Problem-based Learning Teaching Research Articles

Application of WeChat platform combined with problem-based learning teaching method in standardization training for proctology specialist

Application of WeChat platform combined with problem-based learning teaching method in standardization training for proctology specialist

The Dilemmas of Teaching Dilemmas in a Foreign Language Classroom

Problem-based learning (PBL) has been widely incorporated in STEM classrooms. Unfortunately, its effectiveness for foreign language teaching is less explored. This design case describes the design and implementation process of a Chinese PBL unit in a US elementary school along with the design considerations of teaching dilemma-centered instruction. We provide detailed accounts of our process of developing this PBL curriculum, learning materials, and the two rounds of implementations. We also reflected on the design process and examined the design dilemmas faced by this interdisciplinary design team. Findings show multiple design tensions, which include balancing the language and PBL teaching goals, balancing L1 and L2 use, and the communication challenges within a collaborative design project.

The Effect of Problem Based Instruction Learning Model with Guided Note Taking Strategy on Physics Learning Outcomes of Class X Students at SMA Negeri 4 Palu

This study aims to describe the effect of the Problem Solving Learning Model based on audiovisual media on the learning outcomes of class XI students at SMA Negeri 4 Palu. This type of research was quasi-experimental with a pretest-posttest control group design. The study was conducted using two groups, namely Class XI IPA 4, which consisted of 31 students as the experimental class, and class XI IPA 3, which consisted of 35 students as the control class. Pretest data in the experimental class obtained an average value of 35.3 and in the control class 34.4. The results of this study obtained the average value of the experimental class learning outcomes that is 73.27 and 67.65 control class. Testing the research hypothesis using the SPSS T-test application. The results showed a significant level value of 0.000 <0.05 or tcount ttable = 6.805 1.997 which means H0 is rejected and H1 is accepted, so it can be concluded that there is an effect of the Problem Solving Learning Model based on audiovisual media on the Learning Outcomes of Class XI students at SMA Negeri 4 Palu

Classroom Resource Optimization of the English Four-Step Model Based on Deep Learning

The existing LBL (lecture-based learning) and CBL (case-based learning) teaching modes of English majors in colleges and universities do not contribute to cultivating students’ inquisitive thinking and independent learning ability, whereas the problem-centered PBL (problem-based learning) teaching mode can precisely make up for these shortcomings. This study firstly constructed a PBL “four-step” teaching mode and then realized the innovative application of PBL teaching model in the teaching of English majors in new universities. Then, we designed a method of English classroom resource optimization based on IMOCS-BP neural network, and then, the classroom resource optimization reconstructs the teaching process with unique connotation essence. The experiments show that the BL “four-step” teaching model is designed to achieve the four key elements of “flexible English learning environment, transformed learning the culture, customized content and professional educators”; the designed neural network has optimized the English classroom resources.

Perceptions of medical faculty students: The effect of problem-based learning on self-regulated learning skills

Objective: Self-regulated learning (SRL) is defined as the entirety of emotions, thoughts, and behaviours that individuals display in order to achieve their goals during the developmental period. Problem-based learning (PBL), used in medical education, is an educational model based on complete and sufficient learning. The aim of the study was to determine the perception of students from a medical faculty that applies the PBL education model on their self-regulation abilities. Investigating whether there is a difference in the students’ perception on their self-regulation abilities between the first and third year of PBL education and examining if there is a difference in female and male students regarding their perception on their self-regulation abilities are also among the purposes.
 Material and Methods: The 453 students participated in the study, 253 from the first-year students and 200 from the third-year students. The “Self-Regulated Learning Skills of Students“ scale was used in the study and the Cronbach’s alpha values were between 0.839-0.942.
 Results: In the comparison of Self-Regulated Learning Abilities of Students Scale score averages of first-year and third-year students, statistically significant high scores were identified in third-year students compared to first-year students in 4 of the 23 parameters in the scale.
 Conclusion: Self-regulation of third-year students’ high scores in four parameters can be considered to be related to PBL gains. When the Self-Regulated Learning Abilities of Students Scale score averages were compared according to gender, statistically significant high scores were found in 7 of the 23 parameters in females.

The effectiveness of the problem-based learning in medical cell biology education: A systematic meta-analysis.

