PBL group in performing procedural interaction. CONCLUSIONS: Students performed various cognitive skills in both PBL and CBL. Each method has its own strengths in stimulating reasoning skills of students.

The Comparing of Problem-Based Learning and Lecture-Based Learning on Students’ Learning Outcomes and Satisfaction for a Family Health Nursing Course

Background: Problem - Based Learning (PBL) is a method of student-centered learning. In PBL, students become centered to the learning process, whereas the teacher is the center of learning in lecture-based learning (LBL). Purpose: This study aimed to compare the effects of PBL and LBL on students’ learning outcomes and satisfaction on an undergraduate nursing course. Methods: Quasi-experimental study. Participants included 161 students from two different classes of the course; in 2013, as a control group (n = 88) and in 2014 as an intervention group (n = 73). Both groups received LBL, which is practice in the lab and clinic, but the intervention group also received PBL. Secondary data analysis of students’ learning outcomes was measured using students’ learning progress in tests from lecture (theory, paper, laboratory, and clinical), while students’ satisfaction was measured using teaching method evaluation from students. Results: Students’ learning outcomes (theory, laboratory, and clinical) in the PBL group were significantly more than in the control group (p&lt;0.001), whereas paper lesson outcomes were higher in control group compared to the intervention group (t=6.43; p&lt;0.001; 95% CI=1.46-2.76). There was more satisfaction with the PBL method. There was no relationship between students’ satisfaction and learning outcomes (p&gt;0.05). However, students considered greater satisfaction in PBL compared to LBL. Conclusions: In problem-based learning, students contributed a lot to solving the problem and getting the skills and knowledge they needed. Students are also expected to be motivated.

A Quasi-Experimental Evaluation of Classes Using Traditional Methods, Problem-Based Learning, and Flipped Learning to Enhance Thai Student-Teacher Problem-Solving Skills and Academic Achievement

This research aimed to synthesize a review of the literature and theory to develop a flipped classroom (FC) learning model to enhance 1st-year bachelor degree Thai student teacher academic achievement (AA) and problem-solving skills (PSS). The sample consisted of 90 student teachers who enrolled in the Digital Media and Learning Innovation (DMLI) course in the Elementary Education Program in the Education and Liberal Arts Faculty at Hatyai University in southern Thailand’s Songkhla province. The study used the FC model in an experimental group (S2) (n=30), while simultaneously comparing it to the control (S1) group using traditional classroom methods (n=31) and another group (S3) using problem-based learning (PBL) (n=29). The FC’s model development was reviewed by nine academic experts. The quasi-experiment took place over four weeks in March and April 2021. All instruments were evaluated by an additional five academic experts whose input evaluation was analyzed using MANOVA statistics with IBM’s® SPSS® for Windows Version 21 program. The results showed that Flipped PARSER group (S2) had AA results significantly higher than both the traditional and PBL groups. Also, S2’s results concerning their PSS were also significantly higher than S1 and S3 as well, while their student teacher satisfaction was also at the highest level. These results showed that the proposed Flipped PARSER Model excels at promoting the development of undergraduate students' motivation, academic achievement, and PSS.