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Partnering with the Community to Teach Research
Published in Margaret A. Perkinson, Kathryn L. Braun, Teaching Students Geriatric Research, 2021
April K. Bogard, Kathryn L. Braun, JoAnn U. Tsark
In problem-based learning, students are given an assignment and charged with identifying what they need to know, helping each other learn it, and then proceeding to complete the assignment. Problem-based learning in medical schools started in the 1950s (Boud & Felleti, 1991; Barrows & Tamblyn, 1980), and usually involves a group of students in identifying, gathering, and sharing new information as they attempt to diagnose a fictional patient. Problem-based learning is also practiced in some nursing schools (Bentley & Nugent, 1996; Frost, 1996) and in occupational and physical therapy programs (Bruhn, 1992; Saarinen-Rahiika & Binkley, 1998). Detractors of this method believe that it is more time-consuming than lecture-oriented teaching, as more faculty are needed to facilitate numerous small student workgroups, and because the accumulation of specific clinical knowledge cannot be assured. However, proponents of problem-based learning believe that it better helps students develop skills needed for problem-solving, lifelong learning, team work, and interpersonal communication (Boud & Felleti, 1991; Frost, 1996).
Description of a Web-Driven, Problem-Based Learning Environment and Study of the Efficacy of Implementation in Educational Leader Preparation
Published in Cleborne D. Maddux, D. LaMont Johnson, The Web in Higher Education: Assessing the Impact and Fulfilling the Potential, 2021
Christine Mayer, Dale Masser, Herbert Remidez
In 1993 the American Psychological Association released a report entitled, "Learner-Centered Psychological Principles: A Framework for School Redesign and Reform." According to this report, an effective curriculum includes genuine problems and learner performance appraisals that are congruous to real-life situations. About the same time, the California Commission on Teacher Credentialing (1993) issued a report identifying the need to reconstruct the professional preparation of educational administrators so that it is more closely tied to the complex problems facing practitioners. In contrast to traditional instruction, new modes of authentic instruction are needed in which instruction normally occurs within small discussion groups of learners that are facilitated by an instructor serving as the mentor (Aspy, Aspy, & Quimby, 1993; Bridges & Hallinger, 1992). Problem-based learning is a learner-driven pedagogical approach for posing significant problems of practice in the context of real-world situations while providing resources, guidance, and instruction to learners as they build content knowledge and problem-solving skills, and strive to devise viable solutions or interventions (Aspy, Aspy, & Quimby, 1993; Bridges & Hallinger, 1992; Mayo, Donnelly, Nash, & Schwartz, 1993).
Problem-based learning
Published in Jan Woodhouse, Dorothy Marriss, Strategies for Healthcare Education, 2019
The literature explores a number of potential disadvantages or challenges associated with the use of problem-based learning as a learning and teaching strategy. These will now be explored in relation to health and social care education.
HIV advocacy: knowledge translation and implementation at three diverse sites in sub-Saharan Africa
Published in Disability and Rehabilitation, 2022
Hellen Myezwa, Stephanie Nixon, Joanne Potterton, Adedayo Tunde Ajidahun, Cathy Cameron, Moses Konje, Florence Omoroh, Brian Chanda Chiluba, Theresa Chisoso, Patricia Solomon
From these additions, the resultant customised syllabus had 70 teaching and learning hours (theory 46 h and practical 24 h). The lectures were aligned with the content of the customised syllabus. Case scenarios with specific objectives were developed for use during the knowledge translation programme. The first sessions using problem-based learning were challenging for the students to comprehend and participate in. Realising the challenge, the department restructured the teaching and learning approach and adopted interactive lectures, group and plenary discussions. HIV was also incorporated in biological, behavioural, rehabilitative and therapeutic science modules to enhance students' understanding. After the completion of the customised HIV and rehabilitation syllabus, the students were sent for three weeks of clinical placement in health facilities within the community, comprehensive care centres, and disability assessment programs.
Optimising the learning environment for undergraduate students in the Department of Family Medicine at Sefako Makgatho Health Sciences University
Published in South African Family Practice, 2019
Although the students had different social environments at their clinical placements, their overall ‘social self-perception’ received the lowest scores of all the domains. Students perceived their social environment as ‘not too bad’. This subscale reflects that students expect the educational environment to be creative and less stressful. There is an indirect relationship between stress and the academic performance of students. Students reporting higher stress levels perceive a lack of self-confidence.9,41 The social self-esteem domain was scored the lowest by both male and female students. The item asking about friends (3.28) was similar to perceptions of students at other universities.36,42 The presence of friendly relationships between students reflects a healthy support structure. Problem-based learning encourages interaction between the students and this has been shown to build friendly relationships.42 The item ‘I am too tired to enjoy this course’ had a low score (1.33) while the feeling of loneliness scored 1.96. This indicates a lack of supportive strategies for stressed students. Unfortunately, this situation prevails at many other universities.25,42 It has been reported that the top stressors for undergraduate students are perceived lack of social support, depression and concerns regarding the completion of clinical work.43
Collaborative use of virtual patients after a lecture enhances learning with minimal investment of cognitive load
Published in Medical Teacher, 2019
Hesham F. Marei, Jeroen Donkers, Mohamed M. Al-Eraky, Jeroen J. G. Van Merrienboer
All students who were registered in the oral and maxillofacial surgery course for the academic years commenced on 2015 (year 1) and 2016 (year 2) were invited to participate voluntary in the study (N = 183). The students were randomly assigned in year 1 into two different interventions, which are collaborative deductive (n = 49) and independent deductive year 1 (n = 47), while in year 2; they were randomly assigned into independent deductive (n = 43) and independent inductive (n = 44). Thus, for both years combined, n = 49 for the collaborative deductive group, n = 90 for the independent deductive group, and n = 44 for the independent inductive group. The students are familiar with problem based learning as an instructional method. They practiced it along different courses in the curriculum. However, the most dominant instructional method in our curriculum is lectures.