Problem-based Learning Teaching Model Research Articles

PBL 수업모델을 적용한 항공 객실서비스실무 학습효과

This study applied the problem-based learning (PBL) teaching model to the aviation cabin service practical course offered in the Department of Aviation Service to train airline cabin crew and analyzed its learning effects. For this purpose, the PBL teaching model was applied to 61 students in the Department of Aviation Service in Jeollanam-do for a total of 12 weeks out of 15 weeks of class for 3 credits in the aviation cabin service practical course. The application of the PBL teaching model was conducted in a total of two modules based on the National Competency Standards (NCS). In the self-evaluation of participation in airline cabin service practical classes using the PBL teaching model, learners faithfully presented the learning outcomes of problem-solving activities. In the self-evaluation of the training results, the learners said that they learned a lot about communication problems during team activities and that the overall class activities were helpful in terms of training satisfaction. Through the application of the PBL teaching model, students faithfully presented the learning results of problem-solving activities, became aware of many communication problem situations during team activities, and found that overall class activities were helpful.

Penerapan Problem Based Learning dengan Menerapkan Teknik Windows Shopping untuk Meningkatkan Motivasi Belajar

Law No. 20 of 2003 defines education as a conscious and planned effort to create a learning environment that enables students to develop their spiritual, personality, intelligence, morals, and skills that are useful for themselves, society, the nation, and the state. Problem-Based Learning (PBL) is a teaching model that uses real-world problems as a context to teach critical thinking, problem-solving, and acquiring essential knowledge from the subject matter (Duch: Shoimin, 2014, p.30; Sudarman, 2005, p.69). PBL encourages students to learn actively and focus on applying knowledge in real situations. "Window shopping" is an activity in which students learn in groups to engage in discussions within their groups, and the results of these discussions are then shared with other groups. This means that students are not confined to their seats but are free to move around the classroom for discussions. This research was conducted in class XI-Science 4 at SMAN 2 Tanggul with 36 students, and questionnaires and surveys were used as instruments. In the first cycle, based on the observation results using a questionnaire, it was found that over 50% of the students had low learning motivation. Then, in the second cycle, the researcher applied the Window Shopping technique within the PBL syntax, and after this intervention, there was an improvement, with less than 50% of students having high learning motivation. In conclusion, implementing the Window Shopping technique within the PBL teaching model can enhance students' learning motivation.

Implementasi Model Problem Based Learning (PBL) untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Fikih

The purpose of this research is: (1) to examine the implementation of Islamic jurisprudence education through a problem-based learning (PBL) approach, (2) to determine whether the utilization of the PBL teaching model leads to an improvement in students' learning achievement, and (3) to explain the results of jurisprudence learning when using the PBL model. The research methodology used in this study is the classroom action research (CAR) method. CAR serves as a mechanism for addressing potential challenges in the educational environment. The procedure consists of four distinct phases, namely planning, implementation, observation, and reflection. The iterative process of these four phases is characterized by a consistent sequence of steps and is focused on discussion-based learning aimed at honing problem-solving skills through the PBL model. The research results indicate a significant improvement in student learning outcomes through the implementation of the PBL model. The observed improvement is evident through the cycles that were carried out. In cycle I, the average score for the pretest was 29.26, and the average score for the posttest was 73.68. In cycle II, the average pretest score was 47.68, and the average posttest score was 86. The use of the PBL model in jurisprudence subjects has been observed to yield optimal learning outcomes, as evidenced by an achievement score of 86.84%.

