Problem-based Questions Research Articles

Implementing Team Based Learning of Pharmacology Subject in Year 1 MBBS Programme, UiTM: A Reflection of First Experience and Ways to Move Forward

This reflection paper describes the implementation of Team-Based Learning (TBL) in the pharmacology curriculum for first-year MBBS students at the Faculty of Medicine, UiTM during the Musculoskeletal (MSK) module. TBL was primarily introduced to overcome the challenges and limitations inherent in traditional tutorial methods, including a shortage of teaching staff and the lack of an interactive, student-centred learning approach. The TBL format consists of Individual Readiness Assurance Test (iRAT), Team Readiness Assurance Test (tRAT), an appeal session to clarify iRAT and tRAT, and an application exercise using problem-based questions (PBQs). This approach fosters active learning, promote critical thinking, and encourage teamwork. This paper also reflects on the process, highlighting the importance of preparation by both educators and students, as well as thorough grouping process of the students to enhance team dynamics. Challenges faced including various technological issues, facilitator inexperience, and the suitability of clinical cases are discussed, with suggestions for improvement. These include having a more diverse case materials and structured peer feedback in the future. The experience showed that TBL encourages student engagement, collaboration, and a deeper understanding of pharmacological concepts. In conclusion, TBL fosters essential skills like critical thinking, communication, and teamwork, which are crucial for future medical professionals. Although TBL requires substantial preparation, it minimizes passive learning and enables facilitators to manage larger groups more effectively. Additionally, TBL approach allows the identification of students’ misunderstandings of fundamental pharmacological concepts that requires further explanation by the facilitators. This collaborative approach minimizes the need for multiple facilitators, allowing them to focus on providing targeted feedback and managing larger groups more effectively.

Integrated PBL Differentiated Instruction: An Effort to Improve Students' Literacy and Numeracy Skills

Mathematics, as a subject that is well known and studied by elementary school to middle school students, aims to ensure that students can understand and master it well to experience its benefits in everyday life. One of the mathematical skills that students must have is literacy and numeracy skills. Students' mathematical literacy and numeracy abilities are important components of measuring students' cognitive abilities. However, based on the results of initial observations at SMA Negeri 3 Kuningan, in reality, students' mathematical literacy and numeracy skills are still low, as can be seen from their difficulties in understanding, using, and communicating mathematical numbers and symbols, including analyzing data from graphs, tables, and diagrams for retrieval. This research investigates how the method is implemented: problem-based learning (PBL), integrated with differentiated learning, can influence students' mathematical literacy, numeracy skills, and ability to solve mathematical problems. The research method uses an experimental approach. The research results were obtained from test results N-Gain, with scores of 0.56 (medium category) and an increase percentage of 56.05%. This increase can be seen significantly in students' mathematical literacy and numeracy indicators. Students show better abilities in understanding, interpreting, and analyzing problem-based questions related to mathematical concepts. Overall, there is an increase in students' mathematical literacy and numeracy skills

PROBLEM-BASED APPROACH TO THE STUDY OF NATURAL GEOGRAPHY AS MEANS FOR FORMING THE NATURAL COMPETENCE OF FUTURE GEOGRAPHY TEACHERS

The article analyzes current state educational documents in accordance with the determination of the urgent need for the formation and development of teachers’ and pupils’ competencies in the field of natural sciences; a wide range of scientific-methodical literature on the subject of research has been developed. The work analyzes the content of modern natural geography as an interdisciplinary discipline that investigates and presents the level of changes for geocomponents and landscape complexes by man; the advisability of using the term “natural geography” is substantiated. It has been proven that it is in the process of studying natural geography that the natural competence of future geography teachers is formed, which is based on the study of the current state for geocomponents of different taxonomic levels, taking into account their modern anthropogenic development. The authors consider natural competence as an integral, interdisciplinary one. They include content, activity, value, and worldview components as the main structural components of natural competence. Integral natural competence includes a set of scientific knowledge aimed at explaining the world of nature and its relationships with society; skills and expertise of studying and researching nature and formulating demonstrative conclusions based on the information obtained; value orientations in various spheres of livelihoods, attitudes, views and beliefs regarding the environment and human activity in it; understanding of changes caused by human activity and awareness of responsibility for its consequences. The theoretical and applied principles of the problem-based approach to the formation of natural competence are described. The concepts of “problem-based situation” and “problem-based questions and tasks” are concretized as containing a disagreement between previously formed cause-and-effect relationships and new ones that need to be formed among future teachers. Examples of the use of problem-based questions and tasks are given.

