Problem-based Learning Teaching Method Research Articles

Application of Seminar Teaching Method Combined with Case-Based Learning and Problem-Based Learning Teaching Models in Oral Clinical Nursing Teaching

Purpose: To analyze the role of the seminar teaching method + case-based learning (CBL) teaching method + problem-based learning (PBL) teaching method in oral clinical nursing teaching. Methods: 13 undergraduate nursing students who entered the department from September 2020 to September 2021 were selected as the control group, adopting conventional nursing teaching methods; 13 undergraduate nursing students who entered the department from September 2021 to August 2022 were selected as the observation group, adopting the seminar + CBL + PBL teaching method. The teaching effects were compared between the two groups. Results: All assessment scores of the observation group were higher than those of the control group; all teaching satisfaction levels were higher than those of the control group (P < 0.05). Conclusion: Adopting the seminar + CBL + PBL teaching method during oral clinical nursing teaching can improve nursing students’ assessment scores, strengthen their core competencies, and enhance teaching satisfaction.

Problem-based life situational issues exploration–Taking the learning effectiveness of artificial intelligence in natural sciences

This research focuses on problem-based learning (PBL) teaching methods and designs artificial intelligence (AI) in facial recognition systems, smart streetlights, and drone as teaching materials. To integrate teaching materials of life situation issues into the natural general curriculum and develop a learning perception questionnaire (LPQ) with validity and reliability to evaluate students’ perception of the curriculum. Based on a valid assessment tool, 56 college students were assessed on their learning of emerging technology contextual issues to evaluate their satisfaction, learning situation, and learning effectiveness. The results of the study are, as follows:<br /> (1) construct teaching materials for AI application in face recognition systems, street lights, and drone situations; (2) develop an LPQ with reliability and validity; (3) most students are satisfied with the integration of AI into PBL teaching; (4) most students believe that the integration of cross-domain learning in different subjects can help improve self-learning effectiveness and ensure continuous learning interest; and (5) many students agree that this course can improve learning outcomes. In the future, the focus will be on teaching practice, incorporating easy-to-use AI textbook content, and enhancing the opportunities for interactive learning; in addition, increasing the number of effective samples in the research to improve the depth of the experiment and the breadth of research.

Research on the Application of Problem-Based Learning (PBL) Teaching Method in Clinical Emergency Teaching

Objective: To explore the application advantages of problem-based learning (PBL) teaching method in clinical emergency teaching. Methods: Two classes of students in the five-year clinical medicine major of our university were selected as the research subjects and divided into two groups according to different teaching methods. Among them, 50 students who received the traditional teaching method constituted the control group, while 52 students who received the PBL teaching method constituted the observation group. After one semester, an exam was conducted to assess their theoretical knowledge and first-aid practical skills, and evaluate their clinical thinking skills. At the same time, a teaching satisfaction questionnaire was distributed to evaluate the teaching satisfaction. Results: The results of the t-test showed that the observation group was significantly higher than the control group in terms of theoretical assessment, first aid practical assessment, and clinical thinking skills, and the differences were statistically significant (P < 0.05). The results of the χ2 test showed that the difference in teaching satisfaction between the observation group and the control group was statistically significant (P < 0.05), and the teaching satisfaction in the observation group was significantly higher than the control group. Conclusion: Compared with traditional teaching methods, applying PBL teaching method in clinical emergency teaching can achieve more significant teaching effects. Students’ mastery of theoretical knowledge, first aid practical skills, and clinical thinking skills can be effectively strengthened, and it is conducive to improving teaching satisfaction.

The Impact of ChatGPT on the Interaction Between Teachers and Students in Primary and Middle School English Classes: Taking Problems-Based Learning as an Example

With the increasing science and technological development, Artificial Intelligence is used in many relevant areas in the modern epoch. In the field of education, ChatGPT has realized the combination of innovative teaching methods, such as Problem-Based Learning (PBL) teaching methods. This teaching method has changed the role of students and teachers, improved the inherent relationship between teachers and students, and made the classroom more active. The combination of ChatGPT and PBL teaching methods breaks the traditional classroom model. It integrates artificial intelligence into the PBL classroom so that the roles of teachers and students have changed and the education system is perfect. Teachers and students have richer learning resources, and the communication between teachers and students is smoother. But at the same time, there are still some problems and topics in integrating artificial intelligence and PBL education classrooms. To promote the further application of ChatGPT in PBL classrooms, people must continue to actively explore the field of education, discover coping strategies, and improve their abilities. Based on the existing research, the essay will discuss how ChatGPT affects the interaction between teachers and students in the classroom under the PBL teaching method and what problems still exist.

