scholarly journals Effectiveness of Workshop on Problem Based Learning for Health Professionals

2021 ◽  
Vol 2 (1) ◽  
pp. 31-40
Author(s):  
Mandira Shahi ◽  
Jagdish Prasad Agrawal ◽  
Bishun Dayal Prasad Patel ◽  
Megha Raj Banjara ◽  
Amrita Chaulagain ◽  
...  
Keyword(s):  
Health Professionals ◽  
Problem Based Learning ◽  
Self Report ◽  
Institute Of Medicine ◽  
Convenience Sample ◽  
Problem Solving Skills ◽  
Workshop Training ◽  
Before And After ◽  
Post Test ◽  
Significant Increment

Background: Problem based learning (PBL) is a self-directed method that help learner to develop critical thinking, problem solving skills and enhance their aptitude. The objective of the study was to measure the effectiveness of workshop in changing the faculties’ knowledge, skills, and attitude on PBL. Methods: A descriptive design with pre-test and post-test was used to examine the objectives of the study. A self-report questionnaire was used to collect data from a convenience sample of 23 health professions faculties from various institutions of Institute of Medicine (IOM), Tribhuvan University (TU), affiliated institutions and others of Nepal who attended the workshop. Faculty's feedback on PBL was collected before and after workshop using Likert Scale's 4 and 5 point. Results: The findings of the study were highly significant increment of mean score of post-test compared to pre-test within the group of “can do it confidently” (p≤0.001). Similarly, Majority of participants scored “strongly agreed” in ten statement of feedback on the effectiveness of the PBL after workshop. Conclusion: This PBL workshop training was highly effective to change the faculties' knowledge, skills and attitude towards the integration of PBL in their classes. This training may help to move from traditional way of thinking to PBL for future implementation.

scholarly journals Geology and Environment: A Problem-Based Learning Study in Higher Education

Geosciences ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 173
Author(s):  
Tânia Pinto ◽  
António Guerner Dias ◽  
Clara Vasconcelos
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Intervention Program ◽  
Problem Based Learning ◽  
Convenience Sample ◽  
Post Test ◽  
Quasi Experimental ◽  
Within Subjects ◽  
Two Phases ◽  
Experimental Group

We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a “within-subjects” and a “between-subjects” design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.

Missing Data in Research on Youth and Family Programs

2021 ◽  
pp. 003329412110268
Author(s):  
Jaime Ballard ◽  
Adeya Richmond ◽  
Suzanne van den Hoogenhof ◽  
Lynne Borden ◽  
Daniel Francis Perkins
Keyword(s):  
Missing Data ◽  
Statistical Methods ◽  
Self Report ◽  
Program Participation ◽  
Multilevel Data ◽  
Individual Level ◽  
Level Data ◽  
Before And After ◽  
Post Test ◽  
The Individual

Background Multilevel data can be missing at the individual level or at a nested level, such as family, classroom, or program site. Increased knowledge of higher-level missing data is necessary to develop evaluation design and statistical methods to address it. Methods Participants included 9,514 individuals participating in 47 youth and family programs nationwide who completed multiple self-report measures before and after program participation. Data were marked as missing or not missing at the item, scale, and wave levels for both individuals and program sites. Results Site-level missing data represented a substantial portion of missing data, ranging from 0–46% of missing data at pre-test and 35–71% of missing data at post-test. Youth were the most likely to be missing data, although site-level data did not differ by the age of participants served. In this dataset youth had the most surveys to complete, so their missing data could be due to survey fatigue. Conclusions Much of the missing data for individuals can be explained by the site not administering those questions or scales. These results suggest a need for statistical methods that account for site-level missing data, and for research design methods to reduce the prevalence of site-level missing data or reduce its impact. Researchers can generate buy-in with sites during the community collaboration stage, assessing problematic items for revision or removal and need for ongoing site support, particularly at post-test. We recommend that researchers conducting multilevel data report the amount and mechanism of missing data at each level.

Extended Breastfeeding in Poland: Knowledge of Health Care Providers and Attitudes on Breastfeeding Beyond Infancy

2018 ◽  
Vol 35 (2) ◽  
pp. 371-380 ◽  
Author(s):  
Barbara Baranowska ◽  
Marta Malinowska ◽  
Ewelina Stanaszek ◽  
Dorota Sys ◽  
Grażyna Bączek ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Health Professionals ◽  
Further Education ◽  
Self Report ◽  
Care Providers ◽  
Online Questionnaire ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Level Of Knowledge ◽  
The Relationship