Analysis of Students' Mathematical Reasoning Ability and Self-Confidence In Solving Problem-Based Questions

Analysis of students' mathematical reasoning abilities and self-confidence in solving problems based on background problems in this study, namely the low students' reasoning abilities and self-confidence in learning mathematics. This study aims to: (1) Describe the level of students' mathematical reasoning abilities in solving problem-based questions. (2) Describe the level of self-confidence of students in answering problem-based questions. This study uses a qualitative descriptive research method. Methods of data collection using: (1) Test (2) Questionnaire (3) Interview. Data analysis techniques use: (1) data reduction (2) data presentation (3) conclusion drawing. Based on the results of tests and questionnaires conducted on class VIII B students at SMP Negeri 10 Metro, this study showed that students who had reasoning abilities and high self-confidence in solving questions and questionnaires showed very good results. Meanwhile, students who have reasoning skills and self-confidence who are currently solving questions and questionnaires show quite good results. As for students who have low reasoning abilities also have a low level of self-confidence.

Pengaruh Model Pembelajaran Problem Posing Tipe Within-Solution Posing Terhadap Kemampuan Pemecahan Masalah Matematika Siswa

The problem in this research is the low ability of students to solve mathematical problems because students are less accustomed to solving problem-based questions and also the learning model used is less effective in improving mathematical problem solving abilities. This research aims to see the influence of the Problem Posing learning model of Within Solution Posing type on the mathematical problem solving abilities of class VIII students in cube and block material. This type of research is quasi-experimental research with a non-equivalent control group design. The population in this study were all class VIII students at MTs Nurul Ummah Kotagede Yogyakarta, totaling 73 homogeneous students. The sampling technique in this research was simple random sampling, class VIII C and class VIII D were selected as samples for this research. With the number of students in class VIII C totaling 19 students and class VIII D totaling 18 students. The research instrument used was essay questions to test students' mathematical problem solving abilities using cube and block material in the form of a pretest and posttest. The results obtained show that there is a significant influence on students' mathematical problem solving abilities after being given treatment using the Within Solution Type Problem Posing learning model.

Teaching clinical anatomy to medical students by flipped classroom.

Background We aimed to introduce the flipped classroom approach for teaching clinical anatomy and to assess its perception and feasibility among medical undergraduate students. Methods Our study included 151 MBBS students of the first professional. We took written informed consent after the study was approved by the Ethics Committee. Selected topics of clinical anatomy were taught using the flipped classroom (FCR) method. It involved pre-class, in-class and post-class activities. In pre-class activity, pre-reading material was given to the students 1 week before the class. An assignment was given 2 days before the class in the form of solving multiple- choice questions, drawing well-labelled diagrams, etc. In- class activity included a pre-test followed by a discussion of the topic in the form of problem-based questions in the class on the principle of Think-Pair-Share. Post-class activity included summarization of the topic by students in the form of a group activity followed by a feedback session. Feedback was collected using a pre-validated feedback questionnaire on Google forms. Data collected were analysed using SPSS 21.0 and Microsoft office 2010. The response to close-ended questions was expressed as percentage. Open-ended questions were analysed by grouping of qualitative responses. Results We found FCR to be a feasible, interesting and necessary pedagogical tool for medical education. Most students (95%) agreed that FCR is a useful technique for better understanding of clinical anatomy. They learnt better from FCR than other teaching methods and their in-depth understanding of the topic improved with FCR. Conclusion FCR is an established teaching-learning tool but it needs to be implemented in undergraduate teaching of clinical anatomy for better understanding of the topics. Didactic lectures do not touch upon clinical correlations in a case-based manner, which can be easily discussed in FCR.

