scholarly journals Integration of Problem Based Learning at Kathmandu Medical College

2014 ◽  
Vol 2 (3) ◽  
pp. 162-166
Author(s):  
Pratik Yonjan Lama ◽  
Pramesh Koirala ◽  
Binita Bhattarai ◽  
Gopal Suwal ◽  
Sunkeshari Deshar
Keyword(s):  
Positive Impact ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Successful Implementation ◽  
Institute Of Medicine ◽  
Self Directed Learning ◽  
Student Centered ◽  
Medical College ◽  
Traditional Lectures ◽  
Teaching Problem

Problem based learning as an alternative method of teaching had its initiation in Nepal at the Institute of Medicine, Maharajgunj in 1978. From 2011, problem based learning has been introduced into the curriculum of all the medical colleges under Kathmandu University. However, successful implementation into the curriculum is still in the process of development. The objective of the article is to have a profound view on the students’ perspective towards the integration of Problem Based Learning in MBBS curriculum and the possible action plans for the effective implementation. A questionnaire survey was done in which a total of 114 out of 150 students of Kathmandu Medical College, MBBS second year participated. The results obtained suggested that problem based learning helps students remember and understand better than traditional lectures, increases integrative ability, self directed learning, sharpens analytic skills and develops group skills. Students believe that the role of facilitator in problem based learning in Kathmandu Medical College has been to motivate students, evaluate them and make a real effort in understanding their difficulties. However there are not enough sessions to cover the system blocks, aims and objectives in the course curriculum are not clear, topics covered in the sessions of problem based learning should be covered in the lecture hours also and meeting among the facilitators with an inclusion of a student representative has to be made. However, in the view of current scenario of student centered teaching, problem based learning has made a positive impact in students’ learning experience. DOI: http://dx.doi.org/10.3126/jkmc.v2i3.9969Journal of Kathmandu Medical College Vol. 2, No. 3, Issue 5, Jul.-Sep., 2013Page: 162-166Uploaded date : 3/4/2014

scholarly journals History of Problem Based Learning in Nepal and Experiences at Kathmandu Medical College

2012 ◽  
Vol 1 (1) ◽  
pp. 37-44 ◽  
Author(s):  
B Pradhan ◽  
E Ranjit ◽  
MR Ghimire ◽  
Y Dixit
Keyword(s):  
Medical Education ◽  
Problem Based Learning ◽  
Medical Institution ◽  
Institute Of Medicine ◽  
Traditional Methods ◽  
Hybrid Form ◽  
Traditional Form ◽  
Medical College ◽  
History Of ◽  
Medical Colleges

Problem Based Learning has been practised in Nepal for 30 years with some additional inputs every ten years as another medical institution of Nepal adopted it. The institution to introduce it in Nepal was the Institute of Medicine but its practise there is more as familiarisation about a method of learning medicine and making a diagnosis. As from 2012 the utilisation of Problem Based Learning in the MBBS medical education field is expected to increase as the two deemed and two full universities in Nepal are using this method to varying degrees. There are firm advocates for utilising PBL in the medical colleges of Nepal. There are many who would like to stick to the traditional methods saying that PBL is not in extensive use. The fact is that the traditional form of medical education and the PBL method have their positive and negative points and is the source of much debate. We in Nepal have not gone the full stretch with PBL. What we are practising here is mostly the hybrid form. DOI: http://dx.doi.org/10.3126/jkmc.v1i1.7255 Journal of Kathmandu Medical College, Vol. 1, No. 1, Issue 1, Jul.-Sep., 2012 pp.37-44

scholarly journals IDENTIFIYING THE SUCCESSFULNESS OF A PROBLEM-BASED LEARNING IN AN UNDERGRADUATE MEDICAL EDUCATION PROGRAMME

2018 ◽  
Vol 7 (3) ◽  
pp. 170
Author(s):  
Luh Ayu Viarini Dewi ◽  
Nancy M Rehatta ◽  
Budi Utomo
Keyword(s):  
Problem Based Learning ◽  
Education Programme ◽  
Cross Sectional Study ◽  
Learning Program ◽  
Self Directed Learning ◽  
Study Program ◽  
Cross Sectional ◽  
Student Centered ◽  
Problem Solving Skills ◽  
Medical Education Programme

