Problem-based Learning System Research Articles

Meningkatkan Hasil Belajar Fase F Materi Hierarki Dalam Gereja Katolik Bernalar Kritis Model PBL SMKN 1 Monterado

The researcher is a State Teacher at SMK Negeri 1 Monterado, Bengkayang Regency, West Kalimantan, in the subject of Catholic Religious Education. This research is Classroom Action Research which aims to improve student learning outcomes and critical reasoning in learning using the Problem Based Learning (PBL) learning model or Problem Based Learning (PBM). The point is whether the PBL Learning Model can be effectively applied in the classroom, especially in the Class
 The method used was Classroom Action Research in 2 implementation cycles on class XI students at SMKN 1 Monterado, using discussion and question and answer methods in problem solving of real problems encountered.
 Based on the research results, it was found that the problem-based learning system by applying the discussion and question and answer method, was felt to be quite effective and could improve learning outcomes, find the source of problems, analyze the sources of problems and attempt to solve problems encountered and Critical Reasoning. For this reason, this method is very suitable to be applied to arouse students' enthusiasm for learning and bring out students' creativity in learning.

Prevalence and Predictor of Impostor Phenomenon Among Medical Students at Jouf University, Saudi Arabia.

The impostor phenomenon (IP) was defined in 1978 as an "internal feeling of intellectual phoniness felt by people with outstanding academic and professional achievements."This study aims to estimate the prevalence and predictors of IP among medical students. A cross-sectional study was conducted from November 2022 to May 2023. A total of 200 medical students from years one to five participated in the survey; the response rate was 82.5% (165). A stratified random sampling technique was used to select groups of male and female Jouf University medical students from the 1st, 2nd, 3rd, 4th, and 5th batches of the 2022 to 2023 academic year. An e-mail with a self-administered questionnaire comprising the Clance IP scale and a consent form was sent to all participants. The identities of the students were kept anonymous to eliminate response bias. Participation was voluntary. Data were presented in terms of numbers and percentages; a chi-square test was used to compare categorical variables; and multivariable analysis was used to determine predictors of IP using SPSS Statistics version 20 (IBM Corp., Armonk, NY, USA). A total of 165 students responded to the questionnaire, with a response rate of 82.531%; 47.30% were males, and 86 (52.10%) were females. The findings indicate that 12 (7.3%), 83 (50.30%), 59 (35.80%), and 11 (6.70%) medical students, respectively, suffered from few, moderate, frequent, and intense imposter features. Results also showed that 13 (56.50%) first-year students suffered from moderate IP experiences, and 10 (43.50%) had frequent IP experiences. It was observed that for students in the first year, the academic performance represented by a student's grade point average (GPA), monthly family income, father's educational level, mother's educational level, and marital status are predictors of impostor experience. The study's findings show that impostor syndrome is a common problem among medical students and that being in the first year of medical school can increase the incidence of suffering from it. The problem-based learning system in medical school can contribute to impostor syndrome among medical students. Both low-achieving and high-achieving students suffer from impostorism.

Hilirisasi produk Smart ENT Unit dinilai sangat bermanfaat bagi mitra Fakultas Kedokteran Universitas Mataram

Medical technology continues to grows, both for services and education, thus, innovation is needed. One of these innovations is through the development of the Smart Ear Nose and Throat (ENT) Unit, especially for ear, nose, throat, head and neck surgery (ENT-HNS). In the field of education, this can support problem-based learning (PBL) systems. The development of hardware, software and electronic systems is required in the actualization of this Smart ENT Unit. The method for this community service is by transferring the science and technology that has been produced by the authors to partners. This is to support the use of technology that has been developed by academician to partners, namely the Mataram University Primary Clinic. The result of this community service is in the form of handing over a smart ENT Unit to partners. When the equipment is handed over, assistance is also provided to partners regarding the operation and maintenance of the unit. Eventually, the unit has been used to delivering the health service and education. The conclusion of this community service is that the transfer of the Science and Technology Smart ENT Unit has been successfully completed by the authors. Based on the partner testimonials, the benefits have been felt in regards to this program.

Differences in perception of online anesthesiology between Thai medical students and teachers during the COVID-19 pandemic.