Обучение будущих учителей английского языка способам перевода шуток, построенных на игре слов, на занятиях по теории и практике перевода

The aim of the study is to describe the methods of translating short humorous texts from English into Russian in order to teach them to senior students in language pedagogical training programs in the course “Theory and Practice of Translation” with an emphasis on the potential application of the acquired translation competence in future pedagogical activities. The paper presents three stages of translating a short humorous text, focusing on the second stage, during which students acquire the ability to apply the translation methods for jokes they have learned through the completion of three types of tasks within the proposed methodological framework. All methods of translating short humorous texts are illustrated with examples and commentary. The scientific novelty lies in developing a methodological toolkit (the technique of prompting questions, the technique of problem-based questions, the technique of educational analogy) for teaching future foreign language teachers how to translate wordplay-based jokes. The study describes three stages of recreating the humorous effect in translation based on the analysis of the linguistic and extralinguistic characteristics of humor in the source language and by considering the perception of the translated product by the speakers of the target language to develop translation skills among students in language pedagogical training programs. Practical recommendations are provided for future foreign language teachers on applying the acquired skills and abilities in the theory and practice of translation course within the context of their future pedagogical activities in secondary school.

Analysis of Levels of Metacognition Ability in Solving Problem-Based Problems in Science Learning Based on Gender Differences

Metacognition has a role in regulating and monitoring one's cognitive processes in thinking and learning. Students can solve problems well when applying metacognition strategies. Each student has different abilities in understanding learning material. Where male and female students have different ways of thinking, as well as solving a problem. This study aims to describe the level of metacognitive abilities of male and female students in solving problem-based questions in science learning. This type of research is descriptive qualitative research. This research was conducted at MTs Al-Islam by taking three male and three female subjects. The selection of subjects is based on the value of student learning outcomes which are limited by a certain standard deviation. This study used written tests and interviews as instruments for data collection. The results are 1) Male students in the high category are at the strategic use level, male students in the medium category are at the aware use level and male students in the low category are at the tacit use level. 2) Female students in the high category are at the level of reflective use, female students in the middle category are at the level of strategic use and female students in the low category are at the level of aware use.

Medical Undergraduates’ Ability to Answer Problem-based Objective Questions Compared to Traditional Clinical Ones in Regional Anatomy

Background: Anatomy is the most fundamental subject in undergraduate medical education and the curriculum is changing progressively for better outcomes for undergraduates. Clinical integration in learning Anatomy has been highlighted in the current curriculum. Therefore, analysis of the performance of the medical undergraduates on problem-based questions and traditional clinical objective questions on Regional Anatomy may provide an understanding of the recent teaching-learning-assessment trends in this subject and this type of research would help the teachers and curriculum planners to improve the teaching-learning-assessment pattern of Anatomy. Objective: To assess the ability of the medical undergraduates of Bangladesh to answer problem-based objective questions compared to traditional clinical objective written questions in Regional Anatomy. Methods: A total of 166 new third-year medical undergraduates participated in this research. Among them, eighty-three undergraduates participated to answer one hundred problem-based objective written questions and another eighty-three undergraduates participated to answer one hundred traditional clinical objective written questions in Regional Anatomy. The performance of the undergraduates was compared by the Mann-Whitney U test. Results: The performances of the medical undergraduates answering problem-based objective written questions were significantly poorer than those answering traditional clinical objective written questions. Conclusion: The result has shown that the performances of the medical undergraduates regarding problem-based objective questions are poorer than traditional clinical ones, most likely because they are not accustomed to the problem-based question, though it is the guideline of the curriculum. For better learning and assessment methods, the integration of problem-based questions is highly recommended in Regional Anatomy. Mediscope 2023;10(2): 78-88

Analisis Kesulitan Siswa Kelas V Sekolah Dasar dalam Menyelesaikan Soal Cerita pada Materi Bangun Ruang