The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis

BackgroundThis meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students’ learning in surgical education.MethodsWe systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is September 20, 2022. After screening the literature according to the inclusion and exclusion criteria, extracting data and evaluating the methodological treatment of the included studies, Stata 17.0 software was used to perform meta-analysis.ResultsNine studies were included totally. The results showed that compared with LBL, PBL was superior in clinical competence (SMD = 0.81, 95% CI: 0.12 ~ 1.49, P = 0.020) and student satisfaction (SMD = 2.13, 95% CI: 1.11 ~ 3.15, P < 0.0001) with significant differences. But the comprehensive scores (SMD = 0.26, 95% CI: -0.37 ~ 0.89, P = 0.421) and theoretical knowledge (SMD=−0.19, 95% CI: −0.71 ~ 0.33, P = 0.482) to PBL and LBL had no significant difference.ConclusionThis study showed that the PBL teaching model is more effective than the LBL teaching model in surgical education on the aspects of enhancing clinical competence and student satisfaction. However, further well-designed studies are needed to confirm our findings.

THE APPLICATION OF THE PROBLEM-BASED LEARNING TEACHING MODEL IN IMPROVING STUDENTS' ABILITY TO SOLVE HIGHER ORDER THINKING SKILLS QUESTIONS

This study aimed to determine the increase in the ability to solve Higher Order Thinking Skills (HOTS) questions in the economics subject. This quantitative study employs a pre-experimental design with a pretest-posttest control group design. The instrument in this study used economic HOTS questions in the form of 15 multiple choice questions to determine the increase in ability to solve HOTS questions with the application of the Problem-Based Learning teaching model. It is known that the pre-test distribution data analysis obtained a mean of 58.64. In contrast, the post-test after being given a stimulus or treatment with the HOTS approach obtained a mean of 86.70, resulting in an increase in the results of the HOTS post-test after applying the Problem-Based Learning teaching model. There is a significant difference through the results of the students' pre-test and post-test, as evidenced by the t-test obtained t-count &gt; t-table (6.855 &gt; 1.675) and the Wilcoxon Sign rank test, which produces a value (asym.sig.(2-tailed)) is 0.000 &lt;0.05. Then, the results of hypothesis H0 are rejected, and H1 is accepted. It can be concluded that there is an effect after applying the Problem-Based Learning teaching model in increasing the ability to solve HOTS questions

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.

Reform of PBL Teaching Mode of Microcomputer System and Embedded Application Course Group.

In recent years, the problem-based learning (PBL) model has become a hot spot in the education field. Its unique “learner”-centered and “problem-based” characteristics have been widely used in teaching. Make a useful attempt to comply with the development of the times and the requirements of education. This article puts forward the research on the reform of PBL teaching mode based on the microcomputer system and embedded application course group, using literature data method, fuzzy comprehensive analysis method, questionnaire survey method and other methods to explore. This paper designs the experiment of PBL teaching mode reform based on the microcomputer system and embedded application course group, analyzes the domestic research status of PBL teaching mode, and analyzes and summarizes the teaching effect of PBL. The average score of the experimental class with PBL teaching was 74.76 points, and the passing rate reached 95.13%; while the average score of the control group was 70.21 points, and the passing rate was 92.30%. The PBL teaching model of the microcomputer system and embedded application course group conforms to the general direction of my country's education development and reform. It can cultivate students' innovative consciousness and problem-solving ability. It has a certain reference value for improving the quality of course teaching and also provides teachers with a Kind of new teaching ideas and approaches.

The effect of the problem based learning teaching model combined with mind mapping on nursing teaching: A meta-analysis

BackgroundTo evaluate the effect of the problem-based learning (PBL) teaching model combined with mind mapping on nursing teaching. MethodsThe Cochrane Library, PubMed/MEDLINE, EBSCO, OVID, Science Citation Index (SCI), China Knowledge Resource Integrated (CNKI), VIP, WF and other databases were searched for studies published from 2000 to 2021 on the application of the PBL model in nursing teaching. Literature screening and data extraction were conducted by two independent evaluators based on inclusion and exclusion criteria, and heterogeneity was analysed. A meta-analysis was performed using RevMan 5.3 software. ResultsA total of 1907 papers were initially retrieved, and 8 randomized controlled studies were eventually included in the meta-analysis after screening. Theoretical test scores, practical test scores, and students' self-learning ability in the experimental group were all significantly higher than those in the control group (P < 0.05); however, practical test scores were highly heterogeneous (I2 = 76%). ConclusionThe PBL teaching model combined with mind mapping works well for nursing teaching in China. It can improve students' self-learning ability, which is conducive to Chinese nursing students mastering theoretical knowledge and improving practical abilities, and can be affected by a variety of factors in practical teaching.