Background:Problem-based learning (PBL) was widely adopted in medical cell biology education for Chinese student; however, there was no systematic analysis to prove PBL was much more effective than lecture-based learning (LBL). Our aim is to evaluate the effectiveness of PBL on cell biology curriculum compared with LBL.Method:We systematically searched the publications related to PBL teaching approach in cell biology curriculum for medical education from databases until to February 2021. Pooled standard mean differences (SMDs) and risk ratios with their 95% confidence intervals were used to assess the effectiveness of PBL and the satisfaction of students to PBL compared to LBL in meta-analysis. The heterogeneity of the included studies was assessed by statistical I2 of heterogeneity. Meta-regression and subgroup analysis were performed to analyze the source of heterogeneity. Funnel plots and Egger tests were performed to assess publication bias.Result:After initial searching and selection, 9 studies were included for meta-analysis. All of these 9 studies were in high quality. The SMDs (95% confidence intervals) of total examination scores and comprehensive examination scores between PBL and LBL curriculum in cell biology teaching was calculated to be 0.89 (0.52, 1.26) and 0.53 (0.29, 0.78). Meanwhile, the risk ratios of the satisfaction of PBL vs LBL were calculated to be 1.18 (0.96, 1.46). However, there was a heterogeneity among the pooled SMDs of 10 studies with I2 = 89.7%, P < .001. The factors including the different teachers, the similar or same examination paper and over 100 student numbers among PBL and LBL groups raised the heterogeneity in the pooled SMDs. There is no publication bias in these 10 publications after Egger and Begg test.Conclusion:The result indicated PBL was better than LBL in improvement of examination scores and comprehensive examination scores in cell biology curriculum to some extent. However, the satisfaction of students to PBL and LBL had no difference. The factors, including the different teachers, the similar or same examination papers and over 100 student numbers, affected the effectiveness of PBL and raised the heterogeneity of the pooled SMDs.

AN EXPLORATIVE STUDY ON THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) IN TEACHING READING

This research explores the implementation of problem-based learning (PBL), aspects of PBL, and teacher’s and students’ perceptions about PBL. This research was conducted at SMA Negeri 2 Cilacap, taking 34 tenth grade students as the sample from X IPS 1 and an English teacher as a participant. The data were collected using observation, questionnaires, and interviews. The data were analysed using Miles and Huberman’s (1984) four types of analytical activity and presented descriptively. The result shows that the implementation of PBL in on the chosen sample is in line with the stages of PBL implementation entailing: 1) the teacher organizes the students to a problem, 2) the teacher organizes the students to learn, 3) the teacher as the participant helps the independent inquiry and groups, 4) the teacher helps the students develop and present the work, and 5) the teacher analyses and evaluates the problem-solving process. Then, the analysis of the aspects of PBL suggests such things as 1) the problem as the point in PBL, 2) the students’ discussion activities, 3) the teacher’s help in students’ discussion, 4) the students’ activeness, and 5) the teacher’s and students’ perception about PBL in reading skill. The teacher positively thinks that the materials in reading skills match with the PBL teaching model. It was found that PBL leads the students to discuss and train their activeness, ability to learn to solve problems, share ideas, and work cooperatively in a group. Another finding also denotes that they think that PBL is one interesting model which can support them to understand the text, because students can get insight from their friends and their teacher when having discussion.

Application of WeChat platform combined with problem-based learning teaching method in standardization training for proctology specialist

Application of WeChat platform combined with problem-based learning teaching method in standardization training for proctology specialist

Effectiveness of problem-based learning approach for teaching-learning biostatistics among medical students.

BACKGROUND:Lecturing (didactic) has been the key teaching-learning method for a long time. As per competency-based medical education, an Indian medical graduate should be competent in recommended skills. In the subject of Community Medicine of medical undergraduation, “Biostatistics” is one of the components of the curriculum. Often the students find the statistics challenging to understand and thus neglect it or prefer rote learning. In the recent era, many newer teaching-learning modalities have come up, namely problem-based learning (PBL), small group teaching, community-based learning, etc. The objective was to compare the utility and effectiveness of PBL versus traditional teaching techniques (didactic) for Biostatistics.MATERIALS AND METHODS:The study was conducted in the department of Community Medicine, Government Medical College, Azamgarh (Uttar Pradesh) from March to November 2019. A total of 96 medical students of the final year were randomly divided into two groups. 'Group A' underwent didactic lecturing whereas “Group B” had problem-based learning for identified topics in Biostatistics. The teaching material and instructors were the same for both groups. Two weeks after completion of sessions, students' assessment was carried out for both groups.RESULTS:The study demonstrated that the PBL method was a more effective way of teaching-learning statistics compared to didactic lecturing. A significant difference (P < 0.05) was observed between the mean examination score of Group A (traditional teaching technique) and Group B (PBL). Group B had higher scores than group A in all assessment heads (Objective, Descriptive, and Viva-voce). PBL was perceived to be a student-centric Teaching-learning method promoting analytical skills, critical thinking & overall self-directed learning.CONCLUSION:PBL teaching method was found to be effective in improving the students' performance in Statistics in comparison to didactic lecturing.

