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Guo L, Li P, Mao S, Zhong H, Zhang Q, Zhang R, Yan R, Liu Y. Innovation and evaluation of vocational pharmaceutical education system under the 1 + X certificate system in China. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102090. [PMID: 38641484 DOI: 10.1016/j.cptl.2024.04.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Revised: 04/04/2024] [Accepted: 04/09/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND AND OBJECTIVES The 1 + X certificate system, introduced in China in 2019, integrates academic credentials with vocational skill certificates to meet the heightened demand for skilled talents in the growing economy. This study aims to innovate and evaluate the vocational pharmaceutical education system under the 1 + X certificate framework, specifically addressing the gap between theoretical education and workplace requirements. MATERIALS AND METHODS A retrospective observational approach analyzed 490 pharmacy students over two academic years. The 2021 cohort underwent 1 + X integrated education, while the 2020 cohort followed conventional education. We collaborated closely with industry partners to identify and compile typical job competencies, formulating work projects aligned with industry demands. Combining the skill level standards and assessment content of "1+X Pharmaceutical Purchasing and Sales" and "1+X Pharmaceutical Preparation", we revised the course standards, incorporating typical work projects into the 2021 pharmacy professional teaching curriculum. This constituted the fundamental content of the 1 + X education reform. Statistical analysis compared course scores and 1 + X certificate examination performance. RESULTS The 2021 cohort, under the 1 + X educational model, demonstrated higher average scores in pharmacy courses, with significant improvements in pharmacology (1 + X vs. Traditional education: 58.40 ± 14.20 vs. 53.44 ± 14.67), clinical pharmacotherapy (72.74 ± 10.28 vs. 63.15 ± 11.03), and pharmaceutical distribution and marketing (79.34 ± 10.96 vs. 67.50 ± 15.82). 1 + X certificate pass rates and satisfaction with the model were also higher than the 2020 cohort. CONCLUSION The 1 + X certificate system is useful for developing talent in Chinese vocational education, effectively integrating assessments with industry standards. Future research should aim at evaluating long-term outcomes and improving quantitative skills assessments for enhanced effectiveness.
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Affiliation(s)
- Linghong Guo
- Department of Dermatology, West China Hospital, Sichuan University, Chengdu, Sichuan, China; Tianfu Jincheng Laboratory & Institute of Future Medical Innovation, City of Future Medicine, Chengdu, Sichuan, China; Laboratory of Dermatology, Clinical Institute of Inflammation and Immunology, Frontiers Science Center for Disease-related Molecular Network, West China Hospital, Sichuan University, Chengdu, Sichuan, China.
| | - Pengjie Li
- Department of Dermatology, West China Hospital, Sichuan University, Chengdu, Sichuan, China; Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Shuangfa Mao
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Huiyun Zhong
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Qianxi Zhang
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Ruiyi Zhang
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Rui Yan
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China
| | - Yin Liu
- Department of Pharmacology, Sichuan Vocational College of Health and Rehabilitation, Zigong, Sichuan, China; Tianfu Jincheng Laboratory & Institute of Future Medical Innovation, City of Future Medicine, Chengdu, Sichuan, China
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Yan J, Wen Y, Liu X, Deng M, Ye B, Li T, Wang H, Jia C, Liao J, Zhang L. The effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment for hepatocellular carcinoma in China: a bayesian network meta-analysis. BMC MEDICAL EDUCATION 2024; 24:665. [PMID: 38886707 PMCID: PMC11184776 DOI: 10.1186/s12909-024-05615-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2023] [Accepted: 05/29/2024] [Indexed: 06/20/2024]
Abstract
PURPOSE To investigate the effectiveness of problem-based learning (PBL) and case-based learning (CBL) teaching methods in clinical practical teaching in transarterial chemoembolization (TACE) treatment in China. MATERIALS AND METHODS A comprehensive search of PubMed, the Chinese National Knowledge Infrastructure (CNKI) database, the Weipu database and the Wanfang database up to June 2023 was performed to collect studies that evaluate the effectiveness of problem-based learning and case-based learning teaching methods in clinical practical teaching in TACE treatment in China. Statistical analysis was performed by R software (4.2.1) calling JAGS software (4.3.1) in a Bayesian framework using the Markov chain-Monte Carlo method for direct and indirect comparisons. The R packages "gemtc", "rjags", "openxlsx", and "ggplot2" were used for statistical analysis and data output. RESULTS Finally, 7 studies (five RCTs and two observational studies) were included in the meta-analysis. The combination of PBL and CBL showed more effectiveness in clinical thinking capacity, clinical practice capacity, knowledge understanding degree, literature reading ability, method satisfaction degree, learning efficiency, learning interest, practical skills examination scores and theoretical knowledge examination scores. CONCLUSIONS Network meta-analysis revealed that the application of PBL combined with the CBL teaching mode in the teaching of liver cancer intervention therapy significantly improves the teaching effect and significantly improves the theoretical and surgical operations, meeting the requirements of clinical education.