Classroom Resource Optimization of the English Four-Step Model Based on Deep Learning

The existing LBL (lecture-based learning) and CBL (case-based learning) teaching modes of English majors in colleges and universities do not contribute to cultivating students’ inquisitive thinking and independent learning ability, whereas the problem-centered PBL (problem-based learning) teaching mode can precisely make up for these shortcomings. This study firstly constructed a PBL “four-step” teaching mode and then realized the innovative application of PBL teaching model in the teaching of English majors in new universities. Then, we designed a method of English classroom resource optimization based on IMOCS-BP neural network, and then, the classroom resource optimization reconstructs the teaching process with unique connotation essence. The experiments show that the BL “four-step” teaching model is designed to achieve the four key elements of “flexible English learning environment, transformed learning the culture, customized content and professional educators”; the designed neural network has optimized the English classroom resources.

AN EXPLORATIVE STUDY ON THE IMPLEMENTATION OF PROBLEM-BASED LEARNING (PBL) IN TEACHING READING

This research explores the implementation of problem-based learning (PBL), aspects of PBL, and teacher’s and students’ perceptions about PBL. This research was conducted at SMA Negeri 2 Cilacap, taking 34 tenth grade students as the sample from X IPS 1 and an English teacher as a participant. The data were collected using observation, questionnaires, and interviews. The data were analysed using Miles and Huberman’s (1984) four types of analytical activity and presented descriptively. The result shows that the implementation of PBL in on the chosen sample is in line with the stages of PBL implementation entailing: 1) the teacher organizes the students to a problem, 2) the teacher organizes the students to learn, 3) the teacher as the participant helps the independent inquiry and groups, 4) the teacher helps the students develop and present the work, and 5) the teacher analyses and evaluates the problem-solving process. Then, the analysis of the aspects of PBL suggests such things as 1) the problem as the point in PBL, 2) the students’ discussion activities, 3) the teacher’s help in students’ discussion, 4) the students’ activeness, and 5) the teacher’s and students’ perception about PBL in reading skill. The teacher positively thinks that the materials in reading skills match with the PBL teaching model. It was found that PBL leads the students to discuss and train their activeness, ability to learn to solve problems, share ideas, and work cooperatively in a group. Another finding also denotes that they think that PBL is one interesting model which can support them to understand the text, because students can get insight from their friends and their teacher when having discussion.

Prevalence of Burnout Syndrome and associated factors in medical students under different educational models.

The objective of this study was to estimate the current prevalence of burnout syndrome among medical students at the Federal University of Sergipe and identify its associated factors. This cross-sectional study was conducted with medical students randomly selected between April and June 2019. This study compared two medical schools from the same university with different teaching models: the Federal University of Sergipe, Aracaju campus, with a traditional teaching model, and the Federal University of Sergipe Lagarto campus, with a problem-based learning teaching model. An online questionnaire on the sociodemographic characteristics, personal aspects, and educational process of the participants, in addition to the Malash Burnout Inventory-Student Survey questionnaire for screening burnout syndrome, was distributed to the participants. The descriptive analysis of the data, calculation of the prevalence ratios, and multivariate analysis by logistic regression were performed. This study included 213 students with an average age of 23±3.77, and 50.2% of the students were male. Among the sample, 21.6% of the students met the three-dimensional criterion for burnout syndrome and 51.6% met the two-dimensional criterion. Burnout levels were higher in the students who rarely received the emotional support they needed in the program (OR 3.98), those who thought about dropping out of the undergraduate (OR 2.88), and those who considered their academic performance to be regular or weak (OR 12.1). The traditional teaching model was not a factor associated with burnout syndrome. The results suggest that a high prevalence of burnout syndrome is associated with psychosocial factors and the educational processes of medical students.