Effect of Learning Management Using Problem-based Learning on Fine Arts Basic Ability of Freshmen in Suzhou Arts and Design Institute, The People’s Republic of China

Background and Aim: Learning Management Using Problem-Based Learning students can have better development of creativity, the ability to apply in real-world situations, aesthetic appreciation of Arts, activeness, and initiative which can help them to make progress in Fine Arts basic ability. Thus, the purposes of this research were to:1) To compare the students’ Fine Arts basic ability before and after learning through Learning Management Using Problem Based Learning. 2) To compare the Fine Arts basic ability after learning through Learning Management Using problem-based learning with the determined criterion set at 70%.3) To assess the significance level of students’ satisfaction after learning through Learning Management Using Problem-Based Learning. Materials and Methods: The sample of this study was 30 Freshmen (1 class) in Suzhou Institute of Fine Arts and Design in the academic year of 2023, which was derived from the cluster random sampling method. The research instruments were as follows: 1) There are five teaching plans for the Fine arts’s basic ability course of fine arts. The five teaching plans adopt the Learning Management Using Problem-Based Learning teaching method. The themes are research instruments were as follows: There are 5 lesson plans for teaching Fine Arts basic Objects from concrete to abstract - The skill of composition and the skill of light and shadow sensitivity， The meaning of color - The skill of color sensitivity Abstract lines - The skill of lines， Stereo model first session - The skills of typological criterion, lines, and composition.2) An achievement test was used with a reliability of 0.73. 3）The reliability of student satisfaction is 0.80. Results: The results of the study were as follows: (1) Students who received Learning Management Using Problem-Based Learning have higher scores than before learning through Learning Management Using Problem-Based Learning than before at a statistically significant level of 0.05. (2) Students who received the Learning Management Using Problem-Based Learning have higher scores than the determined criterion of 70%. And (3) The students’ satisfaction with Learning Management Using Problem-Based learning is at a high level. Conclusion: Learning management using problem-based learning significantly improves students' Fine art’s basic ability. learning management using problem-based learning problem-based learning environment encourages students to actively think and participate in problem-solving. And the learning management using problem-based learning in the learning process, teachers still need to maintain supervision and guidance and increase time for repeated training to ensure that students are aligned with the learning objectives of Fine arts basic ability.

Development of Problem-Based Learning Management Activities to Enhance the Knowledge, Skills, and Interests of Students

China's elderly population is on the rise, and there is a growing need for improved education for professionals in geriatric health care and management. "Age-Friendly Interior Design" is a mandatory component of the curriculum for students majoring in aged care and management. Problem-Based Learning (PBL) has been introduced as an innovative teaching model. The study aims to achieve several objectives:1) To compare the knowledge, skills, and interests of students after using Problem-Based Learning (PBL) against predefined criteria. 2) To compare the knowledge, skills, and interests of students after using the Traditional Teaching Method against predefined criteria, and 3)To compare the knowledge, skills, and interests of students after using Problem-Based Learning (PBL) and the Traditional Teaching Method. This research engaged students pursuing degrees in geriatric nursing and management at a university in Sichuan, China. It encompassed both a control group consisting of 42 students and an experimental group with 48 students. The findings indicated that both PBL and traditional teaching methods had a positive impact on enhancing students' knowledge, skills, and interests to some extent. Problem-based learning (PBL) was more effective in improving these aspects than traditional methods with a significance level of 0.05.