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Affiliation(s)
- Jingxin Yan
- West China Hospital, Sichuan University, Chengdu, China
| | - Yonghao Wen
- Department of Hepatopancreatobiliary Surgery, Affiliated Hospital of Qinghai University, Xining, China
- Department of Postgraduate, Qinghai University, Xining, China
| | - Xinlian Liu
- Department of Pathology and Pathophysiology, Chengdu Medical College, Chengdu, China
| | - Manjun Deng
- Department of Hepatopancreatobiliary Surgery, Affiliated Hospital of Qinghai University, Xining, China
- Department of Postgraduate, Qinghai University, Xining, China
| | - Bin Ye
- Department of General Surgery, Rongxian People's Hospital, Zigong, China
| | - Ting Li
- Department of Orthopedics, Sichuan Provincial People's Hospital, Chengdu, China
| | - Huanwei Wang
- Department of Ultrasonography, Hainan General Hospital/Hainan Affiliated Hospital of Hainan Medical University, Haikou, 570100, China
| | - Cui Jia
- Department of Pathology and Pathophysiology, Chengdu Medical College, Chengdu, China
| | - Jinsong Liao
- Department of Anesthesiology, Affiliated Hospital of Chengdu University, Chengdu University, Chengdu, China.
| | - Lushun Zhang
- Department of Pathology and Pathophysiology, Chengdu Medical College, Chengdu, China.
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Lavenue A, Simoneau I, Mahajan N, Srirangan K. Development and Implementation of Workshops to Optimize the Delivery of Vaccination Services in Community Pharmacies: Thinking beyond COVID-19. PHARMACY 2023; 11:129. [PMID: 37624084 PMCID: PMC10458354 DOI: 10.3390/pharmacy11040129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/17/2023] [Revised: 08/01/2023] [Accepted: 08/09/2023] [Indexed: 08/26/2023] Open
Abstract
Vaccines are widely recognized as the most economically efficient strategy to combat infectious diseases. Community pharmacists, being highly accessible healthcare professionals, have the potential to significantly contribute to the promotion and facilitation of vaccination uptake. In Canada, the jurisdiction of healthcare falls under provincial legislation, leading to variations in the extent of pharmacist practice throughout the country. While some pharmacists in Canada already functioned as immunizers, Québec pharmacists gained the authority to prescribe and administer vaccines in March 2020 amidst the COVID-19 pandemic. Our workshop aimed to equip pharmacists in Québec with the necessary guidance to optimize vaccinations, emphasizing the importance of maintaining and expanding immunization services beyond influenza and COVID-19 vaccines in the future. During the workshop, pharmacists had the opportunity to exchange valuable insights and best practices regarding workflow optimization, identifying areas for improvement in competency, effectively reaching vulnerable population groups, and integrating allied team members into their practice. Participants were also asked to develop a plan of action to help implement practice change beyond the workshop. Interactive workshops centered around discussions like these serve as catalysts for advancing the pharmacy profession, uniting professionals with a collective aim of enhancing patient care.
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Affiliation(s)
- Arnaud Lavenue
- Toc Toc Communications, 104-7030 Rue Marconi, Montréal, QC H2S 3K1, Canada; (I.S.); (N.M.); (K.S.)
| | - Isabelle Simoneau
- Toc Toc Communications, 104-7030 Rue Marconi, Montréal, QC H2S 3K1, Canada; (I.S.); (N.M.); (K.S.)
| | - Nikita Mahajan
- Toc Toc Communications, 104-7030 Rue Marconi, Montréal, QC H2S 3K1, Canada; (I.S.); (N.M.); (K.S.)
- School of Pharmacy, University of Waterloo, 10A Victoria Street S., Kitchener, ON N2G 1C5, Canada
| | - Kajan Srirangan
- Toc Toc Communications, 104-7030 Rue Marconi, Montréal, QC H2S 3K1, Canada; (I.S.); (N.M.); (K.S.)