Mathematics is an important lesson that has a role in human life. This lesson continues from the elementary school level to university, formal education cannot be separated from teaching mathematics. One of the materials in mathematics in elementary school is about geometric shapes which are analyzed to provide phenomena regarding the problems that students will face in their lives. Introducing problems as stories to provide insight to students. have options to solve a problem. This research was carried out in order to analyze what challenges or difficulties were experienced by fifth grade elementary school students when trying to solve story problems based on geometrical material. This requires knowledge of the factors that contribute to student difficulties, and solutions to the problem must be sought. This study uses a descriptive qualitative approach. This exam was guided by 4 out of 5 students at SD Tangerang. This study collected data using a purposive testing method, namely by selecting subjects who had received material about building spaces. Seeing the consequences of the text test above, it tends to be suspected that the challenges experienced by grade 5 elementary school students in solving story problems about building space material are difficulties in describing the state of geometric nets, understanding, and solving problem-based questions, calculating integers and division.

A comparative study of students’ performance in flipped classroom and structured interactive session teaching learning method in Conservative Dentistry and Endodontics

Introduction: Flipped classroom is an element of blended learning, integrating both face-to-face learning in the class through group discussion and distance learning outside the class by watching video lessons and online collaboration. The objective of the study was to introduce and assess the effectiveness of flipped classroom in teaching and learning of Conservative Dentistry and Endodontics and to understand the perspective of students about the same. Methods: Third year undergraduate dental students were randomly divided into two groups: structured interactive session group and flipped classroom group. Structured interactive session group had their class taken in the traditional manner while the flipped classroom group was given power point presentation and videos beforehand so that students came to class being prepared. The in class time was utilized for group discussions and peer exercises. Same set of questions including multiple choice questions (MCQs) and problem based questions (PBQs) validated by the faculties involved in the research was used for assessment. A questionnaire was then provided to students regarding their perception of flipped classroom method. Results: Among the 41 students, 19 students were in structured interactive session group and 22 were in flipped classroom group. The mean MCQ and PBQ score in structured interactive session group was 69.47 and 59.39 respectively whereas it was 73.17 and 66.55 respectively in flipped classroom group. Conclusions: The performance of flipped classroom group was better in both MCQs and PBQs. Students preferred flipped classroom method and were ready to accept it as their teaching learning modality.

Analisis Kemampuan Pemecahan Masalah Aljabar Boolean Berdasarkan Kemampuan Awal dan Problem Based Learning

One of the reasons for the low problem-solving ability in Boolean algebra material is that students are not used to solving problem-based questions. To work on problem-based questions, students must have initial abilities. Thus, this study aims to determine the effect of initial abilities on problem solving abilities, determine the effect of the Problem Based Learning (PBL) model on problem solving abilities, and determine the effect of interaction between initial abilities of PBL funds on problem solving abilities in Boolean Algebra material. The design of this study was an experiment with hypothesis testing using a two-way ANOVA test with dissimilar cells. The research subjects were students of the R3T and R3V classes in the odd semester of 2021/2022 which were obtained using the cluster random sampling technique. The results showed that there was an effect of initial ability on students' problem solving abilities, the average value of the experimental class treated with PBL was higher than the control class, and the average score of experimental class students with high initial ability was better than medium and low initial ability. . Thus, initial ability and PBL have an influence on students' problem solving abilities with the most significant difference between the categories of high initial ability and low initial ability.

Analysis of Students’ Cognitive Presence and Perception in a Custom-Designed Virtual Problem Based Learning Assignment

All the teaching and learning activities except laboratory-based practicals remained conducted virtually during the transition from the Covid-19 pandemic to the endemic phase. The problem-based assignment for Pharmaceutical Analysis was conducted virtually. This study aims to evaluate students’ level of engagement and perception of virtual engagement to complete an online problem-based assignment on real situations using the cooperative Jigsaw model. Jamboard was used as an online communication tool to connect the students and facilitators. The content of the written discussion posted on the Jamboard and the questionnaire survey were analysed to establish the level of engagement. The student’s perception of virtual engagement was based on a questionnaire survey using descriptive analysis. Analysis of the student’s opinion posted on the Jamboard showed the presence of cognitive, social, and teaching components in the level of engagement during the virtual discussion. The information from the internet is borderless and the facilitators need to be knowledgeable to explain, guide, and stimulate higher-order thinking among the students. With careful course design, the Jigsaw cooperative activity on real problem-based questions could use to facilitate collaborative problem-solving skills among the students.