Application of 3D printing technology combined with PBL teaching model in teaching clinical nursing in congenital heart surgery: A case-control study.

We aimed to explore the application of three-dimensional (3D) printing technology with problem-based learning (PBL) teaching model in clinical nursing education of congenital heart surgery, and to further improve the teaching quality of clinical nursing in congenital heart surgery. In this study, a total of 132 trainees of clinical nursing in congenital heart surgery from a grade-A tertiary hospital in 2019 were selected and randomly divided into 3D printing group or traditional group. The 3D printing group was taught with 3D printed heart models combined with PBL teaching technique, while the traditional group used conventional teaching aids combined with PBL technique for teaching. After the teaching process, the 2 groups of nursing students were assessed and surveyed separately to evaluate the results. Compared to the traditional group, the theoretical scores, clinical nursing thinking ability, self-evaluation for comprehensive ability, and teaching satisfaction from the questionnaires filled by the 3D printing group were all higher than the traditional group. The difference was found to be statistically significant (P < .05). Our study has shown the 3D printing technology combined with the PBL teaching technique in the clinical nursing teaching of congenital heart surgery achieved good results.

Analysis of Problem Based Learning Model with Mind Mapping to Increase 21st Century Skills

Education in the 21st Century is expected to produce human resources that have the ability to face the challenges in the development of science and technology so fast. 21st Century skills that need to be developed in students include critical thinking skills, creative thinking, collaboration, and communication. This research has purpose to determine the effectiveness of the model of Problem Based Learning (PBL) aided mind mapping to increase creative thinking skills and student collaboration. Type of research was mixed methods research design sequential exploratory. The sample of the research were 30 students of grade VIII D consisting of 16 male students and 14 female students. The analysis of the data in this research using qualitative and quantitative analysis techniques. The results showed that there is an increase in scores obtained by students in creative thinking and collaboration skills. The benefits of this research for educators are to provide effective learning model reference to be used in developing the creative thinking skills and student collaboration. Based on the result of the research, can be concluded that the PBL teaching model with mind mapping in motion and force effective to be applied in developing the creative thinking skills and student collaboration.

Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Berpikir Kritis dan Hasil Belajar Siswa Kelas X OTKP di SMK Negeri 2 Tuban

AbstractThis study purpose to analyze the effect of the Problem Based Learning teaching model on critical thinking skills and student learning outcomes and describe the implementation of Problem Based Learning basic competencies applying the maintenance procedures of the Xth Grade OTKP archive in the Vocational High School 2 Tuban. This type of experimental research with the Quasi Experiment approach. The population used in all class X OTKP in SMK Negeri 2 Tuban, the sample used two classes including class X OTKP 2, which was a total experiment of 36 students, along with class X OTKP 4, which was a total control of 36 students. Data analysis techniques used homogeneity testing, normality testing, as well as t-test and gain score with SPSS aided 22. The results showed that: 1) The Problem Based Learning teaching model had a significant effect on increasing the critical thinking skills of Grade X OTKP students in SMK Negeri 2 Tuban; 2) The Problem Based Learning teaching model has a significant effect on improving student learning outcomes in class X OTKP at SMK Negeri 2 Tuban; 3) Implementation of the Problem Based Learning teaching model is carried out in accordance with the teaching tools in the form of a Learning Implementation Plan (RPP).Keywords : Critical thinking skill; Learning outcomes; Problem based learning

The effectiveness of problem-based learning in pediatric medical education in China: A meta-analysis of randomized controlled trials.