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Manuaba IBAP, -No Y, Wu CC. The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis. PLoS One 2022; 17:e0277339. [PMID: 36413532 PMCID: PMC9681085 DOI: 10.1371/journal.pone.0277339] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Accepted: 10/25/2022] [Indexed: 11/23/2022] Open
Abstract
BACKGROUND The adaptation process for first-year medical students is an important problem because it significantly affects educational activities. The previous study showed that 63% of students had difficulties adapting to the learning process in their first year at medical school. Therefore, students need the most suitable learning style to support the educational process, such as Problem-based learning (PBL). This method can improve critical thinking skills, problem-solving and self-directed learning. Although PBL has been adopted in medical education, the effectiveness of PBL in first-year medical students is still not yet clear. The purpose of this meta-analysis is to verify whether the PBL approach has a positive effect in improving knowledge, problem-solving and self-directed learning in first-year medical students compared with the conventional method. METHODS We searched PubMed, ScienceDirect, Cochrane, and Google Scholar databases until June 5, 2021. Search terms included problem-based learning, effectiveness, effectivity, and medical student. We excluded studies with the final-year medical student populations. All analyses in our study were carried out using Review Manager version 5.3 (RevMan Cochrane, London, UK). RESULT Seven eligible studies (622 patients) were included. The pooled analysis demonstrated no significant difference between PBL with conventional learning method in critical thinking/knowledge assessment (p = 0.29), problem-solving aspect (p = 0.47), and self-directed learning aspect (p = 0.34). CONCLUSION The present study concluded that the PBL approach in first-year medical students appeared to be ineffective in improving critical thinking/knowledge, problem-solving, and self-directed compared with the conventional teaching method.
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Affiliation(s)
- Ida Bagus Amertha Putra Manuaba
- College of Medicine, Taipei Medical University, Taipei, Taiwan
- Medical and Health Education Development, Faculty of Medicine, Udayana University, Bali, Indonesia
| | - Yi -No
- Department of Education and Humanities in Medicine, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
| | - Chien-Chih Wu
- Department of Education and Humanities in Medicine, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
- Department of Urology, Taipei Medical University Hospital, Taipei, Taiwan
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Peng W, Xiong Y, Wei J, Chen X, Huai W, He S, Liu D, Tian X, Tang S, Chen Y. Flipped classroom improves student learning outcome in Chinese pharmacy education: A systematic review and meta-analysis. Front Pharmacol 2022; 13:936899. [PMID: 36110553 PMCID: PMC9468658 DOI: 10.3389/fphar.2022.936899] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Accepted: 08/02/2022] [Indexed: 11/17/2022] Open
Abstract
Background: The application of flipped classroom (FC) pedagogy has recently become increasingly popular in Chinese pharmacy education. However, its effectiveness in improving student learning has not yet been assessed. This study aimed to evaluate the effects of teaching with such pedagogical approach by examining studies that compare the FC approach with the traditional lecture-based learning (LBL) module through a systematic review and meta-analysis. Methods: Seven databases, including the PubMed, EMBASE, Cochrane Library, China National Knowledge Infrastructure, Chinese Scientific Journals Database, Chinese Wanfang database, and China Biomedical Literature Database, were searched from the inception to 30 June 2021, to identify eligible articles of randomized controlled studies. The primary outcomes included the theoretical and experimental test scores, and the secondary outcomes were the results from questionnaires about the number of students who preferred the FC or endorsed its improving effects on their learning enthusiasm, self-learning ability, thinking skills, communication skills, and learning efficiency. The quantitative synthesis was conducted with Revman V.5.3 software following the Cochrane Reviewer’s Handbook guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement. Results: Eleven eligible studies published from 2017 to 2020 enrolling 1,200 students were included in this meta-analysis. The quantitative synthesis demonstrated that the FC module presented an overall more significant effectiveness over traditional LBL approach for Chinese pharmacy education in improving student academic performance as measured by theoretical test scores (SMD = 1.08, 95% CI: 0.60–1.56, p < 0.00001) and experimental test scores (MD = 6.62, 95% CI: 4.42–8.82, p < 0.00001). Further sub-group analysis revealed that the preferable effectiveness of FC was also evident in both theory-oriented (SMD = 0.77, 95% CI: 0.10–1.45, p < 0.00001) and experiments-oriented courses (MD = 6.52, 95% CI: 3.48–9.56, p < 0.00001) for both undergraduate (SMD = 0.84, 95% CI: 0.31–1.37, p < 0.00001) and 3-year junior-college students (MD = 8.17, 95% CI: 6.44–9.89, p < 0.00001). Additionally, analysis on the questionnaire outcomes revealed that more respondents preferred for FC and endorsed its improvement effects on developing students’ learning enthusiasm, self-learning ability, thinking skills, communication skills, and learning efficiency. Conclusion: Current evidence suggests that FC pedagogical approach can effectively improve student learning outcomes and is applicable to Chinese pharmacy education.
