scholarly journals Problem-based learning and larger student groups: mutually exclusive or compatible concepts – a pilot study

2008 ◽  
Vol 8 (1) ◽  
Author(s):  
Martyn P Kingsbury ◽  
Joanne S Lymn
Keyword(s):  
Pilot Study ◽  
Problem Based Learning ◽  
Student Groups ◽  
Exclusive Or

scholarly journals “I Have Never Had A PBL Like This Before”

2020 ◽  
Vol 14 (1) ◽  
Author(s):  
Andrea S. Gomoll ◽  
Becky Hillenburg ◽  
Cindy E. Hmelo-Silver
Keyword(s):  
National Science Foundation ◽  
Local Community ◽  
Learning Experiences ◽  
Problem Based Learning ◽  
Principal Investigator ◽  
Student Groups ◽  
Video Viewing ◽  
Local Stakeholders ◽  
National Science

Video and co-design can be powerful tools to enrich problem-based learning experiences. We explore how a teacher and researcher engaged in co-design of a PBL experience focused on human-centered robotics as well as the resulting design. They explored the question “How can we design a robot that serves a need in our local community?” We highlight three aspects of the most recent iteration of our PBL curriculum that we have identified as central to its success. These three elements include: 1) co-design experiences that occurred before and during unit implementation, 2) the use of shared video viewing and analysis both in co-design and with student groups in the classroom, and 3) the bringing of local stakeholders into the classroom to work closely with students. These three aspects of our curriculum are positioned here as takeaways for researchers and educators working to design, implement, and study PBL. Acknowledgments: This research was supported by the National Science Foundation through ITEST grant #1433414. Any opinions, findings, conclusions, or recommendations expressed in this report are those of the authors, and do not necessarily represent the official views, opinions, or policy of the National Science Foundation. A special thanks to Dr. Selma Šabanovic, principal investigator, and Dr. Matt Francisco for their contributions to this work.

scholarly journals A Pilot Study to Evaluate the Introduction of an Interprofessional Problem-based Learning Module

2012 ◽  
Vol 6 (2) ◽  
Author(s):  
Tara Cusack ◽  
Grainne O’Donoghue ◽  
Marie-Louise Butler ◽  
Catherine Blake ◽  
Cliona O’Sullivan ◽  
...  
Keyword(s):  
Pilot Study ◽  
Problem Based Learning ◽  
Learning Module

scholarly journals A pilot study of integrating standardized patients in problem-based learning tutorial in Taiwan

2019 ◽  
Vol 82 (6) ◽  
pp. 464-468
Author(s):  
Ching-Chih Chang ◽  
Jiing-Feng Lirng ◽  
Pei-Ning Wang ◽  
Shuu-Jiun Wang ◽  
Chen-Huan Chen ◽  
...  
Keyword(s):  
Pilot Study ◽  
Problem Based Learning ◽  
Standardized Patients

scholarly journals Problem-based Learning in an Online Course: A case study

2006 ◽  
Vol 6 (3) ◽  
Author(s):  
James D. Cheaney ◽  
Thomas Ingebritsen
Keyword(s):  
Student Performance ◽  
Genetic Diseases ◽  
Problem Based Learning ◽  
Factual Knowledge ◽  
Online Environment ◽  
Student Groups ◽  
Face To Face ◽  
Real World Problem ◽  
Case Based Learning ◽  
Student Reactions

<P>Problem-based learning (PBL) is the use of a “real world” problem or situation as a context for learning. The present study explores the use of PBL in an online biotechnology course. In the PBL unit, student groups dealt with the ethical, legal, social, and human issues surrounding pre-symptomatic DNA testing for a genetic disease. Issues concerning implementation of PBL in the online environment are discussed, as are differences between online PBL and face-to-face PBL. This study provides evidence to suggest that PBL stimulates higher-order learning in students. However, student performance on a lower-level exam testing acquisition of factual knowledge was slightly lower for PBL students than for students who learned the same material through a traditional lecture-based approach. Possible reasons for this lower level of performance are explored. Student reactions and feedback to the PBL format yield more insight into issues surrounding the implementation of PBL in the online environment.</P> <P><STRONG>Keywords:</STRONG> problem-based learning, case-based learning, distance education, cooperative learning, genetic diseases, genetic testing, instructional design</P>

scholarly journals Nyutdannede sykepleieres oppfatninger om tverrprofesjonell og tradisjonell studentpraksis som arena for tilegnelse av trygghet på rolle og ansvar

2014 ◽  
Vol 9 (2) ◽  
pp. 98
Author(s):  
Kari Anita Furunes ◽  
Hildfrid V. Brataas
Keyword(s):  
Pilot Study ◽  
Learning Outcomes ◽  
Interdisciplinary Collaboration ◽  
Practical Training ◽  
Graduate Nurses ◽  
Student Groups ◽  
Practice Models ◽  
Role Learning ◽  
Qualitative Descriptive ◽  
Nurses Perceptions

<em>The article deals with recently graduated nurses' perceptions of traditional practical studies during the last year of the nurse education, and of practical studies in a cross-professional student-run rehabilitation center. The purpose was to gain knowledge about how nurses feel the two forms of practical studies contribute to role confidence and feeling of competence for interdisciplinary collaboration in inexperienced nurses.Method: A qualitative descriptive and interpretive pilot study was conducted. Narrative interviews with nurses were done two years after graduation. Thematic content analysis was done.Results: The nurses highlighted that practical training in taking nursing responsibilities was of importance in preparation for employment. Graduate nurses who only had had traditional practical studies felt role uncertainty and stress. Those who had interdisciplinary team based practical studies before the transition to working life had experienced trade role learning and collaborative learning during these studies. That learning process contributed to a feeling of role confidence in the inexperienced nurse.Conclusion: Practical studies where interdisciplinary student groups are training on team-based collaboration appear to promote inexperienced nurses’ confidence in interdisciplinary collaboration and in the professional role. The study is a pilot study with few informants. There is a need for research that provides knowledge about the learning outcomes of different practice models on preparation for professional work.</em>

scholarly journals Medical Student and Tutor Perceptions of Video Versus Text in an Interactive Online Virtual Patient for Problem-Based Learning: A Pilot Study