Application of Flipped Classroom Combined with PBL Teaching Method in the Teaching of Respiratory Intensive Care Unit Nursing

Objective: The aim is to investigate the application effect of flipped classroom combined with problem-based learning (PBL) teaching method in the teaching of respiratory intensive care unit nursing. Methods: 100 fresh nursing students who were interned in the respiratory intensive care unit of our hospital from June 2020 to May 2022 were selected and randomly divided into 50 students in the control group and 50 students in the experimental group. The students in the control group were taught by PBL teaching method, and the students in the experimental group were taught by flipped classroom combined with PBL teaching method. After the completion of the teaching, the teachers combined the performance of the two groups of students, and scored them comprehensively in terms of their professional theoretical knowledge, clinical operation skills, independent learning ability, and teamwork ability, and carried out a survey of the experimental group’s students in terms of their satisfaction with the understanding of theoretical knowledge, clinical operation, independent learning ability, teamwork ability, and other dimensions. Results: There was no statistical significance in the specialized theoretical knowledge scores of the two groups of students (P > 0.05). The scores of clinical operation, independent learning ability, and teamwork ability of the two groups of students were statistically significant (P < 0.05), and all the scores of the students in the experimental group were higher than that of the control group. More than 90% of the students believed that the flipped classroom combined with PBL teaching method could assist in the comprehension of theoretical knowledge, improve the clinical operation skills, enhance the ability of independent learning and teamwork; there were 92% of the students supported the use of flipped classroom combined with PBL teaching in respiratory intensive care unit nursing teaching. Conclusion: In the teaching of respiratory intensive care unit nursing, the use of flipped classroom combined with PBL teaching method can improve the learning effect of students, and has certain value in teaching.

The Impact of the Project-Based Learning Method on Students

With the development of science and technology, Problem-based Learning (PBL) has gradually attracted people's attention, which has become an important issue about how to enable students to develop more. This paper mainly analyzes the previous studies to illustrate the different effects of PBL model education on students, especially when being compared with traditional model education methods. This paper not only examines the effects of PBL, but also the underlying reasons of these effects. Results show that PBL positively impacts students compared with traditional education. Also, it can improve students' active thinking, hands-on, and teamwork cooperative ability. These positive effects can help students adapt to future work and project learning. Meanwhile, the reason for these positive effects is the change in PBL and traditional teaching methods.

The Effect of Problem Based Learning (PBL) and Cognitive Ability on Learning Outcomes of Sprint Running in Students of SMP Negeri 8 Tasikmalaya

This study aims to determine: (1) differences in learning outcomes for students who are taught by PBL and direct teaching methods, low and high cognitive abilities. (2) the interaction between learning methods and cognitive abilities on learning outcomes of sprints. (3) differences in learning outcomes of sprinting with the PBL and direct teaching methods in terms of high cognitive ability. (4) the difference in learning outcomes of sprinting with the PBL and direct teaching methods in terms of low cognitive ability. This research is a quasi-experimental research with a factorial design. The research sample was taken using random sampling technique, the number of samples used was 50 students of SMP Negeri 8 Tasikmalaya. Analysis of the data used is the requirements test and hypothesis testing. The results of the study show: (1) there are differences in learning outcomes between students taught by PBL and direct teaching methods, (2) there is an interaction between learning methods and cognitive abilities on learning outcomes of sprints. (3) there are differences in learning outcomes between students who are given learning using the PBL Model and the Direct Instruction Model in groups of students who have high cognitive, (4) there is no difference in the learning outcomes of sprints between students who are given learning using the PBL Model and the Direct Instruction Model in groups of students who have low cognitive abilities.

Exploring the Application Effect of Flipped Classroom Combined with Problem-Based Learning Teaching Method in Clinical Skills Teaching of Standardized Training for Resident Doctors of Traditional Chinese Medicine