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Affiliation(s)
- Wei Peng
- School of Pharmacy/School of Acupuncture and Moxibustion/School of Basic Medicine/School of International Education, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Ying Xiong
- West China Hospital/West China School of Medicine/State Key Laboratory of Biotherapy, Sichuan University, Chengdu, China
| | - Jingwen Wei
- West China Hospital/West China School of Medicine/State Key Laboratory of Biotherapy, Sichuan University, Chengdu, China
| | - Xiuping Chen
- Institute of Chinese Medical Sciences, University of Macau, Macau, China
| | - Wenying Huai
- School of Pharmacy/School of Acupuncture and Moxibustion/School of Basic Medicine/School of International Education, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Sike He
- West China Hospital/West China School of Medicine/State Key Laboratory of Biotherapy, Sichuan University, Chengdu, China
| | - Dan Liu
- West China Hospital/West China School of Medicine/State Key Laboratory of Biotherapy, Sichuan University, Chengdu, China
| | - Xiaoping Tian
- School of Pharmacy/School of Acupuncture and Moxibustion/School of Basic Medicine/School of International Education, Chengdu University of Traditional Chinese Medicine, Chengdu, China
- *Correspondence: Xiaoping Tian, ; Songqi Tang, ; Yunhui Chen,
| | - Songqi Tang
- School of Chinese Medicine, Hainan Medical University, Macau, China
- *Correspondence: Xiaoping Tian, ; Songqi Tang, ; Yunhui Chen,
| | - Yunhui Chen
- School of Pharmacy/School of Acupuncture and Moxibustion/School of Basic Medicine/School of International Education, Chengdu University of Traditional Chinese Medicine, Chengdu, China
- West China Hospital/West China School of Medicine/State Key Laboratory of Biotherapy, Sichuan University, Chengdu, China
- *Correspondence: Xiaoping Tian, ; Songqi Tang, ; Yunhui Chen,
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Yao X, Jia X, Shi X, Liu G, Li Y, Zhang X, Du S, Li J, Yin Z. Exploring the experiences and expectations of pharmacist interns in large general hospitals in China: from the perspective of interns. BMC MEDICAL EDUCATION 2022; 22:528. [PMID: 35799164 PMCID: PMC9264576 DOI: 10.1186/s12909-022-03591-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Accepted: 06/21/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Hospital-based pharmacy internship (HBPI) is critical for the transition from "pharmacy students" to "professional pharmacists". This study explores the pharmacist interns' experiences and expectations for HBPI from their personal experiences intending to provide references for future hospital pharmacy education reform and policy development. METHODS This is a multicenter qualitative study applying focus group discussions. Pharmacist interns were invited as participants from large teaching hospitals in Henan, China. A thematic analysis was conducted to qualitatively analyze this data. Nvivo 12 was utilized for data management and processing. RESULTS Three focus group discussions were conducted, involving 16 interns as participants. Three themes were summarized regarding interns' expectations and experiences: (1) positive experiences of the HBPI; (2) negative experiences of the HBPI; (3) expectations and suggestions for the HBPI. CONCLUSION This study finds that the HBPI improves the professional knowledge, professional skills, and core competencies of interns. Therefore, the HBPI is an important preparation and transition stage for pharmacy students. However, the current pharmacy internship in China still has imperfections such as the insufficient ability of clinical teachers, unreasonable internship models, and unscientific internship content.
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Affiliation(s)
- Xiali Yao
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Xuedong Jia
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Xiangfen Shi
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Gang Liu
- Department of Pharmacology, School of Basic Medical Sciences, Guizhou Medical University, Guiyang, Guizhou, China
| | - Yuwei Li
- College of Pharmacy, Jiangsu Food and Pharmaceutical Science College, Jiangsu, Huaian, China
| | - Xiaojian Zhang
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Shuzhang Du
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China
| | - Jun Li
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China.
| | - Zhao Yin
- Department of pharmacy, The First Affiliated Hospital of Zhengzhou University, Zhengzhou, Henan, China.
