Problem-based Learning Program Research Articles

Reflection, realignment and refraction: Bernstein's evaluative rules and the summative assessment of reflective practice in a problem-based learning programme

ABSTRACTReflective practice is an essential component of experiential learning and is embedded within the curriculum at York Law School, where the undergraduate law programme is delivered using a problem-based learning model. Using qualitative data from a survey of the markers of one of the summative reflective tasks, and Bernstein's evaluative rules as a theoretical frame, this article explores the assessment traps exposed by this type of assessment. Thematic analysis of the markers’ statements introduces ‘reflection’, ‘realignment’ and ‘refraction’ as three of the potential effects of the summative assessment of reflective practice.

Students’ perceptions regarding problem-based learning in community medicine

Background: Although a problem based learning (PBL) program in community medicine was introduced over a year ago, student perceptions about the same had not been elicited. This study was conducted to ascertain the perceptions regarding the PBL program from a representative sample of students completing the same.Methods: This cross-sectional study was conducted among 32 semester 7 medical students in a private medical college in south India. Data were collected anonymously after obtaining written informed consent. Students rated their own involvement in the PBL program; confidence across broad PBL areas before and after the program; usefulness of the broad PBL areas; and how likely they were to use the broad PBL areas, using a 10-point rating scale. Statistical analyses were performed using EZR (version 1.36). Descriptive statistics, Mann-Whitney U test, Wilcoxon signed-rank test, Cronbach’s alpha were employed.Results: Of the participants, 20(62.5%) were female. There was a statistically significant difference in perceived confidence across all broad PBL areas following the program, compared to ratings before the program. The median overall rating for the program was 8/10. Greater student involvement was significantly associated with higher ratings for confidence following the program; usefulness in most broad PBL areas. Male gender was significantly associated with high ratings in some broad PBL areas.Conclusions: A PBL approach can improve student perceptions of confidence in generic skills. High student involvement is key to good student perceptions regarding a PBL program.

Fifty Years on: A Retrospective on the World's First Problem-based Learning Programme at McMaster University Medical School

There are many false ideas and a prioris about the history of problem-based learning in medical education, stemming from a dearth of historical studies of PBL. This study was conducted at McMaster University Faculty of Health Sciences and offers rigorous historical account of the first problem-based programme and lessons to be drawn from it. Archival data, oral history data from interviews with key participants to the history of McMaster and contemporary publications were triangulated using an inductive and hermeneutic method of historical analysis to produce the historical narrative in this paper. The key findings of this study are (1) PBL was founded by five disgruntled doctors in a time of global change; (2) McMaster did not pioneer the integrated systems approach, but it made it an integral part of problem-based learning; (3) The early PBL curriculum was fluid and variable (4) McMaster offered a loose educational structure dominated by small group learning; (5) The distinctive feature of problem-based learning, compared with all other progressive education methods, was the use of realistic problems at the start of the learning process; (6) Lectures and other top-down modes of knowledge transfer were conclusively not welcome at McMaster (7) Summative assessment was absent from the first problem-based learning programme.

Reinhold W. Stockbrugger (1941–2018)

Reinhold W. Stockbrugger (1941–2018)

Implementation and Evaluation of a Blended Integrated Course in a Problem-based Learning Program

Implementation and Evaluation of a Blended Integrated Course in a Problem-based Learning Program

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

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

Program Pembelajaran IPA Berbasis Masalah untuk Menumbuhkan Metakognisi Siswa MTS di Salatiga