Background: Problem Based Learning (PBL) is active learning with a student-centered approach where unstructured issues are used as starting points for inquiry and learning process and problem-based learning is one of the teaching uses stimulus materials in helping the college students figure out the problems, questions, or issues. In a PBL system, the instructor helps the students develop problem solving skills, self-directed learning, so students can identify what they need to know how to know and how to access new information they need.Method: A cross-sectional study, using questionnaire distributed to 2015th generation of medical students in medical faculty of Airlangga University.Results: Result of data settlement, got 2 ways that is subjective and objective way, by using questioner by student, and objective using result of graduation of the course. From the results of the study, the results of the study program are prepared from students who are directly graduated from the problem-based learning program.Conclusion: This problem-based learning program is more successful than not using problem-based learning.

The Future of the Lecture in Neurology Education

2018 ◽  
Vol 38 (04) ◽  
pp. 418-427 ◽  
Author(s):  
Sara Schaefer ◽  
Moises Dominguez ◽  
Jeremy Moeller
Keyword(s):  
Medical Education ◽  
Flipped Classroom ◽  
Current Knowledge ◽  
Self Directed Learning ◽  
Learning Modules ◽  
Computer Based Learning ◽  
Traditional Lectures ◽  
Modern Learning ◽  
Directed Learning ◽  
Teaching Problem

AbstractThe lecture has been a core pedagogical method since the early days of formal medical education. Although approaches to formal lectures have evolved over the years, there has been ongoing debate about the role that lectures should play in modern medical education. Arguably, traditional lectures do not align well with modern learning theory, and do not take full advantage of our current knowledge of how people learn. In many modern medical curricula, lectures have been replaced by self-study activities, including video-based lectures, computer-based learning modules, and other self-directed learning. We argue that scheduled “together time” is still important, particularly in neurology education, where there is a strong emphasis on clinical reasoning. We outline alternative teaching methods that effectively use this time, including the flipped classroom, just-in-time teaching, problem-based learning, and team-based learning. We discuss ways in which these approaches may be particularly conducive to components of neurology education.

scholarly journals Hybrid problem based learning: An innovative teaching learning method – Reflective experience

2021 ◽  
Vol 8 (2) ◽  
pp. 68-73
Author(s):  
Balaji Arumugam ◽  
K R S Sivapriya
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Community Medicine ◽  
Small Group Discussion ◽  
Learning Method ◽  
Self Directed Learning ◽  
Innovative Teaching ◽  
Traditional Lectures ◽  
Teaching Learning

The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

scholarly journals The Implementation of Problem-Based Learning (PBL) in a Year 9 Mathematics Classroom: A Study in Brunei Darussalam

2016 ◽  
Vol 4 (2) ◽  
pp. 34 ◽  
Author(s):  
Haji Mohammad Redzuan Haji Botty ◽  
Masitah Shahrill ◽  
Jainatul Halida Jaidin ◽  
Hui-Chuan Li ◽  
Maureen Siew Fang Chong
Keyword(s):  
Instructional Strategy ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Mathematics Classroom ◽  
Problem Based Learning ◽  
Implementation Process ◽  
Student Centered ◽  
Brunei Darussalam ◽  
Post Test ◽  
The 1960S

<p>Problem-Based Learning (PBL) is a constructivist, student-centered instructional strategy in which students work collaboratively to solve problems and reflect on their learning experiences to advance or gain new knowledge. PBL was originally developed in medical school programs at the McMaster University in Canada in the 1960s. Since then, much research has highlighted the benefits of PBL for developing students’ mathematical knowledge in more flexible and novel ways than traditional teacher-centered teaching approaches. However, there has been a lack of studies examining how PBL can be applied to mathematics teaching and learning, since studies that have investigated the implementation of PBL outside a medical context are sparse in Brunei Darussalam. Therefore, in this study, we attempted to fill this research gap by exploring the implementation process of PBL in a Year 9 mathematics classroom and its possible impact on students’ learning in mathematics in the context of Brunei Darussalam. The participants of the study consisted of 17 Year 9 students (ages 14-15) from a secondary school in Brunei Darussalam The findings from our study showed that the implementation of PBL helped motivate the students to collaboratively work as a group and learn from their peers and therefore, gradually reduced their dependence on the teacher during the course of the intervention. The results from the students’ performances on the pre-test and the post-test also provided evidence to show that the implementation of PBL could have a positive impact on the students’ learning in mathematics. Directions for future mathematical PBL implementation are also discussed and offered. </p>

scholarly journals Evaluating Learning Space Designs for Flipped and Collaborative Learning: A Transactional Distance Approach

