Problem-based Learning Setting Research Articles

The quality of group interactions in medical problem–based learning in China: the roles of intercultural sensitivity and group ethnic composition

BackgroundChinese universities are increasingly recruiting foreign students, and problem-based learning (PBL) is an effective approach to integrating those students. This study focuses on the role of intercultural sensitivity and group ethnic composition on the quality of group interaction in medical problem-based learning in China.MethodsThis paper reports an investigation of the differences in three types of group interaction (exploratory questions, cumulative reasoning, and handling conflict) among 139 s-year medical undergraduates from two backgrounds (Chinese and foreign) in a PBL setting. The roles of intercultural sensitivity, group ethnic composition, and students’ personal characteristics including age, gender and ethnicity on students’ perceptions of the three types of interaction were quantitatively analyzed. A 35-item questionnaire and demographic survey were administered to second year medical undergraduates.ResultsThe results indicated that group ethnic composition was a significant negative predictor while intercultural sensitivity was a strong positive predictor of group interactions involving exploratory questions and cumulative reasoning. In addition, group heterogeneity in terms of age and ethnicity were significant predictors of group interaction.ConclusionsThe findings of this study provide insights for strategically designing effective multiethnic group learning environments that encourage interaction and collaboration.

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 towards 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 programmes 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 possibly due to the type of assessment used. In conclusion, field simulation enhanced the students’ positive learning experiences as they exhibited better attitudes towards learning. Future studies on the impact of the simulation on long-term knowledge retention and psychomotor skills are thus warranted.

Effect of using animation video media through problem-based learning settings on learning outcomes for making fashion patterns

This study aims to determine the effect of using animated video media through problem-based learning settings on learning outcomes to make fashion patterns. The type of research used is a quasi-experimental design with a non-equivalent control group design. Variables consist of independent variables and dependent variables. The independent variables are the use of animated video media with problem-based learning model settings and the use of PowerPoint media with problem-based learning model settings. The dependent variable is the result of learning to make fashion patterns. The population of this study was all students of class X Fashion Design for the 2021/2022 academic year in Buleleng Regency, which consisted of 34 people at SMK Negeri 2 Singaraja and SMK Negeri 1 Seririt. The sampling technique uses saturated sampling that is using the entire population. Data were collected by using multiple choice and rubric test techniques. The multiple-choice test instrument has been tested with item validity tests, reliability tests, item difficulty tests, and different power tests. The skill assessment rubric is tested with expert validation. Prerequisites for data analysis in the form of a homogeneity test and normality test. While the analysis of hypothesis testing was carried out using the t-test.

Innovation of the problem based learning model with contextual teaching learning in mathematics learning in the Industrial Revolution 4.0 era: A comparative case studies

This study aims to compare learning outcomes, activeness, and students’ responses in learning mathematics in the era of the industrial revolution 4.0. Type of study is a quasi-experimental design with a pretest post-test only comparison design. The study population was the high school students in class XI with the samples consisting of three classes from different schools. The results of the descriptive and inferential analysis show that there were differences from the application of the three learning models which were then being tested by Tukey and they were depicted descriptively and inferentially that the combination model of Problem based learning setting Contextual teaching learning was more effective than the model of Problem based learning and Contextual teaching learning in terms of learning outcomes, activeness and student responses in the industrial revolution 4.0.

EFEKTIVITAS PROBLEM-BASED LEARNING SETTING STAD DITINJAU DARI HASIL BELAJAR DAN DISPOSISI MATEMATIS MAHASISWA

This study aims to describe the effectiveness of the STAD problem-based learning setting in terms of learning outcomes and mathematical dispositions. This research is an experimental research type of pre-experimental. This pre-experimental study used a one-group pretest-posttest design with a population of students in the second semester of the Mathematics Education Study Program at the University of Flores for the 2020/2021 academic year. The sample in this study was a class of second-semester students. The research instrument used was a test of learning outcomes in the form of a description of 6 questions and a non-test in the form of a mathematical disposition questionnaire in the form of a Likert scale with five answer choices. The data analysis technique used was the paired-sample t-test with the help of SPSS Windows Version 16. Based on the test results, obtained the value of sig. of 0.00 for learning outcomes and mathematical dispositions. This result shows that the problem-based learning setting of STAD is effective and good to be applied in the design of the learning process in a number theory course, in terms of learning outcomes and mathematical disposition abilities.

