Problem-based Learning Methodology Research Articles

Embracing ChatGPT for Medical Education: Exploring Its Impact on Doctors and Medical Students.

ChatGPT (OpenAI), a cutting-edge natural language processing model, holds immense promise for revolutionizing medical education. With its remarkable performance in language-related tasks, ChatGPT offers personalized and efficient learning experiences for medical students and doctors. Through training, it enhances clinical reasoning and decision-making skills, leading to improved case analysis and diagnosis. The model facilitates simulated dialogues, intelligent tutoring, and automated question-answering, enabling the practical application of medical knowledge. However, integrating ChatGPT into medical education raises ethical and legal concerns. Safeguarding patient data and adhering to data protection regulations are critical. Transparent communication with students, physicians, and patients is essential to ensure their understanding of the technology's purpose and implications, as well as the potential risks and benefits. Maintaining a balance between personalized learning and face-to-face interactions is crucial to avoid hindering critical thinking and communication skills. Despite challenges, ChatGPT offers transformative opportunities. Integrating it with problem-based learning, team-based learning, and case-based learning methodologies can further enhance medical education. With proper regulation and supervision, ChatGPT can contribute to a well-rounded learning environment, nurturing skilled and knowledgeable medical professionals ready to tackle health care challenges. By emphasizing ethical considerations and human-centric approaches, ChatGPT's potential can be fully harnessed in medical education, benefiting both students and patients alike.

A Case Study at a Civil Aviation School on Using Problem-Based Learning to Enhance Creative, Critical, and Problem-Solving Skills

This study aims to find out how cadets' critical thinking, creativity, and problem-solving capabilities are affected by problem-based learning methodologies. The methodology for this investigation was quasi-experimental. The population used in this research was taken from second-semester cadets from seven academic programs. The samples used were three classes selected based on random sampling techniques, namely Airport Electrical Engineering (AEE) 48 cadets, Aircraft Engineering (A.E.) 48 cadets, and Airport Civil Engineering (ACE) 48 cadets. The data analysed are descriptive and inferential statistical data, which are analysed using MANOVA. Its findings showed that the implementation of PBL (experimental class) was better than DL (control class) in improving cadet capability, with a significance level of α = 0.05.

EDUCAÇÃO EM/PARA DIREITOS HUMANOS COM A METODOLOGIA DA APRENDIZAGEM BASEADA EM PROBLEMAS

O objetivo geral da pesquisa foi analisar como a metodologia ativa da Aprendizagem Baseada em Problemas (PBL) pode auxiliar na construção do pensamento crítico reflexivo no que se refere aos Direitos Humanos. A metodologia utilizada foi a pesquisa qualitativa do tipo intervenção. Foram participantes 05 alunos do ensino médio de uma rede pública estadual e a professora que também atuou como pesquisadora. Para a aplicação da metodologia PBL, foi elaborado um problema com a temática injustiça/desigualdade social.  Foram usados para a coleta de dados, a observação dos sete passos do PBL feitos no grupo durante a discussão do problema, os documentos de registro de todos os passos do PBL elaborados pelo relator dos grupos, e um documento de resolução do problema em formato de redação, que foi elaborado de forma colaborativa. A análise dos dados permitiu verificar que o PBL foi avaliado positivamente pelo grupo em função da sua estrutura e didática, de forma que, além de construírem conceitos sobre Direitos Humanos, possibilitou a aprendizagem mais ativa e colaborativa. PALAVRAS CHAVE: Educação; Direitos Humanos; metodologia ativa; aprendizagem baseada em problema. ABSTRACT The general objective of the research was to analyze how the active methodology of Problem-Based Learning (PBL) can help in the construction of reflective critical thinking with regard to Human Rights. The methodology used was qualitative research of the intervention type. Participants were 05 high school students from a public state network and the teacher who also acted as a researcher. For the application of the PBL methodology, a problem with the theme of social injustice/inequality was elaborated. For data collection, the observation of the seven steps of the PBL performed in the group during the discussion of the problem, the documents recording all the steps of the PBL prepared by the rapporteur of the groups, and a document of resolution of the problem in format of essay, which was prepared collaboratively. Data analysis allowed us to verify that the PBL was positively evaluated by the group due to its structure and didactics, so that, in addition to building concepts about Human Rights, it enabled more active and collaborative learning. Keywords: Education; Human rights; active methodology; problem-based learning. ABSTRACT The general objective of the research was to analyze how the active methodology of Problem-Based Learning (PBL) can help in the construction of reflective critical thinking with regard to Human Rights. The methodology used was qualitative research of the intervention type. Participants were 05 high school students from a public state network and the teacher who also acted as a researcher. For the application of the PBL methodology, a problem with the theme of social injustice/inequality was elaborated. For data collection, the observation of the seven steps of the PBL performed in the group during the discussion of the problem, the documents recording all the steps of the PBL prepared by the rapporteur of the groups, and a document of resolution of the problem in format of essay, which was prepared collaboratively. Data analysis allowed us to verify that the PBL was positively evaluated by the group due to its structure and didactics, so that, in addition to building concepts about Human Rights, it enabled more active and collaborative learning. Keywords: Education; Human rights; active methodology; problem-based learning.