Background:The aim of this meta-analysis is to assess the effectiveness of problem-based learning (PBL) in pediatric medical education in China.Methods:We searched Chinese electronic databases, including the China National Knowledge Infrastructure, WanFang Data, the China Science Periodical Database, and the Chinese BioMedical Literature Database. We also searched English electronic databases, including PubMed, Embase, and the Cochrane Central Register of Controlled Trials. We searched for published studies that compared the effects of PBL and traditional lecture-based learning (LBL) on students’ theoretical knowledge, skill, and case analysis scores during pediatric medical education in China. All randomized controlled trials (RCTs) were included.Results:A total of 12 RCTs were included, with a total sample size of 1003 medical students. The PBL teaching model significantly increased theoretical knowledge scores (95% confidence interval [CI], 0.79–1.52; P < .00001), skill scores (95% CI, 0.87–2.25; P < .00001), and case analysis scores (P < .00001, I2 = 88%) compared with those using the LBL teaching model alone.Conclusion:The current meta-analysis shows that PBL in pediatric medical education in China appears to be more effective than the traditional teaching method in improving theoretical knowledge, skill, and case analysis scores. However, a more controlled design of RCT is needed to confirm the above conclusions in future work.

Innovative practice and popularization analysis of problem-based learning in the teaching of clinical molecular biology testing

Objective To carry out innovative practice as well as questionnaire survey and conduct promotion analysis of clinical molecular biology testing based on problem-based learning (PBL). Methods 137 Students of medical laboratory technology discipline were chosen as subjects to conduct the innovative practice of PBL method. The teaching results were shared and promoted by video online through WeChat. Micro-questionnaire was conducted in 335 students, and the results of the survey were statistically analyzed. Result The improved PBL teaching based on speech contest can boost students to integrate into classroom teaching actively in which they had a better understanding of the knowledge so that the expected teaching quality of clinical molecular biology testing was achieved effectively. Questionnaire showed that the impact of PBL teaching method on students was not extensive currently, indicating that there was still more space to promoting such teaching methods. Although traditional teaching methods still held a place in students' minds (43.9%, 147 cases), the innovative teaching of PBL, which is novel, interesting and colorful, is more in line with the expectations of medical laboratory students in the new era and has the highest acceptance (49.6%, 166 cases). Conclusion The innovative practice of PBL teaching based on speech contest can achieve the purpose of strengthening students' knowledge acquisition and flexibility in the practical use of knowledge, which is worthy of promoting. Teachers could gradually integrate the new PBL teaching model into the traditional teaching methods in the future, making students study efficiently in a relaxed and active atmosphere Key words: Problem-based learning (PBL); Clinical molecular biology testing; Speech contest; Teaching reform and promotion

Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis.

ObjectivesThe aim of this systematic review and meta-analysis was to evaluate the problem-based learning (PBL) method as an alternative to conventional educational methods in Iranian undergraduate medical courses.Materials and methodsWe systematically searched international datasets banks, including PubMed, Scopus, and Embase, and internal resources of banks, including MagirIran, IranMedex, IranDoc, and Scientific Information Database (SID), using appropriate search terms, such as “PBL”, “problem-based learning”, “based on problems”, “active learning”, and“ learner centered”, to identify PBL studies, and these were combined with other key terms such as “medical”, “undergraduate”, “Iranian”, “Islamic Republic of Iran”, “I.R. of Iran”, and “Iran”. The search included the period from 1980 to 2016 with no language limits.ResultsOverall, a total of 1,057 relevant studies were initially found, of which 21 studies were included in the systematic review and meta-analysis. Of the 21 studies, 12 (57.14%) had a high methodological quality. Considering the pooled effect size data, there was a significant difference in the scores (standardized mean difference [SMD]=0.80, 95% CI [0.52, 1.08], P<0.000) in favor of PBL, compared with the lecture-based method. Subgroup analysis revealed that using PBL alone is more favorable compared to using a mixed model with other learning methods such as lecture-based learning (LBL).ConclusionThe results of this systematic review showed that using PBL may have a positive effect on the academic achievement of undergraduate medical courses. The results suggest that teachers and medical education decision makers give more attention on using this method for effective and proper training.

The effectiveness of the problem-based learning teaching model for use in introductory Chinese undergraduate medical courses: a systematic review and meta-analysis.