Background: Extended breastfeeding is rare in Poland, and lack of acceptance and understanding is often evident in public opinion. The ability to provide reliable information about breastfeeding beyond infancy depends on health professionals’ levels of knowledge and attitudes. They are considered by most parents in Poland to be authorities in the field of child nutrition. Research aims: To determine (1) the level of knowledge and the attitudes of Polish health professionals towards extended breastfeeding; (2) the relationship between personal breastfeeding experience and attitudes towards extended breastfeeding; and (3) the relationship between knowledge about breastfeeding beyond twelve months and attitudes towards breastfeeding beyond infancy. Methods: A one-group prospective, cross-sectional, self-report style survey was used. The convenience sample ( N = 495) comprised gynaecologists, neonatologists and midwives. Data were collected via an online questionnaire and the results were analyzed with the use of descriptive statistics, a chi-square independence test, Fisher’s exact test, post-hoc testing, and two-part tables using SPSS. Results: Most of the respondents (76.7%; n = 384) had a low level of knowledge about the benefits of breastfeeding beyond twelve months and even emphasized that this nutritional choice could have negative impacts. There was a positive correlation ( F = 105.847; p = < .01) between levels of knowledge and respondents’ attitudes towards breastfeeding beyond infancy. Attitudes were also influenced by the length of time respondents had breastfed. Conclusion: Healthcare providers have an insufficient level of knowledge about extended breastfeeding and need further education in this area.

scholarly journals Ethnocentrism, Theoretical Awareness, and Intellectual Resistance in University Students’ Reading Behaviour

2021 ◽  
Vol 9 (4) ◽  
pp. 228
Author(s):  
Brahim Hiba
Keyword(s):  
Critical Pedagogy ◽  
Basic Function ◽  
General Idea ◽  
Critical Reading ◽  
Reading Habits ◽  
Convenience Sample ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
The Impact

This paper discusses the insightful and illuminating findings of teaching critical reading within the theoretical framework of critical pedagogy. More specifically, this paper examines the impact of a critical-reading course on students’ reading skills and beliefs about discourse production and interpretation. The course was conducted according to the principles of transformative participatory action research and, thus, a corpus of 50 essays, written by a convenience sample of 25 post-graduate students in the pre-test and post-test phases, was analyzed to examine the effect of the course on students’ reading-habits and their representations of different discourses. Pretest findings showed that most students used to think that discourses are innocent and ideology-free and that reading a text consists in understanding its general idea, extracting its writer’s viewpoint, making sense of its vocabulary, and paraphrasing it. As far as text’s function is concerned, most students used to believe that a text’s basic function is delivering information. In addition, most of them were unaware of the fact that a text has ideological and socio-political functions. Post-test findings revealed that students’ discourse awareness and reading habits have become more critical and developed at two levels: the worldview level and the meta-language level. The t-test statistics suggest that there is a significant difference of p˂.001 between students’ reading scores before and after the intervention. Therefore, the null hypothesis which says that there is no significant difference between studying critical reading from a critical pedagogy perspective and studying it from a functional or conventional perspective is false.

The Learning Assessment Centre and Organisational Transformation

2005 ◽  
Vol 35 (4) ◽  
pp. 810-830
Author(s):  
Jonathan Cook ◽  
Michael Muller ◽  
Ian Cutler
Keyword(s):  
Peer Assessment ◽  
Substantial Improvement ◽  
Self Report ◽  
Learning Assessment ◽  
Control Group ◽  
Before And After ◽  
Post Test ◽  
Assessment Centre ◽  
The Difference ◽  
Experimental Group

The learning assessment centre helps managers define learning objectives based on feedback in a group of peers. This study tested the hypothesis that the centre empowers managers to cope with change. Statistical methodology for a pre-test, post-test design using ordinal (Likert) data is also reviewed. Middle managers from a bank undergoing major reorganisation were divided into two matched groups. The experimental group spent three days in a learning assessment centre designed to give them self-insight and an understanding of the bank's requirements during the transformation. The control group received no treatment. Both groups were measured before and after the centre on a self-report measure and completed a peer assessment questionnaire completed by subordinates. Fifty-eight managers completed both pre-test and post-test measures. Whilst the subordinates of the control group reported a drop in their managers' empowerment, the subordinates of the experimental group reported a substantial improvement in their managers' empowerment. The difference between the groups was significant for five of the six areas measured. The difference between the self-reported performance of the two groups of managers was significant for only one area. These findings suggest that the learning centre could provide a solution to companies faced with the potentially destructive impact of major transition on management effectiveness.

scholarly journals The Effectiveness of Problem Based Learning (PBL) Based Socioscientific Issue (SSI) to Improve Critical Thinking Skills

2021 ◽  
Vol 2 (3) ◽  
pp. 1-9
Author(s):  
Muflichatu Nur Fita ◽  
Budi Jatmiko ◽  
Elok Sudibyo
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Significant Difference ◽  
Before And After ◽  
Post Test ◽  
Innovative Solution