Perkembangan bahan kajian tentang IPA yang pesat menuntut para pendidik agar mampu merancang dan melaksanakan pendidikan yang lebih terarah pada pengusaan konsep IPA. Perkembangan IPA tidak hanya ditunjukkan oleh kumpulan fakta, melainkan timbul akibat adanya metode ilmiah dan sikap ilmiah. IPA tidak hanya sekedar pengetahuan, melainkan melibatkan operasi mental, keterampilan dan strategi dalam menemukan konsep IPA itu sendiri. Program pembelajaran IPA berbasis masalah untuk menumbuhkan metakognisi merupakan pelaksanaan perangkat pembelajaran, khususnya silabus, RPP, lembar kerja, media, dan asesmen. Model pembelajaran yang dipakai dalam penelitian ini adalah model problem based learning (PBL). Inovasi model pembelajaran merujuk pada penggunaan model PBL dalam pelaksanaan pembelajaran yang digunakan untuk mengetahui pencapaian metakognisi. Secara umum, penelitian ini dilakukan dengan prosedur penelitian Research & Development. Penelitian dilakukan pada MTs di Kota Salatiga dengan subjek penelitian siswa kelas VIII dengan cara pengambilan sampling yaitu purposive sampling. Tujuan akhir dari penelitian ini adalah untuk meninjau karakteristik Program Pembelajaran IPA berbasis masalah, serta menganalisis tingkat pencapaian kemampuan metakognisi. Indikator-indikator metakognisi yang digunakan adalah mengacu pada tipe-tipe Metakognisi Schraw dan Dennison (1994:472-474). Hasil pencapaian keterampilan metakognisi pada aspek tes essay menunjukkan hasil yang positif, aspek kinerja menunjukkan indikator yang dominan adalah planning, sedangkan dari hasil angket menunjukkan dominasi indikator evaluasi.

Measuring Instrument for Ethical Sensitivity in the Therapeutic Sciences

There are currently no instruments available to measure ethical sensitivity in the therapeutic sciences. This study therefore aimed to develop and implement a measure of ethical sensitivity that would be applicable to four therapeutic professions, namely audiology, occupational therapy, physiotherapy, and speech-language pathology. The study followed a two-phase, sequential exploratory mixed-methods design. Phase One, the qualitative development phase, employed six stages and focused on developing an instrument based on a systematic review: an analysis of professional ethical codes, focus group discussions, in-depth interviews, a review of public complaints websites, and an expert panel review. The development phase culminated in the Measuring Instrument for Ethical Sensitivity in the Therapeutic Sciences (MIEST), a pen-and-paper measure for studying ethical sensitivity in the therapeutic sciences.Phase Two, the quantitative stage, focused on implementing the MIEST in two different stages. A total of 100 participants completed the instrument. MIEST scores were found to be comparable for all four professions, which confirmed the multidisciplinary usability of the instrument. Participants tended to base decisions on the ethical principle of beneficence. The MIEST is effective to assess and describe the ethical sensitivity of professionals in the four specified therapeutic sciences. The constructed vignettes also make the MIEST appropriate for use in problem-based learning programs.

A Mobile-Mediated Problem-Based Learning Program in the College EFL Classroom: Participant Perceptions and Impact on Listening and Reading Skills

A Mobile-Mediated Problem-Based Learning Program in the College EFL Classroom: Participant Perceptions and Impact on Listening and Reading Skills

Implementation of problem-based learning in medical education in Korea.

PurposeThis study aims to identify how problem-based learning (PBL) has been implemented in Korean medical education, and how it is evaluated by each medical school.MethodsFor this study, a total of 40 medical schools in Korea were surveyed via e-mail. The survey tool was a questionnaire consisting of 22 questions which was developed independently by the researchers.ResultsOf the 40 medical schools, 35 schools were implementing PBL programs in their medical curriculum, while five were found not currently to be running the program. A large number of the schools which introduced PBL (30 schools, 85.7%) used a hybrid PBL model. In over 70% of the medical schools surveyed, professors evaluated the effects of PBL as positive. Most medical schools (85.7%) stated they would maintain or expand their use of PBL. However, the lack of understanding and skeptical attitude of the faculty on PBL, the lack of self-study time and passive attitude of students, insufficiency of good PBL cases, and the perfunctory PBL introduction for school accreditation interfere with the successful PBL.ConclusionPBL has been incorporated in Korean medical curriculum as hybrid PBL type. It is analyzed that intensive tutor training and good PBL case development are necessary for the success and effective operation of PBL.