2015 ◽  
Vol 17 (6) ◽  
pp. e151 ◽  
Author(s):  
Luke A Woodham ◽  
Rachel H Ellaway ◽  
Jonathan Round ◽  
Sophie Vaughan ◽  
Terry Poulton ◽  
...  
Keyword(s):  
Medical Student ◽  
Pilot Study ◽  
Problem Based Learning ◽  
Virtual Patient

scholarly journals The Effect Of Problem Based Learning On Undergraduate Oral Communication Competency

2017 ◽  
Vol 14 (1) ◽  
pp. 1-10 ◽  
Author(s):  
David S. Mandeville ◽  
Tiffanie K. Ho ◽  
Lindy A. Valdez Lindy A. Valdez
Keyword(s):  
Goal Orientation ◽  
Small Groups ◽  
Knowledge Creation ◽  
Student Motivation ◽  
Problem Based Learning ◽  
Oral Communication ◽  
Rater Agreement ◽  
Student Groups ◽  
Time Points ◽  
Communication Competency

Purpose:  The aim of this study was to ascertain the effect of Problem Based Learning (PBL) on student oral communication competency gains. Methods:  Eighty students from two consecutive undergraduate Kinesiology courses (Spring semesters, 2014-15) formed into 29 small groups and were studied.  Oral communication competency was assessed using a customized rubric and digital recordings of student presentations.  Changes to oral communication competency across time were tested using a dependent t-test; a < .05. Results:  Significant inter-rater agreement was found at both time points for oral communication rating, and student groups demonstrated significant oral communication gains across time.  Conclusions:  Collaborative learning was shown to improve students’ oral communication competency. Future study is required to determine the influence of student motivation and goal orientation on oral communication competency, in relation to the various phases of knowledge creation occurring within student groups. 

scholarly journals 414 Biotechnology in Agriculture: A Multimedia Approach to Problem-based Learning and Distance Learning

HortScience ◽  
2000 ◽  
Vol 35 (3) ◽  
pp. 464D-464
Author(s):  
S.L. Kitto ◽  
L. Griffiths ◽  
J. Pesek ◽  
E. Mackenzie ◽  
K. Bauer
Keyword(s):  
Distance Learning ◽  
Real Time ◽  
Problem Based Learning ◽  
Traditional Students ◽  
Traditional Classroom ◽  
The Internet ◽  
Multimedia Technology ◽  
Actual Knowledge ◽  
Student Groups ◽  
Time Distance

In 1997, we added distance students to a traditional, classroom-taught biotechnology course. To reach distance students, we used a multimedia approach: lectures via videotapes and problem-based learning exercises (PBL) via the Internet. About a third of the course was taught using PBL. The major challenge of the course was to teach the PBL segments to distance and traditional students working in groups. We explored ways to use multimedia technology that would allow distance students to participate in the PBL segments of the course. To assess the effectiveness of the methods used in this project, we compared the distance students with traditional students using measures of perceived and actual knowledge of biotechnology. The student–student interactive PBL segments were challenging because the traditional students were working in “real time” and the distance students were working in “distance time.” Distance students did as well as in the course as traditional students; however, management of groups composed of distance and traditional students was challenging. PBL could probably be used more effectively and successfully with student groups composed solely of distance students.

scholarly journals Problem-based Learning vs Lectures—Comparison of Academic Performances among Dental Undergraduates in India: A Pilot Study

2017 ◽  
Vol 8 (1) ◽  
pp. 59-66
Author(s):  
Joji Markose ◽  
Shruthi Eshwar ◽  
K Rekha ◽  
S Naganandini
Keyword(s):  
Health Care ◽  
Pilot Study ◽  
Health Care Systems ◽  
Problem Based Learning ◽  
Undergraduate Curriculum ◽  
Dental Students ◽  
Dynamic State ◽  
Clear Understanding ◽  
Future Health ◽  
Lecture Method

ABSTRACT Introduction Effective teaching is critical for student learning, especially in professional field, such as dentistry. To cope with the dynamic state of society, the changing pattern of diseases, a clear understanding of the links between basic sciences, technology, and health care systems are crucial. Future health care provider's education system should encourage the development of learning characteristics, such as critical thinking and problem-solving. Problem-based learning (PBL) is one such method. Aims and objectives To evaluate the efficacy of PBL vs lecture method of teaching among the final-year dental undergraduates. Materials and methods A comparative study with 38 finalyear dental students, 19 students in PBL and 19 students in lecture groups were undertaken. The PBL group was further divided into three smaller groups. Both the groups were given a topic from the undergraduate curriculum of Public Health Dentistry prescribed by Dental Council India (DCI) and were assessed for their academic performances through an internal assessment examination. Results Both the groups consisted of higher number of females. Mean marks obtained by PBL group was 6.63 ± 1.80, which was significantly higher as compared with the lecture group which was 4.84 ± 1.17 (p = 0.001**). Conclusion Students in PBL group showed better academic performance as compared with students in the lecture group. How to cite this article Rekha K, Naganandini S, Eshwar S, Manvi S, Markose J. Problem-based Learning vs Lectures— Comparison of Academic Performances among Dental Undergraduates in India: A Pilot Study. World J Dent 2017; 8(1):59-66.

Sign in / Sign up

Export Citation Format

Share Document