Traditional anesthesiology learning was disrupted by the coronavirus disease 2019 pandemic and replaced by online learning. Students and teachers did not prepare well for this change. Determining the differences in perceptions can close the gap and develop more effective curricula. Our study aims to compare students' and teachers' perceptions of online anesthesiology learning. We conducted a prospective descriptive study, a cross-sectional survey between July 2020 and January 2021 in the Anesthesiology Department, Faculty of Medicine, Khon Kaen University, Thailand. Our participants were fifth-year medical students and teachers participating in online anesthesiology. We compared the perception of the teaching process, support system, learning outcomes, satisfaction, and preference. Using an online structured questionnaire survey with a 4-point Likert scale to measure the degree of agreement with each item. We analyzed the difference between students' and teachers' perceptions by topic. We received responses from 174 students and 24 teachers. Students had a significantly higher proportion of positive perceptions than teachers on the teaching process (theoretical teaching, problem-based learning, feedback, and response system), on a support system (technological support, connectivity, and learning materials), on learning outcomes (clinical practice readiness, critical thinking, long-term memory, and enthusiasm), satisfaction score, and online learning preference (p<0.05). Differences in perception were high in many aspects of online anesthesiology learning. This perception gap was particularly evident in the teaching process, support system, and learning outcomes. And Thai students had more preference for online learning than teachers. Strategies to reduce the gap should focus on teachers' training and supporting online learning should be concerned.

Employing Problem Based Learning System in Advancing Communication Skills Proficiency in Professional Communication for Engineering Undergraduates

Employing Problem Based Learning System in Advancing Communication Skills Proficiency in Professional Communication for Engineering Undergraduates

Impact of covid19- Pandemic on Students’ Performance in A Problem-Based Learning System: Comparative Study Between Face-to-Face and Virtual Learning

Background: Amongst all other educational institutions, medical schools suffered the consequences of the COVID-19 pandemic. Medical education requires a great deal of interaction between instructors and students, and in the final years, patients as well. In response to the pandemic, the College of Medicine and Medical Sciences at the Arabian Gulf University has applied virtual teaching/ learning since March 2020 as an alternative to face-to face teaching. The college used Moodle and Zoom as online methods for education. The aim of the present study was to evaluate the effectiveness of virtual medical education by comparing students’ performance in final exams in face-to-face and virtual settings. Methods: Following the college’s ethical approval, this longitudinal study was performed on 183 medical students. Those students experienced 2 different successive methods of teaching/learning; Unit V as face-to-face followed by Unit VI as virtual settings. Students’ performance in theoretical component of the final exams for both units was analyzed and compared. Results: There was no significant difference in student performance between Units V and VI. Students’ performance in the physiology part was equally effective in both units, while the difficulty index of both exams was insignificantly different. Conclusion: Our results demonstrate that students’ performance in final exams could serve as an objective parameter when comparing different educational settings. Our results also support the idea that, in certain aspects, virtual is equal to face-to-face medical education strategies.

Impact of covid19- Pandemic on Students’ Performance in A Problem-Based Learning System: Comparative Study Between Face-to-Face and Virtual Learning

Background: Amongst all other educational institutions, medical schools suffered the consequences of the COVID-19 pandemic. Medical education requires a great deal of interaction between instructors and students, and in the final years, patients as well. In response to the pandemic, the College of Medicine and Medical Sciences at the Arabian Gulf University has applied virtual teaching/ learning since March 2020 as an alternative to face-to-face teaching. The college used Moodle and Zoom as online methods for education. The aim of the present study was to evaluate the effectiveness of virtual medical education by comparing students’ performance in final exams in face-to-face and virtual settings. Methods: Following the college’s ethical approval, this longitudinal study was performed on 183 medical students. Those students experienced 2 different successive methods of teaching/learning; Unit V as face-to-face followed by Unit VI as virtual settings. Students’ performance in theoretical component of the final exams for both units was analyzed and compared. Results: There was no significant difference in student performance between Units V and VI. Students’ performance in the physiology part was equally effective in both units, while the difficulty index of both exams was insignificantly different. Conclusion: Our results demonstrate that students’ performance in final exams could serve as an objective parameter when comparing different educational settings. Our results also support the idea that, in certain aspects, virtual is equal to face-to-face medical education strategies.