In-service Educators Co-constructing Knowledge in a PBL Setting: Phases of Interaction

Collaboration is an essential part of problem-based learning (PBL), but detailed understanding about how interaction between PBL participants leads to co-construction of knowledge is still quite scarce. This study attempted to address this issue by analyzing the phases of interaction between three teachers in a professional education setting solving a real-world problem over the course of seven weeks. Other data such as documents and artifacts created by the participants were also analyzed in relation to the interaction, allowing for triangulation of data as well as richer description of the advances of the interaction. What emerged were six phases that conceptually depict the interactional interplay between the actors in the process of social construction of knowledge in this PBL setting. These phases provide a lens in which to view and understand the phases of interactional interplay between PBL actors. This can eventually contribute to a more detailed guidance on how certain types of discourse moves can advance these phases of interaction.

Using Teacher Dashboards to Assess Group Collaboration in Problem-based Learning

Assessing group collaboration is a critical element in Problem-based Learning (PBL). In asynchronous online PBL settings, facilitators encounter challenges to assess group collaboration because of delayed responses, lack of social cues, and the orchestration load. Teacher dashboards have the potential to support facilitators to assess collaboration by providing synthesized and visualized information about student learning. Previous studies have explored facilitators’ user experience of teacher dashboards. However, little is known about how facilitators with different levels of PBL expertise interpret dashboard information differently. In this study, we analyzed ten PBL facilitators’ utterance moves while interacting with an online teacher dashboard to examine the difference between expert and novice facilitators as they used each visualization. This study can inform the design of teacher dashboards on collaboration assessment.

Problem-Based Learning in Online Settings during COVID-19

Purpose: Problem-based learning (PBL) provides an appropriate instructional strategy to engage a student in active learning, enhance student interest, improve retention, and promote problem-solving and critical thinking skills. This study aims to report on student and faculty experiences in a problem-based learning course consisting of a preparation phase and a reporting phase during the COVID-19 lockdown and present potential implications for online PBL course design. Study design/methodology/approach: A survey was conducted to compare the two instructional PBL settings, i.e. face-to-face and online. Descriptive statistics as well as a general inductive approach for analysing the qualitative data are used to evaluate the results of the survey. Findings: The results show that students appreciated the new small group discussion format in the online PBL course over the whole class discussion in the face-to-face setting and that an online PBL course can help students integrate knowledge and promote the deep learning approach. Originality/value: The study contributes to PBL research by examining student and faculty experiences in a case-based PBL course. A new instructional online PBL course design is presented, with the main change in the reporting phase. The study shows that the shift from a physical to an online setting has no detectable negative impact on the ability of students to achieve set learning goals if the PBL approach is slightly modified. https://www.doi.org/10.53615/2232-5697.10.21-30

High school students’ agentic responses to modeling during problem-based learning

Strong information literacy, collaboration, and argumentation skills are essential to success in problem-based learning (PBL), and computer-based scaffolding plays a key role in helping students enhance these skills. As students search for information, identify root causes, and propose problem solutions, they are faced with choosing among alternatives that result in enhanced or diminished skill development. In this qualitative study, we use the agentic perspective of Bandura’s social cognitive theory to examine how students’ choices illuminate their priorities, values and perspectives with respect to PBL inquiry. Results indicate that when seeking evidence to support claims in a PBL setting, given the choice between teacher-provided resources and their own research, students choose teacher-provided resources. This supports Barrows’ original assertion about PBL that students are more likely to develop important skills like information literacy, self-directed learning, and problem solving when instructors refrain from providing domain specific knowledge prior to PBL activities.

Evaluating self reported student competency in clinically integrated histopathology using a multi-station based and student-centred approach in graduate medical education

Aim: To develop and evaluate a pathology curriculum which has substituted didactic practicals for a multi-station tutorial integrating self-assessment questions, clinical scenarios and pathology. Method: Eighty medical students were asked to review the curriculum using qualitative comments and based on a quantitative Likert scale. Results: We demonstrated that the multi-station approach improved student understanding of anatomy, histology, radiology, macroscopic pathology and clinical practice. There was improvement of student self-reported understanding of the clinical applications of pathology (2.19±0.1 in old curriculum versus 3.25±0.09 in new curriculum, p<0.05). In addition, we showed that this new teaching approach integrated well with the problem-based learning and provided students with more autonomy to approach their learning in ways that worked for them (2.13±0.12 old versus 2.67±0.12 new, p<0.05). Finally, the students regarded the self-assessment questions being the most useful (3.80±0.05), followed by the presence of student tutors (3.65±0.62). Discussion: Engaging the medical students to study clinically integrated histopathology using a multi-station based and student-centred approach is highly useful for learning of pathology in problem-based learning settings.