Objective: To explore the application effect of flipped classroom combined with problem-based learning teaching method in clinical skills teaching of standardized training for resident doctors of traditional Chinese Medicine. Methods: The study used the experimental control method. The study lasted from September to November 2022. The subjects of this study were 49 students of standardized training for resident doctors of traditional Chinese Medicine from grades 2020, 2021 and 2022 of Dazhou integrated TCM & Western Medicine Hospital. They were randomly divided into experiment group (25) and control group (24). The experiment group adopted flipped classroom combined with problem-based learning teaching method, and the control group adopted traditional teaching method. The teaching content was 4 basic clinical skill projects, including four diagnoses of traditional Chinese Medicine, cardiopulmonary resuscitation, dressing change procedure, acupuncture and massage. The evaluation method was carried out by comparing the students’ performance and a self-designed questionnaire was used to investigate the students’ evaluation of the teaching method. Results: The test scores of total scores in the experimental group (90.12 ± 5.89) were all higher than those in the control group (81.47 ± 7.96) (t = 4.53, P P < 0.01). Conclusions: The teaching process of the flipped classroom combined with problem-based learning teaching method is conducive to improving the efficiency of classroom teaching, cultivating students’ self-learning ability, and enhancing students’ willingness to learn.

A Study of PBL Teaching Model in College Badminton Courses by Using Design of Experiment

The purpose of this study is to explore the differences in sports attitudes after problem-based learning (PBL) teaching model intervening in college badminton courses. The students were divided into experiment group, with 66 students adopted the PBL teaching method, and the control group, with 67 students adopted the direct instruction. Badminton skill perceived scale (teaching effectiveness) and athletic attitude scale were using as research tools. The data was analyzed by descriptive statistics, independent sample t test, and paired sample t test. The results show that in the experiment group students improved their serving skills in badminton better than the control group students. Students who took badminton courses have significant difference in the affective dimension. PBL teaching method used in badminton courses effectively improve students’ learning sports skills and students enjoyed the fun of the exercise process that is positively beneficial to self-growth and exercise habits.

New Thinking of Curriculum Design for Study-Based Travel Based on the Novel “PBL+” Model

Study-based travel is an emerging comprehensive practice for cultivating students' core literacy curriculum. However, there are many problems and phenomena in the implementation process. In the face of real-world situational issues outside of the classroom, effective teaching models to use for cultivating students' Geographic Core Literacy (GCL) are currently a study-based travel hotspot. This study integrates the problem-based learning (PBL) teaching method, integrates the theoretical concepts of structuralism and pragmatics, and combines the GCL and geography textbooks to propose a new thinking framework for the "PBL+" model. Based on this, curriculum design is introduced, with high school students as the study-based object, and a design case is proposed based on the unique local resources of Heyuan City. The main focus is to combine theoretical knowledge from books with practice and integrate local resources into the classroom. It is not only following the main line of cultivating students' GCL and promoting the construction and development of core competencies but also providing references for optimizing the curriculum of research bases and schools.

Design of Biochemistry PBL teaching cases suitable for engineering education

Engineering education is an important part of China's higher education. With the deepening of the connotation of new engineering talents training, it is timely to carry out the curriculum reform in all directions and improve the quality of engineering talents. In order to highlight the characteristics of fostering new engineering talents, specialized courses and practical courses are becoming the focus of curriculum teaching reform. However to this end, it is urgent to explore how to strengthen fostering talents with engineering characteristics in the professional foundation courses. Taking the biochemistry course as an example, problem-based learning teaching methods were employed, appropriate teaching cases were selected, scientific and technical problems based instructional designs were explored, and students were guided to condense, analyze and solve problems. This study aims to transform the learning attitude of students from "passive" to "active", enhance students' thinking skills, highlight the engineering application of science and technology, lay the foundation for continuous and even lifelong learning, and provide a reference for fostering talents under the new engineering background.

Application of 3D printing technology combined with PBL teaching method in clinical teaching of cerebrovascular disease: An observational study

Traditional clinical teaching does not allow medical students to combine theoretical knowledge with practical knowledge. As such, we aimed to determine the effectiveness of three dimensional (3D) printing technology combined with problem-based learning (PBL) in the clinical teaching of cerebrovascular diseases. Medical interns were randomly divided into an experimental group (n = 136) that was taught using 3D printing technology + PBL method and a control group (n = 133) that was taught using traditional methods. We compared assessment results of theoretical and clinical practice skills and the subjective evaluation of teaching methods between the 2 groups. The assessment results of the experimental group were significantly higher than those in the control group (P < .05). The survey assessing the evaluation of teaching methods showed higher satisfaction with teaching methods, increased learning interest, and improvement in the spatial thinking ability of interns in the experimental group compared to the control group (P < .05). There was no significant difference when assessing which teaching method better improved the interns' understanding of cerebrovascular diseases (P < .05). The application of 3D printing technology combined with the PBL teaching method in neurosurgery clinical teaching can stimulate interest in learning and significantly improve academic performance and problem-analysis and solving skills.