Understanding Science Teachers’ Integration of Active Methodologies in Club Settings: An Exploratory Study

This study analyses if school science clubs may serve as a resource to facilitate the introduction of active methodologies into science classrooms. Focusing on science clubs in Portuguese schools, this study aims to determine whether the teachers who coordinate and direct these clubs promote activities that incorporate aspects of problem-based learning and project-based learning methodologies. In order to do so, a series of semi-structured interviews were conducted with 20 teachers, and their responses were analysed using content analysis strategies. The results show that although they do not explicitly refer to the use of these methodologies, teachers do propose the implementation of projects within clubs, and they incorporate aspects of these strategies in the activities they conduct. In this sense, teachers appreciate the role of clubs in promoting these types of strategies (PBL y PjBL) and the facilities they offer for their implementation. Additionally, teachers believe that one can only learn how to do projects through practise, i.e., doing projects with their students, and they think that clubs offer an opportunity to develop PBL and PjBL methodologies in a context free from the responsibilities and constraints of the classroom.

Pengembangan Bahan Ajar Digital Berbasis PBL untuk Meningkatkan Hasil Belajar Ekonomi Siswa

The objective of this research is to create digital teaching materials utilizing Problem-Based Learning (PBL) methodology. The goal is to help kids in class XI IPS 1 at MAN 2 Langkat learn more about economics. Based on what Borg and Gall said about research and development (R&D), this study is being done. The research and development implementation in this study utilized a total of seven procedures or stages. This simplification was necessitated by various factors, such as time and cost constraints. Additionally, Borg and Gall's perspective on limiting research and development to a smaller scale, including the number of research steps in a thesis or dissertation, also influenced this decision. The present study was conducted at MAN 2 Langkat, involving a sample of 34 students from class XI IPS 1. Based on the feasibility validation test conducted by experts on PBL-based digital teaching materials, the average score obtained was 85.73, indicating a high level of feasibility. The average posttest score for the experimental class which was treated with PBL-based digital teaching materials that was developed was 89,82, while the posttest score for the control class which was given teaching materials from the school averaged 86,29. These results indicate that PBL-based digital teaching materials are effective in use. Furthermore, the results of the 2-way ANOVA test stated that the 2-tailed Sig. was 0.229 < 0.05. Therefore, it can be concluded that there is no significant interaction in student economic learning outcomes between students with high and low literacy skills who are taught using PBL-based digital teaching materials and those who are not.

Enhancing Learning in Biology for Engineers: A Problem Based Case Study

Abstract— Problem-Based Learning (PBL) is acknowledged as an effective pedagogical approach that facilitates a deeper understanding of concepts, surpassing a 90% comprehension rate. Renowned as a dynamic and student-centered activity, PBL fosters out-of-the-box thinking, thereby supporting the enhancement of students' skills and creativity. This paper specifically delves into the application of problem-based learning in the context of the third-year undergraduate Biology for Engineers course. PBL activities tailored for the Biology for Engineers curriculum are meticulously crafted to provide students with a progressive and comprehensive grasp of biological concepts, coupled with their practical applications in the realm of engineering. By adopting a creative, applied, and design thinking approach, PBL enables students to traverse the intricacies of the biology course effectively. In the Biology for Engineers course, PBL activities are strategically designed to facilitate a step-by-step acquisition of in-depth knowledge and a nuanced understanding of the real-life applications of biology in engineering contexts.This deliberate approach not only augments students' experiential learning of biology but also nurtures their creativity. Significantly, the PBL methodology empowers students by instilling a sense of ownership over the course, thereby contributing to their overall academic and professional development. Keywords—Learning, Course, Problem based Learning, Activity, Biology.

Gender and Diversity in a Problem and Project Based Learning Environment: A Book Review

"Gender and Diversity in a Problem and Project Based Learning Environment" by Xiangyun Du is a pioneering exploration of the intersection between pedagogical innovation and gender diversity in engineering education. This book expertly navigates the challenges of achieving gender inclusivity in male-dominated disciplines while showcasing the transformative potential of Problem-Based Learning (PBL) methodologies. Through insightful case studies, critical analyses, and a rich synthesis of research findings, Du presents a compelling argument for the effectiveness of PBL as a catalyst for fostering diversity and equity in engineering education. Her work not only informs but also inspires positive change, making it an indispensable resource for educators, researchers, and policymakers striving to create more inclusive and equitable engineering education.