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Alshamrani KM, Khan MA, Alyousif S. Assessment of Radiological Sciences Students' and Interns' Long-Term Retention of Theoretical and Practical Knowledge: A Longitudinal Panel Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1549-1559. [PMID: 35002354 PMCID: PMC8725688 DOI: 10.2147/amep.s346802] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/09/2021] [Accepted: 12/19/2021] [Indexed: 06/14/2023]
Abstract
PURPOSE This study examined the long-term retention of radiological sciences' theoretical and practical knowledge among two cohorts of Saudi male and female students and interns at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Kingdom of Saudi Arabia (KSA)-Jeddah campus. METHODS A longitudinal panel study was conducted among fourth-year radiological sciences undergraduate students and interns at KSAU-HS, KSA-Jeddah campus. The students were invited to voluntarily retake three onsite 40-multiple-choice-questions midterm exams after one-year interval from their initial midterm exams, whereas the interns retook the same three exams after two years interval. One of the three exams was for a practical course, while the other two were for theoretical courses (ie, one incorporated a blending learning instructional strategy and the second employed a passive learning strategy). The initial exams' scores were retrieved. Paired samples t-test was used to compare paired test scores, and one-way analysis of variance was used to examine differences in the retention percentages between the three courses. RESULTS Out of all 42 fourth-year students and interns, 35 (83.3%) participated. The one-year and two-year retake exams' mean scores were significantly lower than the initial exams' mean scores for the three courses and among students and interns (P < 0.05). The one-to-two years retention of practical knowledge and theoretical knowledge via a blended learning instructional approach was 61.5-78.6%, more than the retention of theoretical knowledge via a passive learning approach (47.6-64.1%). The one-year retention of practical and theoretical information was significantly higher among male students (64.1-78.6%) than females (47.6-62.9%). CONCLUSION Students and interns showed higher long-term retention of practical knowledge and theoretical knowledge using a blended-learning instructional approach than passive learning approach, with male students showing higher long-term knowledge retention than females. It is essential to incorporate innovative teaching strategies that promote long-term knowledge retention, such as active and blended learning.
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Affiliation(s)
- Khalid M Alshamrani
- Department of Radiological Sciences, College of Applied Medical Sciences, King Saud bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Medical Imaging Department, Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Muhammad A Khan
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Department of Medical Education, College of Medicine, King Saud bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
| | - Sarah Alyousif
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- College of Pharmacy, King Saud bin Abdulaziz University of Health Sciences, Riyadh City, Saudi Arabia
- Department of Medical Education, King Saud bin Abdulaziz University of Health Sciences, Riyadh City, Saudi Arabia
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Motivation and Evaluation in Education from the Sustainability Perspective: A Review of the Scientific Literature. SUSTAINABILITY 2021. [DOI: 10.3390/su13074047] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/02/2023]
Abstract
(1) Background: This paper outlines the results of a literature review of meta-analyses published on motivation and evaluation in the last five years. (2) Methods: A systematic review of three educational databases (WoS, SCOPUS and ERIC) was conducted following the PRISMA and PICO approaches. A total of 54 peer-reviewed meta-analysis papers were selected, analysed and compared. (3) Results: A significant number and variety of meta-analyses have been conducted: motivation meta-analyses focus primarily on contextual variables, self-regulation and students’ academic performance, and evaluation meta-analyses examine the effectiveness of the teaching intervention, the use of teaching methodologies and technological resources for learning. (4) Conclusions: There are two important absences: on the one hand, it is necessary to develop meta-analyses that combine motivation and evaluation, also measuring their interaction, from the perspective of sustainability, and not only of educational improvement, and on the other hand, it is necessary to perform meta-analyses on the effectiveness of the formative and shared evaluation of the sustainability of learning processes.
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Straw AM, Wicker E, Harper NG. Effect of peer instruction pedagogy on concept mastery in a first professional year pharmacy self-care course. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:273-278. [PMID: 33641738 DOI: 10.1016/j.cptl.2020.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Revised: 09/30/2020] [Accepted: 10/18/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION As active learning is being encouraged in pharmacy education, valid active learning pedagogies should be investigated. Peer instruction pedagogy has yet to be explored in the pharmacy education setting. Peer instruction assesses student understanding of a topic through multiple choice questions called ConcepTests. When the class scores below a threshold, students are given time to discuss the ConcepTest. They are then given an opportunity to repeat the same ConcepTest. METHODS Peer instruction pedagogy was implemented in the 2017 fall semester of PHAR 6112: Introduction to Self-Care. Changes in student responses were recorded via Turning Technologies software to identify if peer instruction increased the number of students who answered ConcepTests correctly. Changes in responses were analyzed via a paired t-test and McNemar test. Students were also surveyed on their perceptions of the pedagogy. RESULTS A total of 51 questions proceeded through the entirety of the peer instruction algorithm. Peer instruction was associated with an increase in correct response (P < .001). Students' total number of correct responses to ConcepTest questions increased by an average of 16.1 (31.5%) following peer instruction (P<.001). Over 86% of students would recommend that other instructors use ConcepTests. CONCLUSIONS Peer instruction resulted in an increase in correct responses to session ConcepTests. This pedagogy has potential as an active learning method to deliver pharmacy material.
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Affiliation(s)
- Andrew M Straw
- Assistant Professor of Pharmacy Practice, Cedarville University School of Pharmacy, 251 N Main St, Cedarville, OH 45314, United States.
| | - Emily Wicker
- Student Researcher, Cedarville University School of Pharmacy, 251 N Main St #2800, Cedarville, OH 45314, United States.
| | - Nicole G Harper
- Student Researcher, Cedarville University School of Pharmacy, Cedarville, OH 45314, 251 N Main St #2904, United States.
