scholarly journals The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia

2015 ◽  
Vol 12 ◽  
pp. 17 ◽  
Author(s):  
Ni Ni Win ◽  
Vishna Devi V Nadarajah ◽  
Daw Khin Win
Keyword(s):  
Small Group ◽  
Cognitive Skills ◽  
Problem Based Learning ◽  
Learning Resources ◽  
Group Discussions ◽  
Collaborative Groups ◽  
Additional Funding ◽  
Perceived Pressure ◽  
Medical University ◽  
Chiropractic Students

Purpose: Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness. Methods: This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students’ perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work. Results: Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students’ motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001). Conclusion: The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.

scholarly journals Analisis Pembelajaran SGD (Small Group Discussion) pada Blok Neuroendokrin dan Indra Khusus sebagai Upaya Meningkatkan Motivasi Belajar Mahasiswa Kedokteran UNS Angkatan 2018

2019 ◽  
Author(s):  
Rifki Taufiqurrohman
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Learning Motivation ◽  
Small Group Discussion ◽  
Learning Method ◽  
Group Discussions ◽  
School Of Medicine ◽  
Small Group Discussions

The SGD learning method applied at the Sebelas Maret University School of Medicine is a Problem Based Learning learning adapted from the tutorial learning method. This learning method emphasizes the activeness of students in small group discussions. Based on the results of the study, the SGD learning method was able to increase the learning motivation of UNS medical students.

Shaping classroom social experiences through collaborative small‐group discussions

2021 ◽  
Author(s):  
Tzu‐Jung Lin ◽  
Elizabeth Kraatz ◽  
Seung Yon Ha ◽  
Ming‐Yi Hsieh ◽  
Michael Glassman ◽  
...  
Keyword(s):  
Small Group ◽  
Social Experiences ◽  
Group Discussions ◽  
Small Group Discussions

A problem-based learning course in physiology for undergraduate and graduate basic science students.

1998 ◽  
Vol 275 (6) ◽  
pp. S16 ◽  
Author(s):  
S Mierson
Keyword(s):  
Small Group ◽  
Professional Education ◽  
Basic Science ◽  
Clinical Laboratory ◽  
Team Building ◽  
Real Life ◽  
Problem Based Learning ◽  
Laboratory Research ◽  
Science Students ◽  
Organ Systems

In small-group problem-based learning (PBL), students work cooperatively to solve complex, real-world problems. The problems lead the students to learn basic concepts rather than being presented as applications of concepts they have already learned. The goals are for students to learn and be able to apply the disciplinary content, develop critical thinking abilities, and acquire skills of life-long learning, communication, and team building. PBL has been widely used in recent years in medical and related areas of professional education. In those settings each small group typically has its own faculty facilitator. PBL can be successfully adapted for teaching undergraduate and graduate basic science students, in part by having multiple groups meet in one room with a roving facilitator. This report describes a two-semester PBL sequence in organ-systems physiology. To keep the interest of a diverse group of seniors and graduate students, several types of problems were used: clinical, laboratory research-based, real-life scenarios, and published research articles. The majority of students have responded enthusiastically.

scholarly journals Managing Herbicide Resistance: Listening to the Perspectives of Practitioners. Procedures for Conducting Listening Sessions and an Evaluation of the Process

2018 ◽  
Vol 32 (4) ◽  
pp. 489-497 ◽  
Author(s):  
Jill Schroeder ◽  
Michael Barrett ◽  
David R. Shaw ◽  
Amy B. Asmus ◽  
Harold Coble ◽  
...  
Keyword(s):  
Small Group ◽  
Herbicide Resistance ◽  
Planning Process ◽  
Resistance Management ◽  
Time Of Day ◽  
Full Group ◽  
Group Discussions ◽  
Small Group Discussions ◽  
The Subject ◽  
Selection Of

AbstractSeven half-day regional listening sessions were held between December 2016 and April 2017 with groups of diverse stakeholders on the issues and potential solutions for herbicide-resistance management. The objective of the listening sessions was to connect with stakeholders and hear their challenges and recommendations for addressing herbicide resistance. The coordinating team hired Strategic Conservation Solutions, LLC, to facilitate all the sessions. They and the coordinating team used in-person meetings, teleconferences, and email to communicate and coordinate the activities leading up to each regional listening session. The agenda was the same across all sessions and included small-group discussions followed by reporting to the full group for discussion. The planning process was the same across all the sessions, although the selection of venue, time of day, and stakeholder participants differed to accommodate the differences among regions. The listening-session format required a great deal of work and flexibility on the part of the coordinating team and regional coordinators. Overall, the participant evaluations from the sessions were positive, with participants expressing appreciation that they were asked for their thoughts on the subject of herbicide resistance. This paper details the methods and processes used to conduct these regional listening sessions and provides an assessment of the strengths and limitations of those processes.

scholarly journals “Developing Experimental Design and Analysis Skills in Undergraduates”: IUPS Teaching Satellite Meeting, Brazil, August 2017

2018 ◽  
Vol 42 (4) ◽  
pp. 615-618
Author(s):  
Dawn Davies ◽  
Frances M. MacMillan
Keyword(s):  
Experimental Design ◽  
Small Group ◽  
Good Practice ◽  
Group Discussions ◽  
International Union ◽  
Research Project ◽  
Small Group Discussions ◽  
Design Skills

This workshop was held at the Teaching Satellite Meeting of the International Union of Physiological Sciences (IUPS), August 5–8, 2017, in Buzios, Rio de Janiero, Brazil. The satellite meeting was attended by physiology educators from across the globe, of whom 34 attended this workshop. The aim of the workshop was to explore how experimental design is taught to students of physiology in different institutions, to consider the aspects that students find challenging, to share good practice, and to think about how experimental design teaching could be improved. Through small-group discussions that were then shared with the whole group, participants were challenged to develop the outline of a research project to investigate a broad topic and then to identify the challenges that students might face if they were given that task. Finally, the group thought about what, in practical terms, could be done to help develop experimental design skills in undergraduates. The outcomes of the discussions are summarized in this report.

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