BackgroundAlthough the problem-based learning (PBL) emerged in 1969 and was soon widely applied internationally, the rapid development in China only occurred in the last 10 years. This study aims to compare the effect of PBL and lecture-based learning (LBL) on student course examination results for introductory Chinese undergraduate medical courses.MethodsRandomized and nonrandomized controlled trial studies on PBL use in Chinese undergraduate medical education were retrieved through PubMed, the Excerpta Medica Database (EMBASE), Chinese National Knowledge Infrastructure (CNKI) and VIP China Science and Technology Journal Database (VIP-CSTJ) with publication dates from 1st January 1966 till 31 August 2014. The pass rate, excellence rate and examination scores of course examination were collected. Methodological quality was evaluated based on the modified Jadad scale. The I-square statistic and Chi-square test of heterogeneity were used to assess the statistical heterogeneity. Overall RRs or SMDs with their 95% CIs were calculated in meta-analysis. Meta-regression and subgroup meta-analyses were also performed based on comparators and other confounding factors. Funnel plots and Egger’s tests were performed to assess degrees of publication bias.ResultsThe meta-analysis included 31studies and 4,699 subjects. Fourteen studies were of high quality with modified Jadad scores of 4 to 6, and 17 studies were of low quality with scores of 1 to 3. Relative to the LBL model, the PBL model yielded higher course examination pass rates [RR = 1.09, 95%CI (1.03, 1.17)], excellence rates [RR = 1.66, 95%CI (1.33, 2.06)] and examination scores [SMD = 0.82, 95%CI (0.63, 1.01)]. The meta-regression results show that course type was the significant confounding factor that caused heterogeneity in the examination-score meta-analysis (t = 0.410, P<0.001). The examination score SMD in “laboratory course” subgroup [SMD = 2.01, 95% CI: (1.50, 2.52)] was higher than that in “theory course” subgroup [SMD = 0.72, 95% CI: (0.56, 0.89)].ConclusionsPBL teaching model application in introductory undergraduate medical courses can increase course examination excellence rates and scores in Chinese medical education system. It is more effective when applied to laboratory courses than to theory-based courses.

Meta-analysis of PBL teaching effect of basic medical courses in undergraduate medical edu-cation

Objective This study seeks to use a meta-analytical approach to quantitatively assess the results of applying the problem-based learning（PBL） teaching model and the traditional lecture-based learning（LBL）teaching model to basic medical courses in undergraduate medical education. Methods The CNKI and VIP databases were electronically searched to retrieve randomised controlled trial studies that examined the use of PBL methods for basic medical courses in under-graduate medical education. In these studies PBL teaching model was used in experiment group and LBL teaching model was used in control group. Pass rate or test scores was used to evaluate the effect of learning. The retrieved documents ranged from the time that each database was first constructed to December 2012. After two researchers performed literature screening independently, data extraction, and quality assessment procedures in strict accordance with the inclusion and exclusion criteria of this＆amp;nbsp;study, the Stata 11.0 software package was utilized to conduct the meta-analysis. Results This meta-analysis examined 28 studies that included a total of 3703 subjects. The modified Jadad scores of 20 studies（71.4%） were less than 4, and those of 8 studies（28.6%） were more than or equal to 4. The meta-analysis revealed that compared with the traditional teaching model, the PBL teaching model did not produce improved examination passing rates for a course [relative risk（RR）：1.05, 95%confidence interval（CI）：（0.99, 1.10）, P=0.098] but could improve examination scores for a course [standardized mean difference （SMD）： 0.73, 95% CI： （0.51, 0.96）, P<0.001]. Conclusion For basic medical courses in undergraduate medical education, compared to LBL teaching, PBL teaching can improve students＆#39; test scores but cannot improve students＆#39; pass rate. PBL used in basic medical courses has di-versified forms and lacks unified criterion, so there is still a long way to go for the appli-cation of PBL. Key words: Basic medical; Problem-based learning; Lecture-based learning; Teaching effect; Meta-analysis