2021 ◽  
Vol 11 (6) ◽  
pp. 292
Author(s):  
William Swart ◽  
Ken MacLeod
Keyword(s):  
Collaborative Learning ◽  
Learning Experience ◽  
Collaborative Work ◽  
Problem Based Learning ◽  
Matter Content ◽  
Transactional Distance ◽  
High Tech ◽  
Learning Space ◽  
College Of Business ◽  
Teaching Problem

Problem-based learning is the latest name for a teaching philosophy that is as old as Ancient Greece. Whether you call it Socratic Inquiry, case-based teaching, problem-based learning, interactive group learning, or “flipped” learning, the essential concept is to encourage the student to collaborate in applying their gained knowledge to solve a problem. As traditional lecture-based teaching has been challenged, the design of classrooms has been called into question. A flat or tiered room is not seen as an ideal setting for collaborative work. In our own College of Business, several traditional classrooms were converted to problem-based learning classrooms at considerable expense. This paper evaluates, using measures based on Michael G. Moore’s theory of transactional distance, whether moving flipped classes into these high-tech classrooms improves the collaborative learning experience. Transactional distance can be defined as the barriers that exist to a student’s engagement with their learning experience. These barriers arise due to the interaction between students and the teacher, other students, the subject matter content, and instructional technology being used. Our results suggest that, from a student engagement and outcome standpoint, the investment in costly high-tech classrooms is not warranted—a welcome result in times when university budgets are stretched to the limit.

Design of a problem-based undergraduate course in pharmacology: implications for the teaching of physiology.

1991 ◽  
Vol 260 (6) ◽  
pp. S14 ◽  
Author(s):  
P K Rangachari
Keyword(s):  
Small Groups ◽  
Learning Process ◽  
Problem Based Learning ◽  
Self Directed Learning ◽  
Student Centered ◽  
Directed Learning ◽  
Teacher Centered

University learning can be either teacher centered or student centered. Problem-based self-directed learning in the context of small groups provides students with an opportunity to take greater responsibility for their own learning. In problem-based learning, process and content are inextricably linked, with the three cardinal elements being the students, the tutors, and the problems. The design of such an undergraduate course in pharmacology is described, and the implications for teaching physiology are discussed.

scholarly journals Taking Social Entrepreneurship Education to the Next Level – A Teaching and Learning Project at Renaissance College (University of New Brunswick)

2018 ◽  
Vol 11 ◽  
Author(s):  
Thomas Mengel ◽  
Maha Mohamed Tantawy
Keyword(s):  
New Brunswick ◽  
Social Entrepreneurship ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Evidence Based ◽  
Self Directed Learning ◽  
Scholarship Of Teaching ◽  
Student Centered ◽  
Additional Information ◽  
Course Redesign

In this paper we present the results of a scholarship of teaching and learning research project we conducted in 2016/17 at Renaissance College, University of New Brunswick. Our case study describes the challenges and successes of the student-centered re-design of a course about social entrepreneurship, a mandatory component of an undergraduate interdisciplinary leadership program. In particular, the project aimed at improvingStudents' engagement, andStudents' satisfactionparticularly for students who start the course at a lower engagement level.We first systematically evaluated pre-existing data on earlier runs of the course. Then we conducted interviews and a focus group with graduates in 2016 which provided additional information. The analysis of this dataset informed our comprehensive and systematic evidence-based redesign of the course for the offering in the winter of 2017. Finally, we used targeted surveys in March 2017 that provided data on the results of the course redesign and on student learning.In summary, the data suggested that the redesign of this course has significantly improved students’ learning experience, the clarity of course requirements, and students’ self-directed learning. This paper may be helpful also for scholarship of teaching and learning projects in other fields of study aiming at adult learner oriented and evidence-based course redesign.