Improving Achievement and Attitudes towards Mathematics Using Problem-Based Learning Setting Team Accelerated Instruction

Learning achievement and attitude towards mathematics are two of the indicators of student success in learning mathematics. Problems related to these two things that occur in classrooms where the author teaches encourage the author to make improvements in learning through a classroom action research to improve student achievement and attitudes toward mathematics. Classroom action research is carried out by applying Problem-Based Learning (PBL) with Team Accelerated Instruction (TAI) arrangements. Data were collected using two types of instruments, namely mathematics achievement test, and students' attitude toward mathematics questionnaire. The results showed that the average attitude of students towards mathematics there were 81% of students had good attitude categories to the top (59% good categories and 22% of very good categories), student achievement as much as 87.50% had been completed with an average student completeness is 81.75 while the implementation of learning activities has exceeded the specified target that is equal to 92.11% has been implemented. It can be concluded that the application of the PBL setting TAI model has succeeded in improving student achievement and student attitudes towards mathematics.

Improving Achievement and Attitudes towards Mathematics Using Problem-Based Learning Setting Team Accelerated Instruction

Improving Achievement and Attitudes towards Mathematics Using Problem-Based Learning Setting Team Accelerated Instruction

‘I'm lost’ – a qualitative analysis of student teams' strategies during their first experience in problem-based learning

ABSTRACTFuture global challenges that engineering graduates face have placed demands on engineering education and how graduates develop competency in collaborative problem-solving. Such demand has seen an increase in the use of pedagogies like problem-based learning (PBL) that provide opportunities for developing collaborative problem-solving skills. PBL has been well studied however there is still much to understand about ‘how’ students solve problems collaboratively in PBL settings. This work investigates the processes taking place when students set out to solve problems in a group. Naturalistic data from video recordings of participants in chemical process design PBL sessions is used. Participants conversations were transcribed and their language analysed using qualitative content analysis to provide a description of ‘what’ strategies students use. The findings indicate that students tend to adhere to relatively rigid structures and minimise effort when tackling unfamiliar ill-defined problems. Additionally, students appear to struggle making connections between knowledge domains.

The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers' professional vision of critical incidents in the classroom

The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers' professional vision of critical incidents in the classroom

The impact of direct instruction in a problem-based learning setting. Effects of a video-based training program to foster preservice teachers’ professional vision of critical incidents in the classroom

Classroom disruptions are challenging. Problem-based learning (PBL) may help preservice teachers prepare for these situations through self-directed knowledge acquisition or direct instruction. In a first study, we applied a two-group design where students acquired knowledge through either self-directed learning (CG) or direct instruction (EG). Depending on the treatment, we examined differences in knowledge about classroom disruptions and in professional vision (noticing and knowledge-based reasoning). Knowledge was assessed with a multiple-choice test, and professional vision through video case analysis. EG showed higher scores in knowledge than CG and mentioned more knowledge-based reasons. In a second study, pre-post comparison showed increased knowledge and reasoning over time. Noticing did not differ between groups in Study 1 and remained stable in Study 2.

Teaching Medical Students About Abortion Through Problem-Based Learning [1O

INTRODUCTION: Medical students have limited exposure to women’s reproductive health topics in their first two years of training. A problem-based learning (PBL) module was developed to introduce abortion to second year medical students at the University of Louisville School of Medicine. The study’s purpose was to evaluate students’ knowledge and perceptions of abortion before and after the module. METHODS: In February 2017, 159 medical students were divided into 16 small groups and received a case with a woman seeking abortion after diagnosis of Zika infection. Students discussed the case and developed learning objectives in the first session. Groups reconvened after one week to re-evaluate the case. One hundred twenty-seven students completed pre- and post-PBL surveys and 16 facilitators completed post-PBL surveys. Quantitative data were analyzed using SPSS Version 22.0, and qualitative data using Pandit’s version of Glaser and Strauss Grounded Theory. RESULTS: Students reported significantly increased knowledge about abortion after the PBL (58% felt informed or very informed after, 30% before. p&lt;0.001). Paradoxically, students’ quiz scores decreased, with mean score dropping from 7.83 to 6.58 (p&lt;0.001). Prevalent themes included professional obligation, patient autonomy, and moral/ethical objections to abortion. CONCLUSION: Students appreciated the opportunity to discuss abortion and evaluate the ethical and professional considerations surrounding abortion provision. However, comparison of pre- and post-PBL quiz scores suggest that some foundational content, such as procedural details and gestational limits, were not effectively taught in the PBL setting. Future studies are needed to determine whether didactic education, in addition to PBL, can effectively provide comprehensive abortion education.