Application of symptom-based mind mapping combined with PBL teaching method in emergency trauma standardized resident training in MDT model.

Explore the feasibility and effectiveness of accepting mind mapping combined with problem-based learning (PBL) teaching method in the standardized training of emergency surgery residents in the multi-disciplinary team (MDT) model of emergency trauma. Eighty-nine doctors under training who rotated in the Department of Emergency Surgery of the First Affiliated Hospital of Anhui Medical University from January 2021 to January 2022 were selected as the study subjects, and randomly divided into a group receiving mind mapping combined with PBL teaching and a group receiving traditional lecture-based learning teaching. Mini-clinical evaluation exercise (Mini-CEX), direct observation of procedural skills (DOPS), teaching adherence, and satisfaction assessments were completed at the time of discharge from the department. There were no significant differences between the observation and control group trainees in terms of gender, age, education, and entry grades. Both groups of doctors were better able to participate in their respective teaching modes and made significant progress. The participants in the observation group had significantly higher Mini-CEX, DOPS, and teaching satisfaction scores than the control group (P < .05). Under the MDT model of emergency trauma, the combination of mind mapping and PBL teaching can improve the comprehensive clinical ability of the trainees more than participating in the traditional lecture-based learning teaching, which is worth promoting and implementing in the clinical standardized training.

Performance of PBL-Based Image Teaching in Clinical Emergency Teaching.

At present, with the rapid increase of emergency knowledge and the improvement of people's requirements for medical quality, the traditional teaching mode cannot fully meet the needs of emergency teaching in the new era. This paper is aimed at improving the clinical emergency teaching mode by problem based learning (PBL) teaching method and improving the comprehensive ability of clinical emergency of medical students. This article proposes a problem-based PBL imaging teaching method, combining the characteristics and content of clinical emergency courses, focusing on students, highlighting the problem-solving process, and improving students' creative thinking ability. To cultivate students' interest in clinical learning, develop their self-learning ability, train their teamwork and communication skills, and cultivate their ability to set, question, and solve questions, so as to promote medical students' overall comprehensive ability to integrate specialized knowledge and clinical practice. In this paper, the PBL teaching method and the traditional teaching method of comparative experiments show that the PBL teaching method can more effectively highlight the characteristics of clinical emergency medicine teaching mode and make full use of the limited emergency teaching resources, so as to improve the quality of clinical emergency teaching. Compared with the traditional teaching mode, the theoretical knowledge and clinical operation skills of medical students under the PBL teaching mode are improved by 13%. Autonomous learning ability, communication ability, and creative thinking ability have also been relatively improved.

Analysis of Application of CBL and PBL Teaching Methods in Clinical Teaching of Breast Surgery

Objective: To analyze the clinical teaching characteristics of breast surgery and discuss the effect and practical value of CBL (Case-Based Learning) and PBL (Problem-Based Learning) teaching methods. Method: According to study, we brought into labelling and exclusion criteria and 100 breast surgery patients admitted to our hospital were selected as research objects from January 2020 to December 2021. Twenty interns who received clinical teaching were selected as the research objects. The two groups of subjects were randomly divided into 10+50 groups. There were 10 interns and 50 patients in the control group and 10 interns and 50 patients in the experimental group. The control group received LBL (Lecture-Based Learning) for teaching, and the interns performed surgical treatment on the patients; The experimental group received CBL+PBL teaching, and the interns performed surgical treatment on the patients. Then compare the effectiveness of patients’ treatment, the theoretical scores, practical scores and teaching satisfaction of the two groups of interns. Result: Under different clinical teaching interventions, the treatment efficiency of the experimental group was significantly higher than that of the control group. At the same time, the average scores of interns in the experimental group in theory and practice were higher than those in the control group, and their satisfaction with the teaching content and methods was also significantly higher than that in the control group. Difference between the two groups has statistical significance. (P&lt;0.05) Conclusion: Problem-Based Learning and Case-Based Learning clinical teaching methods are effective and have value for promotion.

