Learning Experience of Chinese textbook through Problem-based Learning

2018 ◽  
Vol 69 ◽  
pp. 119-144
Author(s):  
Kil-yong Oh
Keyword(s):  
Learning Experience ◽  
Problem Based Learning ◽  
Chinese Textbook

Pengaruh Jenis Masalah pada Problem Based Learning terhadap Dinamika Metakognisi Siswa SMA Kelas X pada Konsep Stoikiometri

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Issaura Sherly Pamela ◽  
Muhammad Rusdi ◽  
Asrial Asrial
Keyword(s):  
Student Achievement ◽  
Experimental Design ◽  
Learning Process ◽  
Model Problem ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Meaningful Learning ◽  
Learning Model ◽  
Group Design ◽  
Experimental Group

Innovation is needed in learning to make meaningful learning, so the student constructs their ownknowledge from the learning experience of learning process. One of the innovations is to integrate Problem Based Learning model. Problem Based Learning involves students to be active in every problem. Eleven problems type in Problem Based Learning that have different solving steps, due to every student different metacognition character potential and can change by given treatment. This research is a pre-experimental design: the pretest-posttest control and experimental group design with embedded experimental design. The metacognition character data were analyzed qualitaively, whereas the average grade data were analyzed quantitatively. The analysis of metacognition character shows the different metacognition characters and on learning process there is improvement of student achievement from 14% to 84.4%.

scholarly journals Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Marcel D'Eon ◽  
Peggy Proctor ◽  
Jane Cassidy ◽  
Nora McKee ◽  
Krista Trinder
Keyword(s):  
Student Satisfaction ◽  
Interprofessional Education ◽  
Large Scale ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Great Promise ◽  
Persons Living With Hiv ◽  
Post Test ◽  
Hiv Aids

Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.Methods and Findings: The module was evaluated over the years using student satisfaction surveys, focus groups, self-assessments, and in 2007 with written pretest/post-tests. Students rated the learning experience about both HIV/AIDS and about interprofessional collaboration, at 4 or 5 out of 6 and effect sizes fell between d = .70 and 3.19. That only one pre-test/post-test study was conducted at a single institution is one of the limitations of this study.Conclusions: Students generally thought highly of the interprofessional PBL module on HIV/AIDS and learned a considerable amount. Although more research is needed to substantiate the self-assessment data, establish what and how much is being learned, and compare PBL to alternative methodologies, PBL is a promising approach to IPE.

scholarly journals Using A Wind Power Assessment Project On The Hopi Reservation As A Problem Based Learning Experience For Undergrad And Graduate Students

2020 ◽  
Author(s):  
Mark Henderson ◽  
Bradley Rogers ◽  
Robert Grondin ◽  
Chell Roberts ◽  
Scott Danielson ◽  
...  
Keyword(s):  
Graduate Students ◽  
Wind Power ◽  
Learning Experience ◽  
Problem Based Learning

Problem-based learning and the medical school: another case of the emperor’s new clothes?

2005 ◽  
Vol 29 (4) ◽  
pp. 194-196 ◽  
Author(s):  
Richard Butler ◽  
David Inman ◽  
Derek Lobb
Keyword(s):  
Learning Experience ◽  
Problem Based Learning ◽  
The Other ◽  
Professional School ◽  
Factual Knowledge ◽  
Academic Environment ◽  
Professional Schools ◽  
Professional Qualification ◽  
Points Of View ◽  
Open Nature

For almost four decades, problem-based learning (PBL) has been the stated cornerstone of learning in many medical schools. Proponents of PBL cite the open nature of the learning experience where students are free to study in depth, unencumbered by the burdens of broad courses based on the memorization of facts; detractors, on the other hand, cite the lack of breadth and factual knowledge required for professional qualification. Both points of view have merit. Professional schools have a different set of needs and requirements, and it is these that drive the curriculum and learning philosophies. The constraints of the professional school are so different from those of the purely academic environment that PBL, while admirably suited to the latter, is just problem solving in the former.

scholarly journals The Incidence of Agenesis of Palmaris Longus among the Yoruba Tribe in Nigeria

2009 ◽  
pp. 11-14
Author(s):  
G O Mbaka ◽  
A A Akinlolu ◽  
A O Ayanuga ◽  
P D Shallie ◽  
A K Adefule ◽  
...  
Keyword(s):  
Learning Experience ◽  
Medical Science ◽  
Problem Based Learning ◽  
Problem Solving Skills ◽  
Basic Medical Science ◽  
Physiotherapy Student ◽  
Literary Research ◽  
Amount Of Knowledge ◽  
Physiotherapy Students ◽  
Basic Medical