Problem-based learning opportunities within Ontario (Canada) elementary health and physical education

The following content analysis unfolded while exploring the current Ontario provincial government positions detailed in the newly released 2019 Ontario Health and Physical Education curricular document. This newly released document informs and guides elementary educators towards a problem-based learning pedagogy. Problem-based learning opportunities within Ontario (Canada) Health and Physical Education places emphasis on the ‘learning by doing’ philosophy which increases learner awareness. The educator cognitively coaches, posing questions that lead the inquirer and the educational inquiry authentically while encouraging self-direction. PBL invites constructivism as self-directed students are confronted by carefully crafted authentic problems within Ontario Health and Physical Education.

Introducing the problem/project based learning as a learning strategy in University Social Responsibility Program - A study of local revitalization of Coastal Area, Yong-An District of Kaohsiung City

In recent years, Japanese Prime Minister Shinzo Abe has implemented a local revitalization policy, and this has attracted the attention of the Taiwan government. The core idea of this policy is finding local and tailored solutions, developing economic autonomy, encouraging population inflow and infusing dynamics into rural areas. In 2017, Taiwan’s Ministry of Education (MOE) began to promote the University Social Responsibility (USR) Program, hoping that universities would devote their knowledge and talent to local development. However, local development issues are complex and the success of the USR program depends on raising university students’ cross disciplinary competency and awareness of social responsibility. This small- scale study, conducted in a framework of revitalization in the Yong-An District in Kaohsiung city, explored the use of problem-based learning (PBL) in a USR course. The results showed that a PBL pedagogy produced significant improvements in learning outcomes, in terms of learners’ perception of university social responsibility, their capacity to deal with complex and ambiguous structure issues, their ability to put professional knowledge into practice, team-building, and communication skills. The initiative had a positive impact on university students, enabling them to gain greater insight into their social responsibility.

Prevalence of Burnout Syndrome and associated factors in medical students under different educational models.

The objective of this study was to estimate the current prevalence of burnout syndrome among medical students at the Federal University of Sergipe and identify its associated factors. This cross-sectional study was conducted with medical students randomly selected between April and June 2019. This study compared two medical schools from the same university with different teaching models: the Federal University of Sergipe, Aracaju campus, with a traditional teaching model, and the Federal University of Sergipe Lagarto campus, with a problem-based learning teaching model. An online questionnaire on the sociodemographic characteristics, personal aspects, and educational process of the participants, in addition to the Malash Burnout Inventory-Student Survey questionnaire for screening burnout syndrome, was distributed to the participants. The descriptive analysis of the data, calculation of the prevalence ratios, and multivariate analysis by logistic regression were performed. This study included 213 students with an average age of 23±3.77, and 50.2% of the students were male. Among the sample, 21.6% of the students met the three-dimensional criterion for burnout syndrome and 51.6% met the two-dimensional criterion. Burnout levels were higher in the students who rarely received the emotional support they needed in the program (OR 3.98), those who thought about dropping out of the undergraduate (OR 2.88), and those who considered their academic performance to be regular or weak (OR 12.1). The traditional teaching model was not a factor associated with burnout syndrome. The results suggest that a high prevalence of burnout syndrome is associated with psychosocial factors and the educational processes of medical students.

Effect of using Problem-Based Learning on the Academic Achievement of Higher Secondary School Students

The quasi-experimental study examines the effect of the Problem-based Learning (PBL) teaching strategy on one higher secondary school student's academic achievement under Thimphu Thromde, Bhutan. The student participants were selected through non-probability convenient sampling techniques. All students of XI Arts (N=30) and XI Commerce (N=38) participated in the study. Class XI Arts students were used as a controlled group and XI Commerce students as an experimental group. The experimental group was taught using PBL, and the control group was taught using the traditional lecture method. The pre-test data were collected through class test 1, and post-test data were collected through class test 2 and 5 points Likert scale survey questionnaire. The results revealed that the experimental group scored higher marks in the class test than the control group. The mean score of the pre-test of the XI Arts and XI Commerce (both controlled group) were 40.75 and 38.81 initially. The mean score of the experiment group's post-test showed 44.73, while the controlled group managed only 43.00. Further, the experimental group had a favorable opinion on the effectiveness of the PBL strategy. The study recommends the implementation of the PBL teaching strategy despite PBL being time-consuming and resource-intensive.