Dental Faculty Members' Pedagogic Beliefs and Curriculum Aims in Problem-Based Learning: An Exploratory Study.

The aims of this exploratory study were to explore dental faculty members' views and beliefs regarding knowledge, the dental profession, and teaching and learning and to determine how these views related to their problem-based learning (PBL) instructional practices. Prior to a PBL in dental education conference held in 2011, all attendees were invited to complete a survey focused on their pedagogical beliefs and practices in PBL. Out of a possible 55 participants, 28 responded. Additionally, during the conference, a forum was held in which preliminary survey findings were shared and participants contributed to focus group data collection. The forum results served to validate and bring deeper understanding to the survey findings. The conference participants who joined the forum (N=32) likely included some or many of the anonymous respondents to the survey, along with additional participants interested in dental educators' beliefs. The findings of the survey and follow-up forum indicated a disconnect between dental educators' reported views of knowledge and their pedagogical practices in a PBL environment. The results suggested that the degree of participants' tolerance of uncertainty in knowledge and the discrepancy between their epistemological and ontological beliefs about PBL pedagogy influenced their pedagogical choices. These findings support the idea that learner-centered, inquiry-based pedagogical approaches such as PBL may create dissonance between beliefs about knowledge and pedagogical practice that require the building of a shared understanding of and commitment to curricular goals prior to implementation to ensure success. The methods used in this study can be useful tools for faculty development in PBL programs in dental education.

The Transfer of Problem-Based Learning Skills to Clinical Practice

The purpose of this article is to present and discuss the reported impact of a fully problem-based learning (PBL) master’s program on the way graduates worked with patients and colleagues in Ireland. These graduates had completed a sixteen-month fully PBL master’s in sonography while concurrently working in clinical practice. Semi-structured telephone interviews were used to collect qualitative data from graduates of the PBL program. PBL graduates reported four notable changes in their approach to clinical practice following the PBL MSc ultrasound program: (1) thinking more before, during, and after clinical practice; (2) more effective communication with patients; (3) improved communication with colleagues; and (4) an increase in proactivity in clinical practice. The transfer of skills developed during the PBL program, as reported by sonography graduates, led to the development of more patient-centered, evidence-based, proactive clinical practice.

Area of Interest of Indonesian Researches in Medical and Health Professions Education: Future Direction

Background: Medical education research has been flourished in the past two decades in Indonesia. It is highly important to study results of medical education researches in Indonesia to provide future direction for medical education. Six published literature in medical education from Asian context was used as the basis of this study.Method: We used the narrative review in which quantitative data were interpreted qualitatively. All national and international publication and the unpublished research in medical education from Indonesia between 2000 - 2013 were collected with multiple methods based on 8 criteria of inclusion/ exclusion. We also grouped the articles into quantitative and qualitative groups based on each method in each study.Results: Total articles interpreted was 151 and grouped into 17 areas of interest and level of evidences from ‘very rarely’ to ‘very frequently’ studied. Studies in the area of understanding problem–based learning (PBL) are still dominating the area of interest including the student-assessment within PBL program. Other areas are still rarely done, especially research in health professions education other than medical doctors.Conclusion: Research in medical education in Indonesia should be more stimulated; in terms of numbers and quality, more importantly to strive for future agent of culture, socio-economic and political changes based on the actual community problems in the universal coverage era toward solid interprofessional team work to accomplish patient safety.

Problem Based Learning for engineering.