Improving student expectations of learning in a problem-based environment

Despite the continuing popularity of problem-based learning (PBL) approaches in higher education worldwide, concerns have been raised regarding a decrease in effectiveness. Unrealistic expectations of students about the nature of learning in a PBL setting may lead to ineffective use of self-regulated learning strategies, in turn leading to suboptimal learning during self-study. In this study, we tested the effects of a workshop aimed at aligning students' perceptions and expectations of their learning environment to those of the university as expressed in faculty training programs. First-year PBL medical students were randomly assigned to either a control condition (n = 26) or a contrast (workshop) condition (n = 19), designed to enable them to compare and contrast their expectations to those of the university. Results showed no significant differences between conditions in students' reported use of SRL strategies, but indicated a differential development in students' intentions to take responsibility for their own learning, with students in the contrast condition reporting an increase in these intentions as a result of the intervention. The intervention did not have a differential effect for students with different pretest scores. We discuss how optimization of the PBL environment can inform the design of online, computer-based support tools.

Qualitative and quantitative analysis of the students’ perceptions to the use of 3D electronic models in problem-based learning

Faculty of Dentistry of the University of Hong Kong has introduced innovative blended problem-based learning (PBL) with the aid of 3D electronic models (e-models) to Bachelor of Dental Surgery (BDS) curriculum. Statistical results of pre- and post-semester questionnaire surveys illustrated compatibility of e-models in PBL settings. The students’ importance ratings of two objectives “Complete assigned tasks on time” and “Active listener”, and twenty-two facilitator evaluation items including critical thinking and group problem-solving skills had increased significantly. The students’ PBL preparation behavior, attentions to problem understanding, problem analysis, and learning resource quality were also found to be related to online support of e-models and its software. Qualitative analysis of open-ended questions with visual text analytic software “Leximancer” improved validity of statistical results. Using e-model functions in treatment planning, problem analysis and giving instructions provided a method of informative communication. Therefore, it is critical for the faculty to continuously provide facilitator training and quality online e-model resources to the students.

Do Dental Students' Personality Types and Group Dynamics Affect Their Performance in Problem-Based Learning?

The aim of this study was to determine whether the personality types of dental students and their group dynamics were linked to their problem-based learning (PBL) performance. The Myers-Briggs Type Indicator (MBTI) instrument was used with 263 dental students enrolled in Seoul National University School of Dentistry from 2011 to 2013; the students had participated in PBL in their first year. A four-session PBL setting was designed to analyze how individual personality types and the diversity of their small groups were associated with PBL performance. Overall, the results showed that the personality type of PBL performance that was the most prominent was Judging. As a group became more diverse with its different constituent personality characteristics, there was a tendency for the group to be higher ranked in terms of PBL performance. In particular, the overperforming group was clustered around three major profiles: Extraverted Intuitive Thinking Judging (ENTJ), Introverted Sensing Thinking Judging (ISTJ), and Extraverted Sensing Thinking Judging (ESTJ). Personality analysis would be beneficial for dental faculty members in order for them to understand the extent to which cooperative learning would work smoothly, especially when considering group personalities.

An assessment of resource availability for problem based learning in a Ghanaian University setting

PurposeThe purpose of this paper is to assess the differences pertaining to the resources presently accessible for problem-based learning (PBL) among six colleges of Kwame Nkrumah University of Science and Technology (KNUST) in Ghana.Design/methodology/approachData for the study are the cross-sectional type drawn from 1,020 students. Poisson and zero-inflated Poisson (ZIP) models were implemented on the data to ascertain the variations regarding the extent of resources available for PBL across the colleges of the university.FindingsThe study outlines the specific resources accessible for PBL across college levels of KNUST. On aggregate, 25.7 per cent reported that their respective colleges have sufficient resources, while 74.3 per cent indicated otherwise. The ZIP model exhibited superiority over the Poisson model, when compared under a Vuong test. As per the ZIP model, none of the colleges appeared to differ significantly in terms of having sufficient resource for PBL.Practical implicationsFindings are applicable to informed decision-making which targets achieving quality education through the use of PBL. Access to sufficient resources that meet the needs of colleges or departments of a University is emphasized.Originality/valueThe application of Poisson and ZIP models to aggregated count data in a PBL setting is novel.