Background: Problem Based leammg (PBL) is increasingly becoming popular worldwide. The Department ofAnatomy at the College of Medicine University of Lagos recently introduced the problem based learning approach as the style of teaching physiotherapy students in their basic medical science year. Objective: This survey investigated the students' view of the programme, its impact on their learning as well as constraining factors. Methods: A questionnaire-based survey was conducted at the end of the basic science academic year. The sample was the whole of a group of physiotherapy student that went through the PBL programme of the Department for one year. Results were collated and data processed using computer Microsoft excel in windows office 2003 software. Results: Astatistically significantproportion ofthe group rated the programme favorably and indicated it was of benefit to their learning experience. Identified areas oftheir learning positively impacted on include; increase in amount of knowledge (81 %), better levels of interaction among colleagues (69%), improved literary research and problem solving skills (72%), higher level of confidence (81 %) and an increased eagerness for clinical school (95%). Conclusion: Problem Based Learning programme can be beneficial to pioneer physiotherapy students in basic medical science year even when it is administered newly by a Department that is still developing in the programme. Key Words: Problem Based Learning, Physiotherapy Students, Anatomy.

scholarly journals Knowledge, attitude, and practice of medical staff regarding problem based learning: experience of a Saudi Arabian university

2018 ◽  
Vol 6 (11) ◽  
pp. 3582
Author(s):  
Salah Mohamed Mustafa ◽  
Abdelrahman Mohamed Abukanna ◽  
Kamal Mahmoud Elnaeem
Keyword(s):  
Learning Experience ◽  
Problem Based Learning ◽  
Cross Sectional Study ◽  
Clinical Staff ◽  
Hard Copy ◽  
Study Group ◽  
Cross Sectional ◽  
Staff Members ◽  
Northern Border ◽  
Hybrid Curriculum

Background: Problem-based learning is an instructional approach that emphasizes inquiry. Problem-based learning was developed in the late 1960s and has been the most influential innovation in medical education during the past 50 years. Implementation of problem-based learning requires fundamental changes in the way educators conceive, design, deliver, and assess the curriculum. We designed this cross-sectional study to determine whether the staff members in the clinical years in the faculty of medicine in Northern Border University (NBU) has a previous experience with problem-based learning methods of teaching and to know their attitude towards it.Methods: Data were collected from 46 staff members in the clinical years of the faculty of medicine using hard copy questionnaire and analyzed using statistical package for social sciences software program.Results: The results showed that eighty percent of the clinical staff were graduated from colleges using the classical curriculum. Around 30% of them worked as PBL tutors before joining the faculty of medicine but all of them worked as PBL tutors after joining. Only one-third of the clinical staff know the steps of PBL when joining the faculty of medicine. Around 80% of study group think that hybrid curriculum is the best curriculum for faculties of medicine.Conclusions: The study group had the knowledge, practice, and experience of PBL method of teaching, they attended PBL workshops and like to attend more PBL workshops, in addition, the majority of faculty members think that the hybrid curriculum is the best for implementation in faculties of medicine.

scholarly journals Problem Based Learning in Basic Medical Science Training for 200 Level Physiotherapy Students: Students' Assessment in the First Year

2009 ◽  
pp. 15-19
Author(s):  
A I Aiyegbusi ◽  
O O Olabiyi ◽  
F I O ◽  
C C Noronha ◽  
A O Okanlawon
Keyword(s):  
Learning Experience ◽  
Medical Science ◽  
Problem Based Learning ◽  
Problem Solving Skills ◽  
Basic Medical Science ◽  
Physiotherapy Student ◽  
Literary Research ◽  
Amount Of Knowledge ◽  
Physiotherapy Students ◽  
Basic Medical

Background: Problem Based leammg (PBL) is increasingly becoming popular worldwide. The Department ofAnatomy at the College of Medicine University of Lagos recently introduced the problem based learning approach as the style of teaching physiotherapy students in their basic medical science year. Objective: This survey investigated the students' view of the programme, its impact on their learning as well as constraining factors. Methods: A questionnaire-based survey was conducted at the end of the basic science academic year. The sample was the whole of a group of physiotherapy student that went through the PBL programme of the Department for one year. Results were collated and data processed using computer Microsoft excel in windows office 2003 software. Results: Astatistically significantproportion ofthe group rated the programme favorably and indicated it was of benefit to their learning experience. Identified areas oftheir learning positively impacted on include; increase in amount of knowledge (81 %), better levels of interaction among colleagues (69%), improved literary research and problem solving skills (72%), higher level of confidence (81 %) and an increased eagerness for clinical school (95%). Conclusion: Problem Based Learning programme can be beneficial to pioneer physiotherapy students in basic medical science year even when it is administered newly by a Department that is still developing in the programme. Key Words: Problem Based Learning, Physiotherapy Students, Anatomy.

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