Fostering critical thinking in pharmaceutical chemistry: A cross-sectional study

Background: The fundamentals of pharmaceutical chemistry are difficult to relate to the pharmacy profession for first-year pharmacy students, and most of them use the surface approach to complete it. This study aimed to determine pharmacy students’ perception and critical thinking skills in solving real problem-based questions. Methods: This study employed pre- and post-survey to understand undergraduates’ perceptions and critical thinking skills in solving questions through a problem-based approach. Results: A total of 130 respondents (74%) participated in the questionnaire survey. After completing problem-based questions, pharmacy students were able to apply basic organic concepts to solve questions on synthesis pathways and impurities and relate to regulatory and environmental, social, and governance guidelines. The majority of pharmacy students highly rated the collaborative problem-based learning session and found the questions relevant to the pharmacy profession. Conclusion: In conclusion, carefully designed problem-based assignment questions could train pharmacy students with twenty-first-century skills.

Teaching Electrocardiogram to First MBBS Students in the Department of Physiology During COVID-19 Pandemic

Background: Continuing Medical education during the COVID-19 Pandemic has been a great challenge to Medical educators, especially teaching clinical skills online. Aims: The study aims too study the efficacy of teaching ECG in online mode to first MBBS students in the Department of Physiology. Materials and Methods: There are 200 students in the first MBBS batch at Burdwan Medical College. Our method of teaching was flipped classroom-assisted self-directed learning. For teaching ECG to our students we had first arranged for presession MCQ to assess the initial level of knowledge. We had then provided the students with PowerPoint presentations with voice narrations for their self-study, following which the students were divided into batches of twenty and each batch had a team leader and a facilitator. These small batches were shown videos of instruments, methods of recording ECG, normal and abnormal ECG along with explanations in multiple sessions (10). Doubt clearing sessions were arranged for each batch and these sessions were brainstorming. The students were assessed with MCQs (10 marks each Session), oral questions, short answer type questions, spots, and problem-based questions. We also took a feedback survey from the students and provided the students with feedback regarding their performance. Results: MCQ assessments of students in Pre and Posttest session on ECG teaching classes were 50.39 ± 19.41 vs. 65.25 ± 9.14; P ≤ 0.001**. Students performed significantly better in MCQ assessments of students on Normal parameters of ECG assessment as compared to Abnormal ECG parameters: 67.25 ± 10.98 vs. 63.157 ± 7.399; P = 0.000424**. Results of Written Examination and Viva Examination of students in ECG classes were 64.844 ± 9.923 vs. 71.89 ± 10.49; P ≤ 0.001**. Conclusions: The online method of teaching ECG was a success in the institution as observed in this study as observed in the assessment. Students performed better in viva in online exam for ECG and students were satisfied with online delivery.

Perceptions and Views of the Medical Undergraduates of Bangladesh Regarding Problem-Based Questions (PBQs)

Background: Solving problem-based questions in assessment of medical undergraduates might be helpful for making a skillful physician in future. To avoid the discrepancy between their expectation and reality in terms of asked questions, it is important to know the perceptions of undergraduates. Objectives and Methods: To analyze the perceptions and views of medical undergraduates of Bangladesh regarding problem-based questions, a research questionnaire was given to 170 medical undergraduates. Results and Conclusion: The survey results showed, medical undergraduates agreed that problem-based questions are helpful in improving undergraduates’ ideology and skills. So, incorporation of problem-based questions in regular discussions as well as in examinations would bring upon an initial development in undergraduates' professional excellence.