The purpose of this research was to see how effective the Problem Based Learning (PBL) based Socioscientific Issues (SSI) is at improving critical thinking skills. The sample used was grade seven in SMPN 4 Lamongan with 2 classes and each class contains 15 students. The design of the learning materials trial used  One-Group pre-test post-test design. Tests of critical thinking skills and student answer sheets were used to collect data. Techniques of data analysis used N-gain, paired t-test, and independent t-test. The result of this research is as follows: The effectiveness in terms of the critical thinking skills test the category increase is high, there is a significant difference between the test before and after learning with PBL based SSI and there is no difference N-gain in the two group classes and students' responses are classified as very good. Based on data analysis, it can be concluded that PBL with SSI is effective to improve critical thinking skills. The implications of this study are PBL-based SSI has the potential to be an innovative solution and alternative for improving critical thinking skills.

scholarly journals Problem-based learning with role-playing: An experiment on prospective mathematics teachers

2020 ◽  
Vol 13 (1) ◽  
pp. 14-32
Author(s):  
Ita Chairun Nissa ◽  
I Ketut Sukarma ◽  
Sutarto Sutarto
Keyword(s):  
Problem Solving ◽  
Linear Algebra ◽  
Mathematics Teachers ◽  
Problem Based Learning ◽  
Role Playing ◽  
Control Group ◽  
Problem Solving Skills ◽  
Video Recordings ◽  
Post Test ◽  
Prospective Mathematics Teachers

[English]: This study aimed to examine the effect of problem-based learning (PbL) with role-playing toward problem-solving skills of prospective mathematics teachers’ (PMTs) who take linear algebra courses. The study was a quasi-experimental with a non-equivalent control group post-test only design. Forty-two PMTs were involved and divided into experimental (taught using PbL combined with role-playing) and control groups (taught using PbL only). Data were collected using tests and video recordings. The test produces data on PMTs' problem-solving skills on linear algebra problems and video recordings resulted in the transcripts of PMTs’ discussion when they played a role. Data were analyzed through two stages. Firstly, the results of the test were analyzed quantitatively using F-test to measure the variance of the two groups, then measure the normality of the data using the interpretation of skewness and kurtosis, and finally, one-tail t-test to measure differences in test results between the two groups. Secondly, the sample of PMTs’ works in two groups and the transcripts of their conversation were qualitatively analyzed to strengthen the quantitative finding and reveal how PbL with role-playing support PMTs’ problem-solving in teacher education. This study shows that PbL with role-playing is more effective to improve students’ problem-solving skills than solely doing problem-based learning. Doing a role-playing provided students with the opportunity to be able to think and speak mathematics more formally in the context of problem-solving. Keywords: Problem-based learning, Role-playing, Prospective mathematics teachers, Problem-solving [Bahasa]: Penelitian ini bertujuan untuk menguji pengaruh pembelajaran berbasis masalah dengan bermain peran pada pemecahanmasalah calon guru matematika yang mengambil matakuliah aljabar linier pada semester ketiga. Penelitian ini adalah eksperimen semu dengan desain post-test kelompok kontrol yang tidak setara. Empat puluh dua calon guru matematika terlibat dalam penelitian ini dan mereka dibagi menjadi kelompok eksperimen (diajarkan menggunakan pembelajaran berbasis masalah dengan bermain peran) dan kelompok kontrol (diajarkan menggunakan pembelajaran berbasis masalah saja). Data dikumpulkan menggunakan tes dan rekaman video. Tes menghasilkan data tentang kemampuan calon guru untuk memecahkan masalah aljabar linier dan rekaman video yang menghasilkan transkrip diskusi calon guru ketika mereka memainkan suatu peran. Data dianalisis melalui dua tahap. Pertama, hasil tes dianalisis secara kuantitatif menggunakan uji-F untuk mengukur varian kedua kelompok, kemudian mengukur normalitas data menggunakan interpretasi skewness dan kurtosis, dan akhirnya dilakukan uji-t  satu pihak untuk mengukur perbedaan hasil tes antara kedua kelompok. Kedua, sampel hasil tes calon guru matematikadari kedua kelompok dan transkrip diskusidianalisis secara kualitatif untuk memperkuat temuan kuantitatif dan mengungkapkan bagaimana pembelajaran berbasis masalah dengan bermain peran dapat mendukung pemecahan masalah pada calon guru matematika yang menempuhpendidikan guru. Penelitian ini menunjukkan bahwa pembelajaran berbasis masalah dengan bermain peran lebih efektif untuk meningkatkan keterampilan pemecahan masalah calon guru matematika daripada hanya melakukan pembelajaran berbasis masalah saja. Bermain peran memberikan kesempatan kepada mahasiswa untuk dapat berpikir dan mengomunikasikan matematika secara formal dalam konteks pemecahan masalah. Kata kunci: Pembelajaran berbasis masalah, Bermainperan, Calon guru matematika

scholarly journals Interprofessional Simulation: Students' Perceptions

2017 ◽  
Author(s):  
Elizabeth Welch
Keyword(s):  
Nursing Students ◽  
Professional Education ◽  
Interprofessional Education ◽  
Social Work Students ◽  
Healthcare Team ◽  
Institute Of Medicine ◽  
Convenience Sample ◽  
Undergraduate Nursing ◽  
Post Test ◽  
Quantitative Descriptive