Bridging Theory and Practice: An Innovative Approach to Android Programming Education through Nutritional Application Development and Problem-Based Learning

This study introduces an innovative Problem-Based Learning (PBL) methodology to enhance the teaching of Android programming, focusing on addressing nutritional challenges. Conducted within the Computer Science degree at the University of Deusto, this research engages third-year students in developing applications aimed at improving access to nutritional knowledge. The novelty of this approach lies in its integration of advanced programming concepts with practical application development, fostering a deeper understanding and engagement among students. The applications enable users to access detailed nutritional information from open-access food databases, catering to individuals with specific dietary constraints. Preliminary results indicate a significant improvement in student engagement and learning outcomes compared to traditional teaching methods, underscoring the potential of this methodology in fostering future researchers and advancing educational practices in computer science. This research contributes to the field by demonstrating the efficacy of combining PBL with application development in enhancing learning experiences and outcomes in programming education. Our findings not only contribute valuable insights into the unique challenges and motivators associated with Android programming but also pave the way for tailored educational strategies that can optimize the learning experience in this domain.

Reflections on Economics Education in China and Suggestions for Its Reform

Abstract Although the current economics education system in universities in China differs from developed Western countries, China has been deliberately emulating the economics education system in the West over the past two decades, a system that has been repeatedly criticized by international movements such as the “Post-Autistic Economics Movement” and the “International Student Initiative for Pluralism in Economics.” This article argues that the dominant position of mainstream Western economics in Chinese higher education contradicts the scientific principles of pluralism and does not align with China’s national conditions and the necessity for the development of a philosophy and social sciences with Chinese characteristics. Based on the proposals put forward by faculty and students involved in the international movement for the reform of economics education over the past 22 years, this article recommends reforms to address the major weaknesses of economics education in China. The reforms address ten areas for improvement, including the overall goals of pluralism in economics education, curriculum design, teaching methods, an independent academic evaluation system, faculty development, and the evaluation of academic disciplines. The purpose of these reforms is to destabilize the dominant position of mainstream Western economics in higher education in China and gradually establish a new economics education system with a curriculum based on a plurality of approaches, a variety of critical pedagogies, and a methodology of problem-based learning.

Entrepreneurship Education Pedagogical Approaches in Higher Education

Entrepreneurship education, as an emerging scientific field, has undergone significant evolution at the conceptual and praxis levels. The concept of entrepreneurship was considered from a broad perspective as the capacity to act upon opportunities and ideas, thereby creating social, cultural, or financial value in diverse contexts. The study and cultivation of this competence are highly relevant to enhancing employability and equipping young people with the skills, knowledge, and attitudes necessary within an entrepreneurial culture for the exercise of active citizenship. This study aims to consolidate the concept and analyse the pedagogical approaches in entrepreneurship education, particularly focusing on experiential learning. It also explores the most frequently used instructional methods in higher education programmes. The research is based on a comprehensive literature review, complemented by a case study of the entrepreneurship education programme implemented at the University of Lisbon, in Portugal, enriched by data collected from one of its curricular units. Experiential learning emerges as a valid approach in entrepreneurship teaching, especially when teachers effectively combine practical experience with theory while learners assume the shared responsibility of learning from experience. As the most recommended instructional methods, one can point to collaborative pedagogical models, namely problem-based learning, project-based learning, peer assessment, design thinking, formative feedback, service learning, and active methodologies that integrate digital technologies.

Evaluating a Secondary Education Urban Ecology Project within the Framework of a Problem-Based Learning Methodology

As a reaction to the current situation of local and global environmental deterioration, recent decades have seen the emergence of multiple educational strategies and methodologies within Environmental Education (EE) with the aim of promoting pro-environmental attitudes among young people. One of these strategies is Problem-Based Learning (PBL), and it is necessary to analyze the didactic implications of this methodology in the field of EE in order to maximize its effectiveness. This study evaluates the implementation and didactic implications of an environmental project designed under the PBL methodology. The project was carried out over consecutive years of compulsory secondary education (Grades 9 and 10) in two secondary schools in the province of Granada, Spain. The data collection instruments used included the researcher’s diary, self-assessment and reflection questionnaires for the participating students, and questionnaires and rubrics completed by the audience during the presentation of the final product. The study employed a qualitative interpretative approach, using response categorization and SWOT analyses, the results of which revealed multiple conclusions, highlighting the high level of motivation, work and participation of the students, as well as the didactic benefits of the enriching socialization of the project. Difficulties, such as time management and cooperative group work, lack of practice in the methodology used and challenges related to the use of information and communication technologies (ICT), were also identified. Finally, recommendations are provided for the application of this methodology in other educational contexts.

