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NAVIGATING Problem-Based Learning
Abstract
This complete guide to problem-based learning (PBL) in medicine and health professions explains the aims and essential elements of PBL and provides keys for successfully working in small groups. The text shows how to define the learning issues, how to construct your own mechanisms for each case study, the aims and tools commonly used in assessment, and tips for increasing your scores in examinations. The book will be a useful resource if you are a PBL student, tutor, medical or health professions educator, or interested in enhancing your teaching and facilitation skills.
... They shared the new learning objectives that they had researched with the group in the next session (3,4). PBL originates from constructivist theory and has been associated with multiple intelligence theory (5,6). ...
... Although research has shown that PBL is appreciated by students, no studies have examined the benefits of PBL using systematic program evaluation methods (1,3,5,6,7). ...
... In line with the aforementioned viewpoints, Schmidt (1993) asserts that PBL uses problem scenarios as their initial prompt; nevertheless, he emphasizes the tutor's supervision of small group work during the problem resolution process. Evidently, PBL has neither a fixed definition nor implementation upon which educators agree (Azer, 2008). ...
... These instructional principles can be found where PBL is a prevailing teaching and learning approach. In regards to self-direction in learning, learners in PBL classes are expected to identify knowledge gaps and set learning aims accordingly (Ansarian & Teoh, 2018); in addition, learners, as Azer (2008) mentions, are expected to actively gather, analyze, and apply knowledge in order to construct new one. Moreover, and in line with the constructivist instructional principles, Tan (2003) argues that PBL approach involves learners' cognitive engagement with problems, which is accompanied by classroom interaction as a means of achieving understanding of the presented concepts; it also entails construction of knowledge through learners' evaluation of each other's viewpoints and negotiation. ...
The current descriptive study aimed to explore learners’ attitudes towards Problem-Based Learning (PBL) and the extent to which they considered it to be successful in developing various skills. A survey measuring various aspects of PBL was administered to 31 third year student of EFL at the University of Abbes Laghrour in Khenchela after a 10-week experiment of PBL-based instruction. Students’ responses have revealed that PBL-based instruction was effective in developing various skills within the literary texts classroom. Students felt that they improved in terms of overall ability to learn collaboratively, their willingness to share knowledge, their ability to apply new knowledge, and more. Implications include an incorporation of PBL in literary texts classes can promote an engaging learning environment, reinforcing a sense of ownership of one’s learning
... Exploratory factor analysis also showed that teachers' unfamiliarity with designing and implementing a problem/scenario in PBL is an impeding factor. This corroborates the findings of other studies (e.g., Azer, 2007;Dahms et al., 2016;Dolmans et al., 2002), which examined the role of a teacher in PBL as a facilitator and introduced teachers' mastery of what and how to conduct a PBL class as a crucial requirement. Accordingly, in a PBL class, a teacher does not simply play the role of a facilitator, but s/he needs to be completely mindful of the characteristics of a good problem/scenario based on the objectives of the course. ...
... The sixth factor was the problem of students' unfamiliarity with PBL. This is in line with several studies (Azer, 2004(Azer, , 2007Charoensakulchai et al., 2019;Fernandes, 2021;Ramadhani et al., 2019;Rowan et al., 2008), suggesting that learners' preparation and readiness for attending a PBL class/course is an influential factor in both learners' active participation and their perceptions of PBL. As Mook et al. (2007) argue, such a negative perception of students and teachers is enough for not implementing PBL. ...
Problem-based learning (PBL), as one of the trendy learning and teaching approaches, has been investigated in various disciplines. Following the cresting benefit and reputation of this methodology in medicine (Vleuten & Schuwirth, 2019), it soon grabbed scholars' attention in the field of language teaching. The present exploratory mixed-method study was an attempt to identify the potentially impeding factors that prevent language teachers from offering problem-based teaching in their classes despite its reported advantages. To this end, in the qualitative phase, 20 EFL teachers took part in a semi-structured interview. The interviews were transcribed, coded, categorized, and thematized. In the quantitative phase, a 66-item Likert scale questionnaire was developed based on the qualitative phase results and was administered to 200 EFL teachers. The results indicated that factors such as difficulties in designing a PBL problem/scenario, the role of teaching equipment, teachers' unfamiliarity with designing a problem/scenario, limiting PBL to a specific skill, assessment, students/teachers' unfamiliarity with the PBL, students' cross-cultural differences, and limiting PBL to a specific level of language proficiency discourage teachers from using this approach. The implications of the findings are discussed and suggestions are made for future research.
... Exploratory factor analysis also showed that teachers' unfamiliarity with designing and implementing a problem/scenario in PBL is an impeding factor. This corroborates the findings of other studies (e.g., Azer, 2007;Dahms et al., 2016;Dolmans et al., 2002), which examined the role of a teacher in PBL as a facilitator and introduced teachers' mastery of what and how to conduct a PBL class as a crucial requirement. Accordingly, in a PBL class, a teacher does not simply play the role of a facilitator, but s/he needs to be completely mindful of the characteristics of a good problem/scenario based on the objectives of the course. ...