<p>An alarming number of errors occur in the healthcare system. The Institute of Medicine (IOM) responded to the error rate by encouraging changes in professional education and recommending interdisciplinary team training. A variety of professions, including aviation and the military, have utilized simulation in their education and training for mastering skills and also to assist with respect and appreciation of other professional roles on the healthcare team. The purpose of this study was to examine undergraduate nursing students, graduate social work students, and APRN students’ perceptions of one another as healthcare professionals using interdisciplinary simulation. The research study was a quantitative descriptive study using a pre-test, intervention, post-test design with a nonprobability, convenience sample. The participants were asked to complete the IEPS questionnaire, an eighteen-question survey with a 6-point Likert scale that measures the effect of interprofessional education experiences on students. The participants then took part in four interprofessional simulations scenarios with debriefing sessions following each scenario. The same IEPS was completed at the end of the day. 109 participants from the mentioned disciplines participated in the study. Statistically significant higher scores were found on the posttest questionnaires in 17 of the 18 questions. The study supports the use of interprofessional simulation in higher education and also provides a proven benefit related to perceptions of other disciplines.</p>

scholarly journals PERANGKAT PEMBELAJARAN BIOLOGI BERBASIS PROBLEM BASED LEARNING DAN BERORIENTASI KEMAMPUAN METAKOGNITIF

2020 ◽  
Vol 8 (2) ◽  
pp. 153
Author(s):  
Andi Asyhari
Keyword(s):  
Real Life ◽  
Problem Based Learning ◽  
Field Testing ◽  
Large Field ◽  
Learning Approaches ◽  
Total Contribution ◽  
Learning Achievement ◽  
Before And After ◽  
Post Test ◽  
Teaching Learning

Problem-based learning (PBL) in biology has been considered as one of the innovative contextual teaching designs, since students learn biology from problems (cases) of real life and it potentially encourage students’ metacognition.  This research was aimed at developing biology teaching devices, grounded in problem-based learning approaches and metacognition habits, and identifying their  effect on students’ learning achievement and metacognition.  The large field testing was implemented on 33 students, using  pre-experimental design group single pre-test – post test design. Experimental data was analysed quantitatively.  The findings showed that (1) there was a significant effect of the use of the innovative lesson devices on student learning achievement and metacognition which is measured using questionnaire metacognitive (MAI). Metacognition scores were more likely to be  improved, before and after treatment (0.36 middle). High metecognition scores were on planning aspects (0.42 middle) and the lowest score of metecognition was on executing aspects (0,29); (2) learning achievement was also improved, before and after treatment.  N-gain score was 0.52 (middle). The total contribution of the lesson design on learning achievement and metacognition was classfied ‘highly effective’. Biology teachers could use the product to improve the quality of their teaching learning processes

scholarly journals Why Teachers Need Metacognition Training?

2021 ◽  
Vol 17 (2) ◽  
pp. 59-64
Author(s):  
A. Kozulin
Keyword(s):  
Problem Solving ◽  
Metacognitive Skills ◽  
Test Results ◽  
Problem Solving Skills ◽  
Instrumental Enrichment ◽  
Cognitive Problem ◽  
Before And After ◽  
Post Test ◽  
Written Form ◽  
Problem Solving Strategies

The goal of this paper is to explore the cognitive and metacognitive skills of teachers engaged in cogni-tive training. One of the best-known stand-alone cognitive programs is "Instrumental Enrichment" (IE) developed by Feuerstein, Rand, Hoffman, and Miller. Similar to other cognitive programs, the main em-phasis on IE research has always been on the change that occurs in students' performance. Little is known of teachers' acquisition of IE problem-solving skills and even less of their metacognitive performance associated with this acquisition. In the present study, 28 teachers were pre-and post-tested before and after 90 hours of IE training. The tests included items similar but not identical to those used during the IE training. The analysis of pre-test problem solving demonstrated that a relatively large number of teachers experienced difficulty in solving at least some of the IE tasks. The even greater difficulty was observed in the teachers’ articulation of their problem-solving strategies in a written form. The comparison of pre-and post-test results indicates statistically significant improvement not only in the teachers’ cognitive problem solving but also in their metacognitive skills. These changes, however, did not reach the level of a complete cognitive or metacognitive mastery. The possible reasons for differences in the two sub-groups of teachers are discussed

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