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

Students’ and Teachers’ Experiences With the Implementation of Problem-Based Learning at a University Law School

textabstractA few years ago, the Erasmus School of Law implemented problem-based learning (PBL) as an instructional method in the bachelor’s program. Transition to a PBL program often brings some difficulties for the teaching staff. To find out whether the implementation at the Erasmus School of Law has been successful, students and teachers were asked about their experiences with and perceptions of the PBL program. Both students and teachers reported positive study behaviors, such as regular studying and active involvement of students as a result of PBL. However, some issues also arose after implementintig PBL: staff members reported dissatisfaction regarding the PBL program and students reported feelings of insufficient preparation for the legal profession. Recommendations on how to address these issues are discussed.

Can hybrid educational activities of team and problem based learning program be effective for Japanese medical students?

Background The purpose of this study is to investigate the medical students'perceptions of the Hybrid Educational Activities between team based learning (TBL) and problem based learning (PBL) Program (HEATAPP), a novel educational program that combines characteristics of PBL and TBL. Methods A five-day HEATAPP on infectious diseases was provided to 4th year medical students at Kobe University School of Medicine, Kobe, Japan. After the program, a focus group discussion was held among 6 medical students who participated in HEATAPP. We qualitatively analyzed the recorded data to delineate the effectiveness of, and the perceptions on, HEATAPP. Results Some students considered HEATAPP being effective as an active learning, and in developing questions. However, some students found active learning difficult to execute, since they were so familiar with passive learning such as lectures and examinations. They also found it difficult to identify important points by reading authentic textbooks on given issues, particularly English textbooks. Conclusions Even though active learning and group discussion are underscored as important in medicine, some Japanese medical students may be reluctant to shift towards these since they are so used to passive learning since childhood. English language is another barrier to active learning. The introduction of active learning in the earlier stages of education might be an effective solution. Teachers at medical schools in Japan should be mindful of the students'potentially negative attitudes towards active learning, which is claimed to be successful in western countries.

Problem-based learning in occupational therapy curriculum – implications and challenges

Purpose: Problem-based learning (PBL) is an educational method that fosters self-directed study in small groups. The purpose of this study was to describe the Tel Aviv University’s occupational therapy (OT) program and the challenges implementing such program. In addition, the study compared the PBL grades obtained by students who are native Hebrew speakers with those students who are native Arabic speakers; and, assessed the correlation between the grades in the PBL course and the grades in the clinical fieldwork studies.Method: 166-second year OT undergraduate students participated. All completed three PBL courses and seven weeks of clinical fieldwork studies. Data collection included students’ grades in PBL course (based on PBL evaluation forms) and in clinical fieldwork studies (based on preceptor’s evaluation and a written assignment).Results: Pearson correlations revealed significant correlations between PBL grades and clinical fieldwork studies grades. T-test analysis between students who are native Hebrew speakers and those who are native Arabic speakers revealed significant differences in PBL grades.Conclusions: Findings imply partial congruence between students’ grades in the PBL course and their achievements in the fieldwork studies. Findings might suggest that adjustments should be made in order to assist students from minorities (challenged by language requirements) in gaining higher grades in the PBL program.Implications for RehabilitationProblem-Based Learning (PBL) is an educational method, which fosters independent, self-directed study in small groups.PBL studies have the potential to prepare students for their clinical experience during studies.The PBL program should be adjusted for students from minorities (challenged by language requirements and different cultural backgrounds) in order to assist them in gaining more benefits from the program.

Web-Mediated Problem-Based Learning and Computer Programming: Effects of Study Approach on Academic Achievement and Attitude