Flipped Classroom Approach in Undergraduate Medical Education: The Need of the Hour

Introduction: In the era of changing medical education system, our teaching methods are not able to cope up with ongoing evolution of medical education. There is a definite need of introducing newer techniques of teaching-learning methods to improve the learning process to higher levels of Bloom’s taxonomy. Aim: To explore the perceptions and attitudes of final year undergraduate medical students and teachers in paediatrics towards Flipped Classroom (FCR) model. Materials and Methods: The present prospective observational study was conducted at the Mahatma Gandhi Institute of Medical Sciences Sevagram, a rural tertiary care institute of central Maharashtra, India from December 2020 to November 2021. The full class strength of 100 undergraduate final year medical students and all eight faculty members participated to conduct FCR sessions on Paediatric infectious diseases. Prereading study material in the form of videos and reading materials was provided for asynchronous learning, while classroom time was spent on solving problem-based questions based on “think-pair-share” with the faculty as facilitators. Student and faculty feedback was recorded via a five-point Likert’s scale. Consequently, small-group discussions were carried out to know the students’ reflections. The data was analysed using Statistical Package for the Social Sciences (SPSS) version 21.0 software. Results: The students showed overall encouraging response to the flipped classroom method with active participation. Eighty two students (82%) were happy about the content of the reading material and time spent on preclass activity. More than 75% of students agreed it to be more interactive with peers and teachers and that it enhanced active learning with development of interest in the given subjects. Seventy-five students (75%) gave positive responses towards the utility of flipped model for future classes as it helped in self directed learning. The faculty members also enjoyed this activity, though they found it time-consuming. Conclusion: FCR is an effective way to motivate and enhance active and self-directed learning. Unlike didactic lectures, it helps the students in conceptual understanding of the subject and makes the teaching-learning experience enjoyable.

MELATIH METAKOGNISI SISWA DALAM MENUMBUH KEMBANGKAN EFIKASI DIRI (SELF-EFFICACY PADA PEMBELAJARAN MATEMATIKA

Abstract The aims of this study is to find out the way how to train students' metacognition in developing self-efficacy in the Mathematics subject matter. The writing of this article uses a library research approach. In general, metacognition relates to how to explore one's thoughts about thinking. Self-efficacy is a form of belief or belief related to one's own ability to organize, do something to achieve a goal, produce something, and also implement actions in order to achieve a certain form of skill.Based on the study of literature, training students' metacognition in developing self-efficacy in learning mathematics includes two dimensions of thinking, namely the awareness that a person has about his or her thinking (self-awareness of cognition) and a person's ability to use his/her consciousness to regulate his thinking process (self-regulation of cognition). By training to develop students' metacognitive awareness, it is hoped that students can arrange the information they face in solving problem-based questions so that they can develop students' mathematical self-efficacy.

MELATIH METAKOGNISI SISWA DALAM MENUMBUH KEMBANGKAN EFIKASI DIRI (SELF-EFFICACY PADA PEMBELAJARAN MATEMATIKA

This study aims to find out how to train students' metacognition in developing self-efficacy in the Mathematics subject matter. The writing of this article uses a library research approach or literature study literature. Metacognition in general relates to how to explore one's thoughts about thinking. Self-efficacy is a form of belief or belief related to one's own ability to organize, do something to achieve a goal, produce something, and also implement actions in order to achieve a certain form of skill. Based on the literature study, training students' metacognition in developing self-efficacy in learning mathematics includes two dimensions of thinking, namely the awareness that a person has about his or her thinking (self-awareness of cognition) and a person's ability to use his/her consciousness to regulate his thinking process (self-regulation of cognition). By training to develop students' metacognitive awareness, it is expected that students can organize the information they face in solving problem-based questions so that they can develop students' mathematical self-efficacy.

Problem-based Blended Learning Using Video Tutorial in Accordance with Student Ability

Blended learning as a teaching methodology has been widely used in the world of education. It can be used in practicum courses by combining several models so that students can more easily understand the material. Problem-based learning can be a means for students to be able to think critically. In this study, problem-based learning is combined with a video tutorial to form a blended learning model for computer programming practicum teaching that requires instructions and tutorials on the application usage as well as case studies. This model is also combined with the dissemination of material in the form of video tutorials and problem-based questions according to students’ ability. The ability of students was then measured from the workmanship of the question given at the beginning of the study. This type of research uses a modified version of the concept of Ibrahim and Nur. Data were collected through documents and via observations. The result of this study showed that a blended learning model helped in teaching practicum courses with a programming video tutorial containing instructions was uploaded on YouTube, where it was available for the students to re-refer the material if they were unable to understand it at the first attempt.
 Keywords: programming, teaching, video tutorial, blended learning, practicum