Case studies in the classroom: assessing a pilot information literacy curriculum for English composition

PurposeThis mixed-methods study assesses a pilot library curriculum in a general education English composition course. Case-based learning (CBL), a form of problem-based learning (PBL), was used to scaffold information literacy skills and concepts across sessions. This article explores the approach's impact on student learning and engagement.Design/methodology/approachParticipants were enrolled in four sections of an undergraduate composition course. Two sections were taught with the CBL library curriculum, and two with the standard library curriculum as a control. Pretest/posttest surveys included quantitative and qualitative measures to assess students in several areas of information literacy. Weekly reflections from a subsample of students were analyzed, and the research team conducted structured classroom observations and teaching reflections.FindingsQuantitative survey results did not support the hypotheses that the CBL curriculum would increase students' confidence and skill levels compared to their control section peers. Although there was no significant difference between sections in measured information literacy outcomes, students generally agreed that the case studies used in the CBL curriculum taught skills applicable to their research. Teaching observation data revealed the cohesion of the curriculum across library sessions and increased student engagement in classroom activities. However, some of the case studies could be improved, and some limitations in study design point to the need for further research.Originality/valueThis study addresses a gap in the literature through a mixed-methods assessment of CBL pedagogy using a control group, contributing to an understanding of the role of PBL pedagogies in information literacy curricula.

Application of 3D printing technology combined with PBL teaching model in teaching clinical nursing in congenital heart surgery: A case-control study.

We aimed to explore the application of three-dimensional (3D) printing technology with problem-based learning (PBL) teaching model in clinical nursing education of congenital heart surgery, and to further improve the teaching quality of clinical nursing in congenital heart surgery. In this study, a total of 132 trainees of clinical nursing in congenital heart surgery from a grade-A tertiary hospital in 2019 were selected and randomly divided into 3D printing group or traditional group. The 3D printing group was taught with 3D printed heart models combined with PBL teaching technique, while the traditional group used conventional teaching aids combined with PBL technique for teaching. After the teaching process, the 2 groups of nursing students were assessed and surveyed separately to evaluate the results. Compared to the traditional group, the theoretical scores, clinical nursing thinking ability, self-evaluation for comprehensive ability, and teaching satisfaction from the questionnaires filled by the 3D printing group were all higher than the traditional group. The difference was found to be statistically significant (P < .05). Our study has shown the 3D printing technology combined with the PBL teaching technique in the clinical nursing teaching of congenital heart surgery achieved good results.

Does problem-based learning education improve knowledge, attitude, and perception toward patient safety among nursing students? A randomized controlled trial

BackgroundPatient safety is a top priority for any health care system. Most universities are looking for teaching methods through which they would be able to enhance students’ clinical decision-making capabilities and their self-centered learning to ensure safe and quality nursing care. Therefore, this study aimed to determine the effect of patient safety education through problem-based learning (PBL) on nursing students’ knowledge, attitude, and perceptions toward patient safety.MethodsThis randomized, controlled trial was conducted from September 2019 to January 2020. A total of 78 fourth-year nursing students participated in this study. The participants were randomly assigned to either the intervention group or the control group. In the intervention group, the educational materials were presented to the students using the PBL method during eight sessions of 45–60 min. In each control group, nursing students received eight education sessions through lectures and discussing the same educational content. Data were gathered 1 month after the intervention using demographic information and knowledge, attitudes, and perception questionnaires. Data were analyzed in SPSS ver. 22.0 using descriptive (mean and standard deviation) and inferential (chi-square test, independent t-test, paired t-test, and analysis of covariance (ANCOVA)) statistics.ResultsThe results indicated that the difference in the mean scores of knowledge, attitudes, and perceptions of the nursing students about patient safety was statistically significant between the two groups after the PBL education (p = 0.001). The mean scores of students’ knowledge, attitude, and perceptions of patient safety increased significantly in the intervention group.ConclusionsImplementing patient safety education through PBL positively affects knowledge, attitudes, and perceptions of patient safety among nursing students. Thus, the research team recommended the PBL method to be used by nursing professors to improve nursing students’ clinical skills and cognitive abilities to ensure safe patient care.Trial registrationIRCT20190925044881N1; October 17, 2019.