In the relevant literature, it is often debated whether learning programming requires high-level thinking skills, the lack of which consequently results in the failure of students in programming. The complex nature of programming and individual differences, including study approaches, thinking styles, and the focus of supervision, all have an effect on students’ achievement in programming. How students learn programming and the relationships between their study approaches and their achievement in programming have not yet been adequately illuminated. In this regard, the present study aims to investigate the effect of the study approach used on students’ attitudes toward programming and on their academic achievement within an online problem-based learning environment. In this study, a single-factor, pretest posttest single group and semiempirical method was utilized. The study was conducted on 41 students from a public university in Turkey. To implement problem-based learning activities, a teaching environment was created with the Moodle platform, allowing for group work and discussions. Seven status of the problems were prepared exclusively for the 12-week application period so that students could make suggestions about how to solve them. In the data collection phase, the Study Approach Scale, the Attitude Towards Programming Scale, and the Academic Achievement Test were employed. T-test and covariance analyses were carried out in the statistical analysis phase. According to the findings of the present study, students adopting the “deep” study approach were more successful than the students adopting a “superficial” approach. Moreover, it was determined that the problem-based learning application had a positive effect on students’ attitudes toward programming and that the study approach did not significantly affect the students’ attitude toward programming.

Development and Validation of the Motivation for Tutoring Questionnaire in Problem-Based Learning Programs

PurposeThere are no published instruments, which measure tutor motivation for conducting small group tutorials in problem-based learning programs. Therefore, we aimed to develop a motivation for tutoring questionnaire in problem-based learning (MTQ-PBL) and evaluate its construct validity. MethodsThe questionnaire included 28 items representing four constructs: tutoring self-efficacy (15 items), tutoring interest (6 items), tutoring value (4 items), and tutoring effort (3 items). Tutors (n=158) from three problem-based medical schools in Egypt, Saudi Arabia and Bahrain rated their perceptions for each item on a 7-point Likert scale. Statistical analyses included examining the factor structure of the questionnaire, the differences between mean scores of each factor as a function of tutoring experience, and the motivation for tutoring scales as predictors of self-rated tutoring skills. ResultsConfirmatory factor analysis indicated that the four-factor theoretical model did not fit with the measurement model. The three items of the tutoring-effort construct were unidentified in the model and four items (three from tutoring self-efficacy and one from tutoring interest) had low regression weights. This ended up with a three-factor structure composed of 21 items representing three main constructs: tutoring self-efficacy (12 items) and tutoring interest (5 items), and tutoring value (4 items). The scores from the 21-item questionnaire demonstrated acceptable fitness indices between the measurement model and the factor structure. Furthermore, the three tutoring motivation subscales demonstrated high internal consistency reliability, significantly correlated with each other and correlated with the self-rated tutoring skills scores. In addition, tutoring efficacy scores significantly increased by years of tutoring experience and predicted 38% of the variance in self-rated tutoring skills scores. DiscussionAnalyzing the tutors’ scores of their motivation for PBL tutoring yielded three significantly correlated constructs representing tutoring self-efficacy, tutoring interest and tutoring value. The findings demonstrated high internal consistency reliability of the questionnaire, strong correlation between the three constructs as well as correlations between the constructs and the self-rated tutoring skills scores. Taken together, the current study demonstrates that the newly developed instrument measuring motivation for PBL tutoring exhibits good psychometric properties. The findings in this paper pave the way for further studies for refining the measurement of this construct in different problem-based contexts.

Effects of Simulation With Problem-Based Learning Program on Metacognition, Team Efficacy, and Learning Attitude in Nursing Students: Nursing Care With Increased Intracranial Pressure Patient.

Nursing care for patients with central nervous system problems requires advanced professional knowledge and care skills. Nursing students are more likely to have difficulty in dealing with adult patients who have severe neurological problems in clinical practice. This study investigated the effect on the metacognition, team efficacy, and learning attitude of nursing students after an integrated simulation and problem-based learning program. A real scenario of a patient with increased intracranial pressure was simulated for the students. The results showed that this method was effective in improving the metacognitive ability of the students. Furthermore, we used this comprehensive model of simulation with problem-based learning in order to assess the consequences of student satisfaction with the nursing major, interpersonal relationships, and importance of simulation-based education in relation to the effectiveness of the integrated simulation with problem-based learning. The results can be used to improve the design of clinical practicum and nursing education.