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Gao J, Yang L, Zhao J, Wang L, Zou J, Wang C, Fan X. Comparison of problem-based learning and traditional teaching methods in medical psychology education in China: A systematic review and meta-analysis. PLoS One 2020; 15:e0243897. [PMID: 33315939 PMCID: PMC7735601 DOI: 10.1371/journal.pone.0243897] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2020] [Accepted: 12/01/2020] [Indexed: 11/27/2022] Open
Abstract
Background PBL approach has been widely used in many Chinese universities over the past decade. However, the effects of PBL approach on medical psychology education in China are inconsistent. The purpose of this study was to ascertain whether the PBL approach was superior to the lecture-based teaching method in the context of the medical psychology curriculum in China. Methods A systematic review and meta-analysis was performed to confirm the effectiveness of PBL in Chinese medical psychology. Corresponding databases were searched for available studies, where data were extracted to calculated Hedges’ g and its 95% confidence interval in total and subgroup analyses. Subgroup analyses were also carried out. Results Nine studies with 551 cases and 496 controls were identified. The total examination scores of students in the PBL approach group were significantly higher compared with students in the traditional lecture-based teaching group under the random effect model (Hedges’ g = 1.510, 95%CI 0.792–2.227, p<0.001). Subgroup analyses based on major and school system exhibited similar results. Conclusions Our study supported the notion that the PBL approach may be applicable to Chinese medical psychology education.
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Affiliation(s)
- Junwei Gao
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
| | - Ling Yang
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
| | - Jinghui Zhao
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
| | - Lian Wang
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
| | - Jiao Zou
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
| | - Chunxiang Wang
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
| | - Xiaotang Fan
- Department of Developmental Neuropsychology, School of Psychology, Third Military Medical University (Army Medical University), Chongqing, China
- * E-mail:
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Waite LH, Smith MA, McGiness TP. Impact of a problem-based learning elective on performance in non-problem-based learning required courses. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1470-1476. [PMID: 33092777 DOI: 10.1016/j.cptl.2020.07.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/27/2019] [Revised: 06/10/2020] [Accepted: 07/15/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE Use of problem-based learning (PBL) in health professions education has limited data supporting improved exam performance and confidence in problem solving, primarily within courses converted to a PBL format. This study aimed to demonstrate a similar benefit in simultaneous and subsequent required, non-PBL courses that involved critical thinking. EDUCATIONAL ACTIVITY AND SETTING This retrospective cohort study included students who were enrolled in the pharmacotherapeutics and case studies/laboratory course sequences in the second and third professional (P3) years. We compared performance across both course sequences of students who took a PBL elective course in the fall of the P3 year (PBL students) and students who did not take the elective course (non-PBL students). FINDINGS There was a statistically significant difference favoring PBL students in performance in both the therapeutics and case/lab courses offered simultaneously with the PBL elective. There was no significant difference noted between PBL and non-PBL student performance in the subsequent therapeutics and case/lab courses; however, results within individual cohorts differed strikingly from the aggregate analysis. Performance in the PBL elective had no impact on the outcomes of the study. SUMMARY This study demonstrated an overall benefit for students who participated in a PBL course on performance in simultaneous, critical thinking courses that did not incorporate PBL. However, the aggregate did not show a difference in performance in subsequent critical thinking, non-PBL courses. Further studies are needed to elucidate the true benefit of the PBL approach in other non-PBL courses that require advanced clinical reasoning.
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Affiliation(s)
- Laura H Waite
- Philadelphia College of Pharmacy, University of the Sciences, 600 S. 43(rd) Street, Griffith Hall 108C, Philadelphia, PA 19104, United States.