The Impact of Problem-Based Learning (PBL) on Student Achievement in Engineering Subject Material at Vocational College Kuantan, Pahang

Problem-Based Learning (PBL) is a student-centered teaching approach. This study was conducted to identify the impact of Problem-Based Learning (PBL) on student achievement in engineering subject material at Vocational College Kuantan, Pahang. The study design used in this study was a quasi-experimental type involving two study groups namely the experimental group and control group. The experimental group in this study was referred to as the group exposed to the PBL teaching method. Whereas the control group is a group that uses traditional teaching strategies that use the standard (lecture) method commonly practiced, however, the content of teaching for the subject of engineering materials is the same as the experimental group. The respondents in this study were 30 students of 1st-semester Fabrication Welding Metal that selected using purposive sampling. To determine the level of student achievement, the researcher presents an achievement test for the subject of engineering materials. The results of this study were analyzed by independent t-test using Statistical Package for The Social Science (SPSS) version 21.0. This study found that student achievement in the experimental group was higher than the control group achievement. This shows that the PBL teaching method affects students' achievement in the subject of engineering materials at Vocational College Kuantan, Pahang. It is hoped that the findings of this study can serve as a reference to various stakeholders in designing and implementing problem-based learning methods to produce skilled thinkers who are critical in their work, problem-solving skills, and lifelong learning.

UJI VALIDITAS MODUL IPA BERBASIS PROBLEM BASED INSTRUCTION UNTUK MENINGKATKAN KEMAMPUAN BERFIKIR KRITIS SISWA SMP

This study was a reasearch and development. The purposed of this research was to design a product and saw the validity of the product. This study produced a Science MODULE based Problem Based Instruction to improve students' critical thinking skills when discussing global warming material. This module presented material and questions based on the Problem Based Instruction learning model that can help students improve their critical thinking skills. The research model used in this study was the ADDIE model. The steps of this research model consists of 5 steps, they were analysis, design, development, implementation, and evaluation. The data was collected by using the validity assessment of the product, which was carried out by assessing the validity test by media experts, material experts, and users, namely teachers and students. The results of this study indicated that the validity test of media experts obtained an average of 87.6% which was stated by valid criteria, the validity test of material experts was obtained an average of 85.35% which was stated by valid criteria, and from users, namely teachers. 92.35% who were stated as very valid criteria and 87.5% of students were stated as valid criteria. Thus it can be concluded that the results of the product validity test in the form of a science module based Problem Based Instruction in global warming material was suitable for use as teaching material for SMP / MTs students because it meets the predetermined criteria.

Incorporating problem-based learning in a secondary school mathematics preservice teacher education course

Preservice secondary school mathematics teacher education must incorporate large amounts of material within a limited timeframe, of mathematics curricula, best teaching practices, professional learning strategies, and more. Mathematics education instructors using a mixed instruction course incorporating an initial phase of transmission and transactional teaching practices followed by a phase of problem-based learning instruction was investigated as a professional learning model for preservice teachers. This was a sequential four-phase mixed methods study. Over the phases, data was gathered via a questionnaire administered to forty-seven secondary school mathematics preservice teachers. Significant and important changes in preservice teacher beliefs and orientations were observed.

EFFECTS OF PROBLEM BASED LEARNING METHOD AND DEMONSTRATION TEACHING METHOD ON SECONDARY STUDENTS AGRICULTURE ACHIEVEMENT IN NDHIWA SUB COUNTY, KENYA

Purpose: The study sought to compare the effects of Problem Based Learning (PBL) method and Demonstration Teaching Method (DTM) on achievement of students in agriculture subject.&#x0D; Methodology: The study used Quasi-Experimental Design which followed a Non-equivalent Control Group Pre-test-Post-test Design, while a Constructivist learning theory guided the study. PBL was the treatment while Demonstration teaching method was used as control. The target population were 7124 students taking agriculture and 52 teachers of agriculture. Accessible population were Form Two Students and 12 schools. Both stratified random sampling and purposive sampling methods were used to obtain a sample size of 575 students and 12 teachers of agriculture. Six schools used Problem Based Learning as treatment, while the other six schools were taught through Demonstration teaching method. Pre-test was administered to PBL and DTM groups before teaching the students and a post-test was also administered to both groups at the end of six weeks of study. Data was collected using Agriculture Achievement Test (AAT) to measure students’ achievement. Data was analysed using ANCOVA and descriptive statistics.&#x0D; Findings: Post-test results established that teaching through PBL resulted in higher students’ achievement in agriculture with a mean score of 57.47 compared to DTM mean score of 48.4. There were statistically significant difference in post-intervention scores between the interventions, F (1, 278) = 1170.43, p &lt; .001, partial η2= .800 leading to rejection of null hypothesis. Therefore, PBL teaching method was found to be more effective in teaching agriculture as compared to Demonstration teaching method.&#x0D; Unique contribution to theory, practice and policy: The study recommended that teachers of agriculture should embrace and use PBL as a method of instruction in agriculture subject. Likewise, Tertiary institutions and Universities in Kenya should implement the use of PBL method in their training programmes in training students.