Student perceptions of an embedded problem-based learning instructional approach in a hospitality undergraduate programme

2005 ◽  
Vol 24 (3) ◽  
pp. 437-464 ◽  
Author(s):  
Jakša Kivela ◽  
Ruth Jeanine Kivela
Keyword(s):  
Student Perceptions ◽  
Problem Based Learning ◽  
Instructional Approach ◽  
Undergraduate Programme

PENINGKATAN SELF EFFICACY SISWA KELAS X MAN 4 MARTUBUNG MEDAN DENGAN MENGGUNAKAN MODEL PEMBELAJARAN BERBASIS MASALAH

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Anugrah Mulia Tampubolon
Keyword(s):  
Self Efficacy ◽  
Problem Based Learning ◽  
Instructional Approach ◽  
And Gender ◽  
Better Than

The purpose of this research was to identify the inprovement of student’s Self Efficacy as an impact of problem based learnin, asd to find the interaction between the instructional approach and gender with improvement of student’s Self Efficacy. This research was a quasy experiment with the sample of research was 70 students, consisted of X-IPA<sup>2</sup> with 35 students asan experiment class and X-IPA<sup>4</sup> with 35 students as a control class. The data which collected in this research were Self Efficacy. The instruments which used to collect the data were a test of Self Efficacy. The data were analyzed by using two way anava in the SPSS program. Based on the result of this research, it could be concluded that the improvement student’s Self Efficacy by using problem based learning better than improvemet student’s Self Efficacy by using a usuall learning. There was not an interaction between the instructional approach and gender with improvement student’s Self Efficacy.

scholarly journals The relationship between student perceptions of tutor performance and tutors' background in problem-based learning in South Korea

2011 ◽  
Vol 2 ◽  
pp. 7-11 ◽  
Author(s):  
Eun-Kyung Chung ◽  
Maurice A. Hitchcock ◽  
Sun-A Oh ◽  
Eui-Ryoung Han ◽  
Young-Jong Woo
Keyword(s):  
South Korea ◽  
Student Perceptions ◽  
Problem Based Learning ◽  
The Relationship

scholarly journals Switching from a traditional undergraduate programme in (clinical) pharmacology and therapeutics to a problem-based learning programme

2020 ◽  
Author(s):  
David J. Brinkman ◽  
Teresa Monteiro ◽  
Emilia C. Monteiro ◽  
Milan C. Richir ◽  
Michiel A. van Agtmael ◽  
...  
Keyword(s):  
Clinical Pharmacology ◽  
Medical Students ◽  
Medical Training ◽  
Medical Curriculum ◽  
Problem Based Learning ◽  
Multiple Choice Questions ◽  
Working Mechanism ◽  
Undergraduate Medical Curriculum ◽  
Undergraduate Programme ◽  
Clinical Case Scenarios

Abstract Purpose The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.

Student perceptions of the benefits of problem-based learning

2007 ◽  
Vol 29 (2-3) ◽  
pp. 284-284 ◽  
Author(s):  
Chay-Hoon Tan ◽  
Zubair Amin ◽  
Hoon-Eng Khoo
Keyword(s):  
Student Perceptions ◽  
Problem Based Learning

scholarly journals PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA DENGAN MENGGUNAKAN MODEL PEMBELAJARAN BERBASIS MASALAH DI KELAS X MAN 4 MARTUBUNG MEDAN

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Anugrah Mulia Tampubolon
Keyword(s):  
Problem Based Learning ◽  
Instructional Approach ◽  
Communication Ability ◽  
And Gender ◽  
Better Than

The purpose of this research was to identify the inprovement of student’s communication ability as an impact of problem based learnin, asd to find the interaction between the instructional approach and gender with improvement of student’s communication ability. This research wasa quasy experiment with the sample of research was 70 students, consisted of X-IPA2 with 35 students asan experiment class and X-IPA4 with 35 students as a control class. The data which collected in this research were communication ability. The instruments which used to collect the data were a test of communication ability. The data were analyzed by using two way anava in the SPSS program. Based on the result of this research, it could be concluded that the improvement student’s communication ability by using problem based learning better than improvemet student’s communication ability by using a usuall learning. There was not an interaction between the instructional approach and gender with improvement student’s communication ability

scholarly journals Problem-based Learning Strategies for Teaching Military Social Work Practice Behaviors: Review and Evaluation

10.18060/1876 ◽  
2012 ◽  
Vol 13 (1) ◽  
pp. 112-131 ◽  
Author(s):  
James D. Whitworth ◽  
Joseph R. Herzog ◽  
Diane L. Scott
Keyword(s):  
Social Work ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Problem Based Learning ◽  
Work Practice ◽  
Social Work Practice ◽  
Learning Approaches ◽  
Social Work Faculty ◽  
Southeastern Us ◽  
Practice Behaviors

This article outlines and evaluates a military social work course as it has been taught by three social work faculty members at two universities in the southeastern US. The authors highlight why these courses are needed within social work undergraduate and graduate programs. They report how CSWE-identified military practice behaviors are addressed within the course. They also describe how practice-based learning approaches appear to be ideally suited for teaching military social work curricula. Data on student perceptions of military social work courses and the application of problem-based learning are presented along with an assessment of knowledge gains and ability to practice military social work. Findings reflect that social worker students find these courses helpful and that they believe that problem-based courses in this subject help prepare them for initial work with this population. They also highlight the need for an extensively updated military social work textbook addressing major changes within the military and social work over the last decade.

scholarly journals Problem-based learning in Gross Anatomy: Assessment Outcomes and Student Perceptions

2012 ◽  
Vol 4 (1) ◽  
Author(s):  
Chunhua Chen ◽  
Weiguang Zhang ◽  
Lihua Qin ◽  
Haimeng Cui ◽  
Dandan Linghu ◽  
...  
Keyword(s):  
Student Perceptions ◽  
Evaluation Method ◽  
Teaching Method ◽  
Problem Based Learning ◽  
Gross Anatomy ◽  
Health Science ◽  
Learning Method ◽  
Science Center ◽  
Learning Attitudes ◽  
Peking University

This study aimed to study whether the problem-based learning (PBL) as an educational strategy can be of great help in improving the quality of gross anatomy and the attitude of students towards the learning method in China. It was performed in Basic Science of Peking University Health Science Center. The study sample included 200 students and they were assigned to 20 groups. Data collection was done by a questionnaire survey and interview to examine the students’ learning attitudes and perceptions toward this platform as a possible learning tool. Data obtained were compared and the main themes were determined. At the end of data analyses, we gave feedback and evaluation. We found out the satisfaction of students with this learning method and the students’ interest and ability improvement after this teaching method. Also, we showed the problems and largest obstacle that the students face in this learning mode and their expectant evaluation method. The study clearly pointed out that the PBL benefits a lot for the students in the study of gross anatomy despite of the existing problems. In the future, we should implement PBL combined with the characteristics of traditional anatomy teaching in China.

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