Reflections on Economics Education in China and Suggestions for Its Reform

Although the current economics education system in universities in China differs from developed Western countries, China has been deliberately emulating the economics education system in the West over the past two decades, a system that has been repeatedly criticized by international movements such as the “post-autistic economics movement” and the “International Student Initiative for Pluralism in Economics.” This article argues that the dominant position of mainstream Western economics in Chinese higher education contradicts the scientific principles of pluralism and does not align with China’s national conditions and the necessity for the development of a philosophy and social sciences with Chinese characteristics. Based on the proposals put forward by faculty and students involved in the international movement for the reform of economics education over the past twenty-two years, this article recommends reforms to address the major weaknesses of economics education in China. The reforms address ten areas for improvement, including the overall goals of pluralism in economics education, curriculum design, teaching methods, an independent academic evaluation system, faculty development, and the evaluation of academic disciplines. The purpose of these reforms is to destabilize the dominant position of mainstream Western economics in higher education in China and gradually establish a new economics education system with a curriculum based on a plurality of approaches, a variety of critical pedagogies, and a methodology of problem-based learning.

Problem-Based Learning in the Area of Law: Systematic Review

The review addresses the issue of problem-based learning in the field of law, which is defined as a problem-solving approach to the learning process, which is developed from the critical and reflective judgment of the law student. Law autonomously, the same that allows the resolution of the problem and with it, the development of skills and competencies in its training process until its application in the exercise of the profession. The objective of the study focuses on conducting a systematic review about the importance of problem-based learning in the area of law. From the methodology, a quantitative investigation was applied through the use of the PRISMA method, taking into consideration articles that are related to the topic of study, such as Scielo, Dialnet and Redalyc. Among the main results, it was observed that, of the 8,058 initial articles analyzed, a total of 10 articles were included that address the problem from different areas of law. It is conclusive for the authors that the problem-based learning methodology constitutes a fundamental tool that contributes to the teaching-learning process of the law or specialty student. Likewise, it is supervised that its application not only allows the development of critical thinking, but also skills, abilities, values for the resolution of legal or legal problems.

Integration of chemical engineering skills in the curriculum of a master course in industrial engineering

Promoting new teaching methodologies is essential to improve the participation, motivation, interest, and results of students in all educational stages. In this sense, flipped classroom and problem-based learning have emerged in the last years as fascinating options to be implemented in high education levels thanks to the students’ maturity and previously acquired background. Working with motivating case studies based on real processes with their restrictions appears as an opportunity to bring future professionals closer to the industrial problems; this will capacitate engineers to solve and understand complex procedures getting tangible results. In this context, the main goal of this work is to combine flipped classroom and problem-based learning methodologies to gain the interest of students of a Master course in Industrial Engineering in the subject of Chemical Processes using real data of local companies. A survey, designed by the academics involved, will help collecting the opinion of students as well as the acquired skills in the frame of the specific subject. Results demonstrated the satisfaction of the students with the course, highlighting mainly the acquisition or improvement of self-learning skills (survey 4.0/5.0), capacity for organization and planning (survey 4.0/5.0), analytical ability (survey 4.2/5.0), and teamwork (survey 4.3/5.0). In addition, the grades accomplished during the year of implementation show that although the success rate is quite similar to preceding years, the marks achieved are considerably higher.

Barriers and Solutions to Successful Problem-Based Learning Delivery in Developing Countries - A Literature Review.

Problem-based learning (PBL) was introduced in the 1960s as an alternative to traditional teacher-centered and discipline-based preclinical medical education. A literature review was conducted to explore the barriers and solutions to successful PBL uptake and delivery in developing countries. The review involved the search of articles and scientific studies on PubMed, The Lancet, and Scielo. The review focused on the medical education literature, using as a primary search criterion "problem-based learning" in combination with "developing countries" and "education". The search was limited to articles in Spanish and English published between 2011 and November 2021, except for three articles due to their relevance to the subject. Faculty development programs are the cornerstone when implementing a new methodology in developing countries. Early career development, PBL methodology, and the available assessment options should be the primary learning objectives of these programs. Stakeholders will need to plan using available resources following the experience of other countries and institutions encouraging collaborative development. Evaluation and assessment will be crucial to understand the impact of PBL, and considerations should be taken to implement an integrated curriculum. Medical Education Research should be encouraged, appraised, and disseminated to improve evidence-based decision-making, creating a constant development cycle. PBL is innovative and represents many unanswered questions that will develop in the following decade as more schools implement new methodologies and Research on PBL.