Studying on Learning Satisfaction in Teaching Keyboard Courses With Problem-Based Learning Teaching Mode.

With the learning characteristics of adults, such as self-directed learning, courses that are preferred in application and practice, this research explores the Problem-Based Learning (PBL) teaching method employed in adult keyboard music learning courses. This research established a research model and investigated the correlation of learning satisfaction with influencing factors such as teaching effectiveness, self-efficacy, and teamwork and verified teaching effectiveness, self-efficacy, and teamwork relationships. Research data has been collected from the keyboard music students of the two classes of the Arts & Culture Department in Open University of Kaohsiung (OUK). Data analysis was conducted in three stages: descriptive statistics, measurement model verification, and structural equation model. The results of the study found that teaching effectiveness has a significant impact on learning satisfaction. Teamwork also has a significant positive impact on learning satisfaction. However, the self-efficacy dimension has little effect on learning satisfaction. Finally, the results of the study found that teaching effectiveness and teamwork both have significant impacts on learning satisfaction. However, the self-efficacy dimension has little effect on learning satisfaction. The student-led presentations went smoothly and the results were quite remarkable, which became a reference for the implementation of other courses for adults in the future.

Problem-based or lecture-based learning, old topic in the new field: a meta-analysis on the effects of PBL teaching method in Chinese standardized residency training

BackgroundStandardized residency training (SRT) is crucial for graduate medical education and the training of high-quality doctors. Nevertheless, China started SRT nationwide only in the recent decade. During these years, researchers have been searching for suitable teaching methods to improve the abilities of residents. Although the problem-based learning (PBL) teaching mode has been applied in undergraduate teaching for many years, the teaching effect of PBL has not been unified in Chinese SRT according to the core competences of the residents.MethodsStudies that compared the teaching effect of PBL and lecture-based learning (LBL) on SRT in China from January 2010 to April 2020 in the Chinese databases, such as China National Knowledge Infrastructure (CNKI), WanFang, WeiPu, Chinese BioMedical Literature (CBM), and English-language online databases, such as PubMed, Embase, and Cochrane Library were systematically reviewed. Data were analyzed using the Stata version 12.0 software.ResultsA total of 75 articles (76 studies) were included in this meta-analysis. Compared with LBL group, PBL-based methods are more effective in the mastery of medical theory knowledge (WMD = 7.14, 95% CI: 5.93–8.34), operational skills (WMD = 6.54, 95% CI: 4.55–8.53), analysis and diagnosis of cases (WMD = 8.52, 95% CI: 7.50–9.53), and overall capacity (WMD = 8.70, 95% CI: 6.87–10.53), but showed no advantage on operational skills in diagnostic imaging (WMD = 1.30, 95% CI: -0.11–2.71). The questionnaire surveys analyzed in this meta-analysis indicated the positive effects of PBL on the mastery of theoretical knowledge, clinical diagnostic thinking, teamwork ability, ability to analyze and solve problems, ability to consult documents, learning interest and learning efficiency, but that there were no advantages in improving self-directed learning ability, communication ability and hands-on ability. The questionnaire result analyzed in this meta-analysis also showed the residents’ satisfaction with PBL-based strategies.ConclusionsTaken together, the current meta-analysis provides a systematic and comprehensive analysis on PBL teaching mode in Chinese SRT and outlines a path for further research on the detailed design of suitable teaching methods for different specialties and abilities.

Analysis of Teaching Strategy of Computer Data Audit Course based on Learning Problems

The rapid reform of audit informatization means that the traditional teaching methods can no longer meet the current changeable audit methods and audit environment, which indicates that the computer data audit course in colleges and universities needs to keep pace with the times and cultivate high-quality talents with practical initiative. Applying the problem-based learning teaching method to the teaching of computer data audit course can help students improve their thinking ability and enable them to adapt quickly to the changeable audit work environment. This paper is the author's analysis of the application strategy of problem-based learning teaching method in the teaching of computer data audit course, based on the actual teaching experience.