Developing a computer-mediated communication competence forecasting model based on learning behavior features

This study aims to develop a computer-mediated communication (CMC) competence forecasting model (CMCCFM) based on five well-known machine learning schemes－ linear regression algorithm, M5P algorithm, sequence minimum optimization regression algorithm, convolutional neural network algorithm, and multi-layer perceptron algorithm and learning behavior features collected by a micro-behavior recorder from the learners who used a web-based collaborative problem-based learning (WCPBL) system to perform a problem-solving learning activity. To explore the big data generated from a huge amount of learners’ micro-behaviors as the user behavior features for establishing a good CMCCFM, this study developed the learning micro-behavior classification structure according to the collected data features and the concepts of CMC competence. Additionally, an effective method for constructing a CMCCFM with high correctness and stableness was proposed and examined its forecasting effectiveness. The effects of learning situations on the prediction accuracy of CMCCFM were also explored. Analytical results show that the CMCCFM developed by the five considered machine learning schemes all have good prediction performance to some degree. Among the five considered machine learning schemes, the sequence minimum optimization regression algorithm with the model complexity parameter set to 0.1 has the highest prediction accuracy and stability. The key features that influence the prediction accuracy most are “communication behavior” and “communication objective.” Moreover, the development of the CMCCFM must consider the learning situations and learners’ traits, such as discussion trait and familiar degree with the problem-solving subject, because those would affect the prediction accuracy of the developed CMCCFM. • Developing a computer-mediated communication competence forecasting model (CMCCFM) based on learning behavior features. • Developing the learning micro-behavior classification structure according to the collected data features. • The sequence minimum optimization regression algorithm has the highest prediction accuracy and stability. • The key features that influence the prediction accuracy most are communication behavior and communication objective. • The development of the CMCCFM must consider the learning situations and learners’ trait.

Optimization of Web-Based Learning Media in SMK PGRI 3 Walikukun

This study aims to determine: (1) appropriate web-based learning methods to improve student learning outcomes, (2) the teacher‘s method of using web-based learning media to influence student achievement, and (3) Is the optimization of web-based learning media able to meet standards creative, active, and fun learning at SMK PGRI 3 Walikukun. The method used in this study uses a research and development (R&D) approach. The population in this study were students of SMK PGRI 3 Walikukun Based on data analysis, the results of this study showed that: Optimization of web-based learning media through the PBL approach was more effective in improving ICT competency in SMK PGRI 3 Walikukun students both in the process and learning outcomes which include aspects of competence knowledge, attitudes, skills and participation compared to before are still widely used direct learning models. The results of the conclusions indicate an increase in teacher skills in applying the syntax of the optimization model of web-based learning needs to be improved, by using a problem-based learning system learning activities take place interactively and student-centered, the results can increase student grades.

An effective method for incentivizing groups implemented in a collaborative problem-based learning system to enhance positive peer interaction and learning performance

ABSTRACT Many studies have verified that the effective promotion of both positive interactions among individual group members and group accountability is a critical issue in collaborative problem-based learning (CPBL). This work, therefore, proposes a group incentive mechanism (GIM) that is based on considering several important factors that influence peers’ interactions and group accountability in collaborative learning to improve learning performance, interactive relationships, group efficacy, and the cohesiveness of groups of learners in a CPBL system. To evaluate the effectiveness of the proposed GIM, 48 Grade 4 students from two classess were recruited from an elementary school in Taoyuan City, Taiwan, to participate in an instruction experiment. Two classess were randomly assigned to the experimental group using CPBL with the proposed GIM and the control group using CPBL with the individual incentive mechanism (IIM) to solve a target problem collaboratively. Analytical results reveal that although the control group of learners with the IIM exhibited greater social interactions than the experimental group of learners with the proposed GIM, the experimental group exhibited better learning performance, group efficacy, and positive interactive relationships than the control group.

STRESS LEVELS AND EXAM RESULT AT GASTROINTESTINAL LESSON IN SCHOOL OF NURSING

Introduction. Problem Based Learning is new learning method that can be positive or negative effected students to accept this method. STIKES Rajawali used this education system for nursing collages. The purpose of this study was to know relationship between stress level and exam result at gastrointestinal lesson with PBL in School of Nursing. Methods. This study used Cross sectional design. The numbers of sample of this study were 77 collages. Collecting data used Student Stress and Coping Intervention (SSCI) questioner. Also use check list question to measure learning outcome at Gatrointestinal lesson with Problem Based Learning’s system education. Univariable analyze used frequent distribution and bivarible for identified relation between variables used annova test. Result. Annova test’s result showed that there was significant difference between learning outcome and stress level with p point = 0,001 at midle stress’ level. Discussion. It is can become reference in PBL method with competence based curricula. Good stress management could improve learning outcome at problem based learning system education. Keywords: learning outcome, stress, problem based learning, nursing