... The sixth factor was the problem of students' unfamiliarity with PBL. This is in line with several studies (Azer, 2004(Azer, , 2007Charoensakulchai et al., 2019;Fernandes, 2021;Ramadhani et al., 2019;Rowan et al., 2008), suggesting that learners' preparation and readiness for attending a PBL class/course is an influential factor in both learners' active participation and their perceptions of PBL. As Mook et al. (2007) argue, such a negative perception of students and teachers is enough for not implementing PBL. ...
Problem-based learning (PBL), as one of the trendy learning and teaching approaches, has been investigated in various disciplines. Following the cresting benefit and reputation of this methodology in medicine (Vleuten & Schuwirth, 2019), it soon grabbed scholars' attention in the field of language teaching. The present exploratory mixed-method study was an attempt to identify the potentially impeding factors that prevent language teachers from offering problem-based teaching in their classes despite its reported advantages. To this end, in the qualitative phase, 20 EFL teachers took part in a semi-structured interview. The interviews were transcribed, coded, categorized, and thematized. In the quantitative phase, a 66-item Likert scale questionnaire was developed based on the qualitative phase results and was administered to 200 EFL teachers. The results indicated that factors such as difficulties in designing a PBL problem/scenario, the role of teaching equipment, teachers' unfamiliarity with designing a problem/scenario, limiting PBL to a specific skill, assessment, students/teachers' unfamiliarity with the PBL, students' cross-cultural differences, and limiting PBL to a specific level of language proficiency discourage teachers from using this approach. The implications of the findings are discussed and suggestions are made for future research.
... In addition, learners and teachers sharing togethers alters the learners expertise and helps them understand the skill. Azer (2008) agrees with this. He states that using Wheatley's Model in teaching helps learners acquire information from real-life situations. ...
... It also boosts their confidence while working in groups, and boosts their sense of responsibility towards achieving the desired goal. (1: 156) This is in line with the studies conducted by Ehab Fahim (2006) (7), and Melody Mohamed (2015) (28). They state that learning through modern methods has a positive effect on the learning process. ...
... The Effect of Problem-Based Learning Strategy to Students' Ability ... … and teachers as supervisors. A problem-based learning strategy widely used in medicine, dental science, forensic examination, and speech therapy, but also used in non-medical courses such as accounting, architecture, economics and languages (Azer Samy, 2008). ...
... It is because of the students just wrote individually and couldn't share with their friends. In traditional course the students listen pasively to lecturers with a large number of students, while in PBL the students actively work in small groups (Azer Samy, 2008) https://doi.org/10.52187/rdt.v2i2.41 |100 ...
The question posted in this study was “Did the Problem Based – Learning Strategy give effect to the students’ ability in writing argumentative text in English Study Program of Muhammadiyah University of Bengkulu?”. The aim of this study was to examine whether problem-based learning strategies affect students' ability to write argumentative text in English Study Program of Muhammadiyah University of Bengkulu. The methodology of this research was experimental research. With 146 students, the samples for this study consisted of two classes. Class B has 20 students and class C 20 students. The researchers took courses B and C because they had similar subject-writing skills. The researcher took class B and C because they have similar skill in writing I subject. The data were obtained from the pre-test before the treatment in three meetings and post-test after the treatment by using Problem-Based Learning Strategy in experimental class. Students’ writing product is assessed by using analytical scoring rubric. The last step was the researcher discussed and concluded the data. The result of this research showed that Problem Based – Learning Strategy can improve students' writing skills. Calculated using T-test formula, it was found that t-count is higher than t-table (2.9>2.0024) and the average score of the two classes was increased, the experimental class got increasing as much as 38.7 points, while in control class indicate the increasing as much as 3.8 points. So, it can be concluded that this strategy gave a positive effect to the student’s ability in writing argumentative text.
... Studies have outlined characteristics of Gen Z for the higher education sector; they are self-starters with the willingness to learn on their own from online courses, goal-oriented, avid virtual gamers, and prefer to design their own studies (Schwieger and Ladwig, 2018;Tolstikova et al., 2022Tolstikova et al., & 2023. The changing demographics and characteristics of students in the higher education institutions call for innovations that prepare students for uncertain and ambiguous future (Azer, 2008;Eckleberry-Hunt et al., 2018;Sadjadi, 2023;Tolstikova et al., 2023). Crucial are adaptive and dynamic curriculum incorporating teaching practices and innovations that foster active learning and inculcate critical thinking through collaborative learning. ...