| | - Michael A Smith
- College of Pharmacy University of Michigan, Ann Arbor, MI, United States
| | - Thaddeus P McGiness
- Philadelphia College of Pharmacy, University of the Sciences, Philadelphia, PA, United States
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12
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Hung W, Dolmans DHJM, van Merriënboer JJG. A review to identify key perspectives in PBL meta-analyses and reviews: trends, gaps and future research directions. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2019; 24:943-957. [PMID: 31768786 DOI: 10.1007/s10459-019-09945-x] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2019] [Accepted: 11/14/2019] [Indexed: 06/10/2023]
Abstract
In the past 50 years, the original McMaster PBL model has been implemented, experimented, revised, and modified, and is still evolving. Yet, the development of PBL is not a series of success stories, but rather a journey of experiments, failures and lessons learned. In this paper, we analyzed the meta-analyses and systematic reviews on PBL from 1992 to present as they provide a focused lens on the PBL research in the past 5 decades. We identified three major waves in the PBL research development, analyzed their impact on PBL research and practice, and offered suggestions of research gaps and future directions for the field. The first wave of PBL research (polarization: 1990-mid 2000) focused on answering the question "Does PBL work?" and the outcomes. The results were conflicting. The researchers took polarizing positions and debated over the merits of PBL throughout this wave. However, the contradictory results and the debates in fact pushed the researchers to look harder for new directions to solve the puzzle. These efforts resulted in the second wave (from outcomes to process: mid 2000-mid 2010) that focused on the question "How does PBL work?" The second wave of PBL research targeted at investigating the effects of implementation constituents, such as assessment formats or single versus curriculum wide implementations. The third wave (specialization: mid 2010 and onward) of PBL research focused on "How does PBL work in different specific contexts?" These research widened our perspectives by expanding our understanding of how PBL manifests itself in different contexts. Given the diversification of PBL and more hybrid PBL models, we suggest "Why does PBL with particular implementation characteristics for specific outcomes work or not work in the condition where it is implemented?" to be the question to answer in the next wave of PBL research.
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Affiliation(s)
- Woei Hung
- Instructional Design and Technology Program, Department of Education, Health and Behavior Studies, University of North Dakota, Grand Forks, USA.
| | - Diana H J M Dolmans
- School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Jeroen J G van Merriënboer
- School of Health Professions Education (SHE), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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13
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Frambach JM, Talaat W, Wasenitz S, Martimianakis MAT. The case for plural PBL: an analysis of dominant and marginalized perspectives in the globalization of problem-based learning. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2019; 24:931-942. [PMID: 31624967 PMCID: PMC6908557 DOI: 10.1007/s10459-019-09930-4] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/13/2019] [Accepted: 10/07/2019] [Indexed: 06/10/2023]
Abstract
The globalization of problem-based learning (PBL) in health professions education has been both celebrated and criticized. Using a critical narrative review approach, underpinned by our archive of global PBL literature and a targeted literature search, we analyze these dominant global discourses of PBL in health professions education. More precisely, we explore what is missed when the globalization of PBL is theorized either as a positive consequence of standardization, or a problematic spread of Western educational ideals and values around the world. We make visible how two dominant global discourses, a universalist and culturalist discourse, have emerged in the global proliferation of PBL. We also discuss the limitations of the two discourses by demonstrating how they either ignore contextual and cultural diversity or see it as problematic. We then turn to a perspective that has been marginalized in the PBL literature that emphasizes the global origins of PBL, transcending the dichotomy between West and non-West. We make a case for relating to PBL as a plural construct in order to learn from the cultural and situational nuances of educational activities labeled PBL around the world. We argue that PBL as a singular and universal concept has no global future, yet versions of PBL may continue to thrive locally. Finally, we propose avenues for future research that may help elucidate the global and local values that underpin our curricula, as well as the socio-political factors that perpetuate neo-colonialist views and practices in the uptake and implementation of PBL approaches across the globe.
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Affiliation(s)
- Janneke M Frambach
- School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands.
| | - Wagdy Talaat
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Stella Wasenitz
- Department of Arts and Humanities, Teachers College, Columbia University, New York City, USA
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14
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Lang B, Zhang L, Lin Y, Han L, Zhang C, Liu Y. Team-based learning pedagogy enhances the quality of Chinese pharmacy education: a systematic review and meta-analysis. BMC MEDICAL EDUCATION 2019; 19:286. [PMID: 31357986 PMCID: PMC6664710 DOI: 10.1186/s12909-019-1724-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2019] [Accepted: 07/23/2019] [Indexed: 05/24/2023]
Abstract
BACKGROUND Recent years have witnessed the wide application of team-based learning(TBL) pedagogy in Chinese pharmacy education. However, the relevant systematic review evaluating the effects of such new pedagogical approach has not been established. The present study was designed to examine systematically the effect of using TBL approach in pharmacy education in China. METHODS Six databases were searched from the inception to January 2019. The studies reporting the performance of pharmacy students in Chinese university or college receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were enrolled to be analyzed. Scores of the objective theoretical test were considered as the primary outcome, and the results from questionnaires about the number of students who approved the effects of TBL pedagogy on improving their learning enthusiasm, self-study ability, thinking ability, and communication skills were considered as the secondary outcome. A meta-analysis was conducted following the guidelines of the Cochrane Reviewer's Handbook and the Preferred Reporting Items for Systematic Reviews and Meta Analyses statement. RESULTS A total of 1271 students in 12 studies published from 2013 to 2018 were enrolled in present analysis. Compared with traditional LBL pedagogy, TBL pedagogy exhibited more effectiveness in developing the objective tests scores of pharmacy students from both universities (SMD = 1.69, 95% CI [1.10, 2.28], p < 0.00001) and colleges (SMD = 4.37, 95% CI [1.33, 7.40], p < 0.00001), and such pedagogy applied well in experiments-oriented courses (SMD = 2.14, 95% CI [0.86, 3.43], p < 0.00001) and theory-oriented courses (SMD = 2.77, 95% CI [1.41, 4.14], p < 0.00001). In addition, it developed students' learning enthusiasm, students' self-study ability, thinking ability, and enhanced students' communication skills. CONCLUSIONS TBL pedagogy has developed rapidly and applied widely in Chinese pharmacy education during the last decade. The results indicated that such novel pedagogy is compatible with the present situation of Chinese pharmacy education. And it could be considered as an effective method to enhance both the theoretical test scores and various abilities of Chinese pharmacy students.