El desarrollo del pensamiento crítico en estudiantes universitarios por medio del aprendizaje basado en problemas

La educación basada en competencias busca el desarrollo de habilidades cognitivas que permiten al estudiante generar un pensamiento crítico que se traduce en la capacidad del estudiante para resolver problemas dentro y fuera del aula. El propósito de este estudio fue encontrar el beneficio del Aprendizaje Basado en Problemas en el desarrollo de las competencias genéricas del pensamiento crítico. Se utilizó un método mixto con un diseño embebido y de tipo transeccional en un grupo de 27 personas de primer cuatrimestre de la materia de Introducción a la Nutrición y a la Dietética de la licenciatura en Nutrición, en una universidad privada de Iguala, Guerrero. Los instrumentos utilizados fueron el cuestionario de competencias genéricas individuales, sección de pensamiento crítico adaptado (Olivares et al., 2013: 9) y la rejilla de observación para las habilidades del pensamiento crítico (Facione, 1990: 15). Los resultados indicaron que la técnica mencionada presentó un efecto positivo en las habilidades relacionadas al juicio de una situación específica, con datos objetivos y subjetivos.

Application of an Electronic Problem-Based Learning System in Undergraduate Medical Education Program

Objective: The objective of this article is to introduce the e-PBL application experience of a medical faculty in undergraduate medical education program. Materials and methods: The special software for e-PBL application was developed and experienced. The application of e-PBL was carried out in the last two blocks of the Phase 3 program. During the last two blocks, third year students participated in the synchronized e-PBL sessions in small groups. After two years’ pilot studies, E-PBL was applied to all third-year students during the Multisystem and Life Cycle blocks in the years, 2015 and 2016. Students engaged in the phases of PBL steps, orally and in written forms. Sessions were student-centered and tutors only undertook the duty of assessment by monitoring the groups externally and making use of the session records and reports. Results: During the first year application, in light of students’ and tutors’ feedbacks, external motivation sources were identified to be crucial for effective sessions. During the second year application, performance of the groups increased compared to the first year through the implementation of summative assessment criteria and there was a decrease in technical problems. Conclusion: Considering the advantages and restrictions of e-PBL application, a plan was made to carry out the same synthesis blocks at the end of the third year program for consecutive years.

Professional Education and Training of Family Physicians at the Lithuanian University of Health Sciences

Abstract The changing approach to a physician’s profession brings about changes in the professional education and training of family physicians as well as in their continuous qualification improvement. For this reason, during the reformation of Lithuania’s primary healthcare system, not only alterations in family physicians’ activity, but also the changes in their education and training and the updating and improvement of their curriculum were seen as priority areas. The aim of the study was to reveal and compare resident physicians’ attitude to the peculiarities of the professional education and training of family physicians based on the traditional and problem-based learning systems at the Lithuanian University of Health Sciences (subsequently, LSMU). The study on the professional education and training of family physicians was conducted in 2005 and in 2015. The quantitative study was carried out via a written questionnaire survey. The studied population consisted of resident physicians who were studying family medicine at the LSMU. The analysis of the peculiarities of the professional education and training of family physicians showed that resident physicians acquired sufficient knowledge and skills in the fields of disease diagnostics and treatment, qualification improvement, disease prevention, and teamwork organization. Resident physicians had insufficient skills to adapt to new conditions of activity, and their studies did not develop creative thinking. The problem-based learning (PBL) system helps future family physicians to develop essential competences and to acquire knowledge and skills required for the career of a family physician.

Professional Education and Training of Family Physicians at the Lithuanian University of Health Sciences

AbstractThe changing approach to a physician’s profession brings about changes in the professional education and training of family physicians as well as in their continuous qualification improvement. For this reason, during the reformation of Lithuania’s primary healthcare system, not only alterations in family physicians’ activity, but also the changes in their education and training and the updating and improvement of their curriculum were seen as priority areas.The aim of the study was to reveal and compare resident physicians’ attitude to the peculiarities of the professional education and training of family physicians based on the traditional and problem-based learning systems at the Lithuanian University of Health Sciences (subsequently, LSMU).The study on the professional education and training of family physicians was conducted in 2005 and in 2015. The quantitative study was carried out via a written questionnaire survey. The studied population consisted of resident physicians who were studying family medicine at the LSMU.The analysis of the peculiarities of the professional education and training of family physicians showed that resident physicians acquired sufficient knowledge and skills in the fields of disease diagnostics and treatment, qualification improvement, disease prevention, and teamwork organization. Resident physicians had insufficient skills to adapt to new conditions of activity, and their studies did not develop creative thinking. The problem-based learning (PBL) system helps future family physicians to develop essential competences and to acquire knowledge and skills required for the career of a family physician.