scholarly journals APRENDIZAGEM SIGNIFICATIVA NO ENSINO DE GEOGRAFIA: os benefícios da aprendizagem baseada em problemas por meio de um estudo de caso

2018 ◽  
Vol 7 (14) ◽  
pp. 224-241
Author(s):  
Cleilton Sampaio De Farias
Keyword(s):  
Decision Making ◽  
Secondary Education ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Teaching Methodology ◽  
Student Centered ◽  
Geography Teaching ◽  
Self Learning ◽  
Do So

A Aprendizagem Baseada em Problemas – ABP, por ser uma metodologia de ensino centrada no aluno, pode apresentar resultados bem favoráveis, pois, promove de forma ativa a autoaprendizagem, o trabalho em equipe, o pensamento crítico, a resolução de problemas, a adoção de estratégias facilitadoras das tomadas de decisão e a aprendizagem significativa.Assim, objetiva-se discutir as características de uma experiência de aprendizagem significativa no ensino médio integrado, que foi realizada sobre um tema da disciplina de Geografia e com a utilização do método da ABP na forma de estudo de caso. Para tanto, buscou-se em primeiro lugar construir um ambiente de aprendizagem significativa, posteriormente executou-se a experiência e, por fim, realizou-se algumas avaliações para compreender qual a contribuição da experiência para a aprendizagem significativa dos estudantes. Por fim, percebeu-se que a adoção de metodologias ativas como a ABP na forma de estudo de caso pode produzir resultados favoráveis ao desenvolvimento de capacidades essenciais para que os estudantes, por si só, resolvam problemas e produzam os seus próprios conhecimentos possibilitando, dessa forma, a aprendizagem significativa no ensino médio integrado. PALAVRAS-CHAVE Aprendizagem baseada em problemas. Aprendizagem significativa. Ensino de Geografia. SIGNIFICATIVE LEARNING IN GEOGRAPHY TEACHING: the benefits of Problem Based Learning through a case study ABSTRACT The Problem Based Learning - PBL, because it is a student centered teaching methodology, can have very favorable results because it actively promotes self learning, teamwork, critical thinking, problem solving, adoption of strategies to facilitate decision making and significative learning. Thus, we aim to discuss the characteristics of a meaningful learning experience in integrated secondary education, which was carried out on a subject of the Geography discipline and with the use of the PBL method in the form of case study. In order to do so, we first sought to build a significative learning environment, then the experience was carried out, and finally some evaluations were carried out to understand the contribution of the experience to significative student learning. Finally, it was observed that the adoption of active methodologies such as PBL in the form of a case study can produce favorable results for the development of essential skills so that the students, by itself, solve problems and produce their own knowledge enabling, from this significative learning in integrated secondary education. KEYWORDS Problem-based learning. Significative learning. Teaching Geography. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Jigsaw learning versus traditional lectures: Impact on student grades and learning experience

2020 ◽  
Vol 8 (1) ◽  
pp. 154-172
Author(s):  
Teresa Costouros
Keyword(s):  
Active Learning ◽  
Cooperative Learning ◽  
Teaching Method ◽  
Positive Impact ◽  
Learning Experience ◽  
Student Groups ◽  
Learning Modules ◽  
Traditional Lectures ◽  
Student Grades ◽  
The Impact

Despite significant research supporting active learning, many professors continue to use traditional lectures as their primary teaching method, particularly in introductory level courses. This article explores whether jigsaw cooperative learning had a positive impact on student grades and enhanced their learning experience, as compared to the traditional lecture method. The question was answered by collecting data from an insurance and risk management introductory course in the business school. To answer the question on learning experience, students completed a validated survey on each pedagogy, consisting of 15 statements that they rated on a Likert scale of 1 to 5, strongly disagreeing or agreeing with the statements. The course content was taught using lectures for four learning modules and the jigsaw learning method for four learning modules. After each module, a quiz was written by each student, and these grades were compared to establish the impact of each teaching method on student grades. Data was analyzed using descriptive statistics and two-way ANOVA testing to determine significant differences. Data was collected from two student groups. One group was a traditional university group of diverse students and the other group consisted of international students from India. I compared the results of the two student groups to identify any differences. This research adds to the studies on active learning in insurance education, specifically jigsaw cooperative learning. It also contributes to literature on effective teaching strategies for international student groups.

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