Evaluating the outcomes of a scientific seedbed program for enhancing research capacities in young students

In the current educational landscape, there is a growing emphasis on providing students with a comprehensive education that includes the development of research skills. However, experts argue that it is crucial to cultivate these skills at an early stage, even during primary and secondary education, to enable students to strengthen their research abilities in university. This research project aimed to establish a scientific platform to foster research capacities among young students. The scientific platform comprised three interdisciplinary working groups, consisting of 14 undergraduate students from various Latin American countries pursuing different academic disciplines. The program was overseen by three instructors. Problem-Based Learning (PBL) methodology was employed in the scientific platform program, wherein each group was assigned three challenging cases. As a result, at the conclusion of the program, the students presented their research findings and proposed solutions for the assigned cases. In comparison to previous experiences conducted in specific universities, this platform successfully integrated students from different Latin American countries and diverse professional fields.

Tutors' and Students' Views on Learning and Feedback in Problem-Based Learning

<p style="text-align: justify;">The successful application of the problem-based learning (PBL) approach requires feedback from the tutor to the student to guide the latter's learning process. The aim of this study was to characterise the views of a group of Chilean undergraduate students of Primary Teaching and their tutors regarding PBL methodology, and the role of feedback in it. Qualitative research was carried out based on a case study that gathered the views of students and tutors through a focus group. The methods of analysis adapted to the needs of this study are those derived from discourse analysis and especially from discourse in interaction in its three dimensions: interlocution (framework of participation), thematic (topic of discussion) and enunciative (enunciative positioning). The results indicate that students' views emphasised the inter-student collaboration involved in PBL, while tutors emphasised the motivational value of the methodology. However, both recognised the important role that feedback plays in enhancing learning opportunities. Knowing the views of both tutors and learners is central to improving PBL and feedback practices.</p>

From the hematology laboratory to clinical practice

INTRODUCTION: It´s important that the study of the medical practice should be a continuous process in which knowledge, competencies and attitudes are generated through strategies as PBL (problem-based learning) which is effectuated employing clinical case analysis. OBJECTIVE: to describe the experience of problem-based learning strategy in the hematology laboratories of our institution in order to improve the learning process and clinical field practice. METHODOLOGY: After the development of the laboratory practices, the clinical cases are made and explained to the students by the teacher´s team, then the students have time to analyze it, and then diverse review questions are proposed in order to guide the student in the study of the proposed case, under the PBL methodology. Once the activity is explained to the class, they make teams that facilitate the knowledge and ideas intercourse. RESULTS: A better understanding of the theory of hematology laboratories after the solution of clinical cases was evidenced. CONCLUSION: The clinical-basic correlation in the hematology laboratory practice is an important matter for the correct development of competencies and attitudes through a more didactic methodology, so students can finally be able to perform and improve in a medical ambit and academic sphere.

Social anxiety in medical students

Introduction: When marked by persistent fear and intensified by social anxiety, anxiety becomes indicative of Social Anxiety Disorder (SAD). Thus, the active methodology proved to be a complicated condition for social phobia due to the need to work as a team, since, in social anxiety patients, the reasons for fear are mainly speech, writing and criticism of their respect. Objective: To evaluate the occurrence of SAD and associated factors in the medical course with a problem-based learning methodology. Methods: This is a cross-sectional, quantitative study that evaluated the occurrence of SAD at a University Center in a sample of 333 medical students studying from the 1st to the 6th period in the city of Montes Claros - MG, using the Anxiety Scale Liebowitz Social Test in the self-administered version and the Sociodemographic Questionnaire. Results: The study identified that most participants are female (62.8%), most have worsened anxiety throughout the course (66.37%) and psychologists interfere with school performance (85.6%). Conclusion: This study strengthened the relationship between TAS and active methodology in the medical course.

Problem-Based Learning for Teaching Biology in Adult Education

This paper presents field research where the concepts of biology associated with genetic terminology related to the frequency of alleles have been analyzed from the implementation of two types of teaching methodologies: the traditional methodology with masterclasses and the problem-based learning methodology, and both applied to a group of people with unfinished schooling aged between 20 and 60 years. Experimental and control groups were taken, and pretest and posttest tests were conducted to determine the activity's contribution. The main results show that both methodologies are significant for learning. However, problem-based learning yielded better results than the pretest.