INTEGRATION OF THE PROBLEM-BASED LEARNING SYSTEM INTO THE PROFESSIONAL LANGUAGE MODULE AT THE LITHUANIAN UNIVERSITY OF HEALTH SCIENCES

As the significance of science increases and the cooperation with foreign partners becomes more intensive, education and training of highly qualified specialists gains its importance. At the Lithuanian University of Health Sciences, update and improvement of the curriculum are priority fields in the education and training of health specialists. The field of professional languages is the field that attracts special attention. The University should educate specialists who would be able to cooperate in research and professional activity via free communication in several foreign languages . This study aimed at revealing the peculiarities of the expression of the elements of the problem-based learning system in professional language studies at the Lithuanian University of Health Sciences (LSMU). The generalized results of the study showed that the formation of students’ deep approach to studies and their independent work skills may be affected by integrating the elements of the problem-based learning system into the studying process. Empowering the students for successful studies was significantly facilitated by the application of such techniques as mind maps, group work, problem solving, brainstorming, and discussion. DOI: http://dx.doi.org/10.7220/2335-2027.8.10

Verification of problem-based learning systems using modified petri nets

In this paper, we intend to verify a web-based system on problem-based learning (PBL). To consider the design flow of the web-based PBL system, it is essential to avoid the potential hazard introduced by a logically incorrect system design. In order to eliminate the potential hazard, we define a new class of Petri net, namely, an Activity Flow (AF) net, which is suitable to be converted from a UML (Unified Modeling Language) activity diagram. Through the siphon-based deadlock detection of the AF net, we can find whether there is a process hazard in the UML activity diagram or not. This is helpful to implement the PBL system and to ensure the correct activities and the right control flow. In addition, we attempt to enhance the quality of the system verification by using a questionnaire. Thus we can interpret the user’s level of satisfaction with the designed PBL system. These two verification approaches bring us to achieve an adequately positive response to the web-based PBL system.

The process, dialogues, and attitudes of vocational engineering high school students in a web problem-based learning (WPBL) system

This study aims to explore how high school students collaboratively solve problems in a web problem-based learning (WPBL) system in an 8-week digital logic course using discourse analysis. Employing in-depth interviews, this study also investigated the students' attitudes toward the WPBL system. The number of teaching assistants' responses had a negative relationship with the number of peer responses. Regarding dialogue quality, extended questions and brainstorming stimulated each other. Elaboration facilitated problem solving, whereas organizing knowledge from books or websites decreased reflection. Students affirmed the usefulness and effectiveness of the web system because it created an interactive, flexible, comfortable and collaborative learning environment.

Analysis and Design on PBL System Based on Multi-Agent

Development of information technology provides the technical support for instruction. Research on teaching-system is developed using agent technology at present. A problem based learning system is structured using multi-Agent after the characteristics of PBL is analyzed. Each agent’s function and logical structure are discussed. Composition and workflow of the system are introduced. And the last, we also made some advanced research about the key technology.

Foundations of Database Searching: Integrating Evidence-Based Medicine into the Medical Curriculum

Library integration into the medical school curriculum is a crucial aspect of meeting Liaison Committee on Medical Education (LCME) Accreditation Standards and the Association of American Medical Colleges (AAMC) Medical School Objectives Project (MSOP) guidelines. To accomplish this, academic health sciences libraries seek to develop evidence-based medicine (EBM) literature searching classes within the medical school curriculum. Establishing a basic understanding of the fundamental concepts behind health sciences database searching among medical students is a prerequisite for a more demanding evidence-based literature searching curriculum. The George T. Harrell Health Sciences Library, Penn State College of Medicine, sought to incorporate an evidence-based medicine literature searching structure by working within the existing problem-based learning system during the preclinical years. Students in the clinical years will participate in evidence-based assignments during their rotations. A fourth-year EBM elective will be created to reinforce and round out students' exposure to these concepts.