This research explores the development, execution, and student feedback on a multi-themed digital escape room (ER) activity, designed for teaching medicinal chemistry during the COVID-19 pandemic. It aimed to examine students' perceptions of the ER activity, focusing on its effectiveness in enriching students' understanding of medicinal chemistry and increasing their engagement level. Implemented in a synchronous online lecture for third-year pharmacy students, this ER activity was designed with the intention of fostering active learning and teamwork. A total of 184 students participated in various medicinal chemistry-themed challenges, using puzzles on a virtual whiteboard and breakout rooms for team discussions. The findings gathered from the post-implementation survey highlight the impactful learning outcomes associated with a replicable ER activity designed for online medicinal chemistry courses. This innovative teaching strategy not only cultivated a deeper understanding of key medicinal topics among students (mean=4.36) but also enhanced their collaborative skills through increased peer interaction (mean=3.73). They also reported higher level of engagement due to the interesting activities (mean=4.53). The quantitative results were affirmed by the qualitative feedback obtained from the open-ended questions, indicating a consistently positive learning experience and student reception towards the ER implementation. Although they encountered obstacles like stress, internet issues, and unfamiliarity with the ER format, more than 70% of the students agreed that the ER activity was a highly effective learning tool. This digital ER activity also demonstrates promise as an educational tool to encourage active learning and enhance students' motivation in learning medicinal chemistry. The study has showcased the potential benefits of integrating digital ERs into traditional teaching methods, especially for catering to the preferences of Generation Z students in a collaborative learning environment. In addition, the research offers valuable insights into the use of ERs in pharmacy education, contributing to the scarce literature on ER applications in medicinal chemistry and opening avenues for further research on ER-based educational strategies.
Background:
Healthcare is team-based, and with increased mobility of healthcare workers, most of them will work with team members from all over the globe. Interprofessional education (IPE) research has mostly focused on specially designed programs in academic health institutions to prepare students for multidisciplinary work. Few IPE programs aim to integrate students with mixed disciplines from collectivist cultures.
Methods:
This mixed-methods study was conducted between June and August 2019. Surveys and an e-portfolio were recorded of 33 final-year and graduated health professional students’ participation in an 8-week IPE summer program at a medical school in Ireland. Survey results are described, and the content of portfolios was analyzed based on the deductive analysis of qualitative data derived from questions.
Results:
Students reported the greatest improvement in presentation skills (63.6%), followed by communication (54.5%), team working skills (93.9%), and interprofessional learning (42.4%), respectively. Qualitative findings highlighted challenges for students from a collectivist culture adapting to an IPE: uncomfortable verbally expressing themselves in problem-based learning (PBL) and how to work with other sex. Positive themes about IPE that emerged were enjoyment in sharing ideas and building trust with PBL groups. We learned that the program had to be flexible enough to meet the educational requirements of a target community with mixed English language ability and adaptability to IPE.
Conclusion:
The authors propose that an international PBL-based summer program is effective in improving healthcare students’ attitudes towards IPE. This study provides valuable insights to facilitate the development of further IPE programs to increased collaboration between students across various healthcare disciplines.
Perkembangan kurikulum, strategi, serta evaluasi pembelajaran dalam pendidikan kedokteran telah diaplikasikan melalui strategi SPICES. FKIK UNJA juga telah menerapkan strategi ini yang diantaranya terdiri atas ilmu anatomi dan histologi. Penerapan sistem evaluasi di FKIK UNJA diantaranya terdiri atas evaluasi sumatif dan formatif. Evaluasi sumatif terdiri atas MCQ dan OSPE sebesar maksimal 80%, dan evaluasi formatif sebanyak 20% dengan diantaranya penilaian hasil pretest dan posttest. Posttest juga digunakan sebagai instrumen penilaian untuk mengenali kemampuan mahasiswa setelah mengikuti pembelajaran. Penelitian ini bertujuan untuk mengetahui korelasi rerata nilai posttest terhadap nilai OSPE anatomi dan histologi mahasiswa blok 1.1 FKIK UNJA 2019. Studi ini merupakan studi analitik observasional dengan pendekatan cross sectional yang melibatkan seluruh mahasiswa blok 1.1 FKIK UNJA 2019 dengan kKriteria inklusi mahasiswa FKIK UNJA semester pertama yang mengikuti OSPE blok 1.1. Didapatkan total 108 mahasiswa pada anatomi dan 118 mahasiswa pada histologi yang diuji. Uji Korelasi Pearson memperlihatkan adanya korelasi kedua variabel dengan nilai signifikansi p= 0,000 (p<0,05) antara rerata nilai posttest terhadap nilai OSPE anatomi. Sedangkan kekuatan derajat korelasi rerata nilai posttest terhadap nilai OSPE histologi dalam kategori kuat dengan nilai r= 0,693, sedangkan kekuatan derajat korelasi rerata nilai posttest histologi terhadap nilai OSPE dalam kategori sedang dengan nilai r= 0,414. Adanya hubungan positif bermakna antara rerata nilai posttest terhadap nilai OSPE anatomi dan histologi mahasiswa kedokteran blok 1.1.
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