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Affiliation(s)
- Bingchen Lang
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Lingli Zhang
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China.
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China.
- Evidence-Based Pharmacy Center, West China Second University Hospital, Sichuan University, Chengdu, China.
| | - Yunzhu Lin
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Lu Han
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Chuan Zhang
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Yantao Liu
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
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15
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Lin WT, Lin SY, Chou FH, Wu LM, Lee BO. The longitudinal learning outcomes of using different teaching sequences in a nursing administration project. J Nurs Manag 2019; 27:1304-1313. [PMID: 31144363 DOI: 10.1111/jonm.12812] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2018] [Revised: 04/24/2019] [Accepted: 05/27/2019] [Indexed: 12/01/2022]
Abstract
AIM To examine the effects of using different teaching sequences on knowledge acquisition, knowledge retention, self-directed learning and teamwork in a nursing administration project. BACKGROUND Compared to other professional courses, nursing administration is relatively difficult, and it is important for nursing administration students to spend long hours working in hospitals. As such, better teaching strategies utilizing proper sequencing may yield better learning outcomes for students. METHODS A longitudinal quasi-experimental design was used. A total of 129 students were assigned to two groups with which different teaching sequences were used. The investigated learning outcomes were knowledge acquisition, knowledge retention, self-directed learning and teamwork. Generalized estimating equations were used to measure the learning outcomes. RESULTS There was no significant difference between the two teaching sequences in terms of learning effects. One teaching strategy, problem-based learning (PBL), yielded effective student learning outcomes. CONCLUSION PBL increased the students' self-directed learning and teamwork. This strategy can be applied to side-by-side co-teaching and post-graduate year training programmes. IMPLICATIONS FOR NURSING MANAGEMENT The results from this study may help hospitals retain nurses and find potential nursing leaders. Instructors and nurse managers should discuss learning goals with students in advance to enhance the students' learning outcomes.
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Affiliation(s)
- Wei-Ting Lin
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.,Department of Medical Research, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
| | - Shu-Yuan Lin
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Fan-Hao Chou
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Li-Min Wu
- School of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan
| | - Bih-O Lee
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.,Nursing Department, Kaohsiung Medical University Hospital, Kaohsiung, Taiwan
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16
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Li Y, Wang X, Zhu XR, Zhu YX, Sun J. Effectiveness of problem-based learning on the professional communication competencies of nursing students and nurses: A systematic review. Nurse Educ Pract 2019; 37:45-55. [PMID: 31082712 DOI: 10.1016/j.nepr.2019.04.015] [Citation(s) in RCA: 26] [Impact Index Per Article: 5.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2018] [Revised: 04/21/2019] [Accepted: 04/29/2019] [Indexed: 10/26/2022]
Abstract
The objective of this systematic review was to estimate the effectiveness of problem-based learning (PBL) in developing the professional communication competences of nursing students and nurses. We have searched PubMed, EMBASE, MEDLINE, PsycINFO, Cochrane Library, China National Knowledge Infrastructure, Wanfang Data Knowledge Service Platform, and VIP Database for Chinese Technical Periodicals to identify all the English and Chinese language studies that used PBL to determine the effectiveness of developing professional communication competences of nursing students and nurses. Then two reviewers independently assessed eligibility and extracted data. Quality assessment using the Cochrane Collaboration's risk of bias tool for randomized controlled trials and Joanna Briggs Institute Meta Analysis of Statistics Assessment and Review Instrument (JBI-MAStARI) for quasi-experimental studies. A total of 12 studies were included, all of which were inclined to low bias. Eleven articles showed that PBL developed the communication skills of nursing students or nurses, while only one article revealed no significant difference between PBL and the traditional method. Owing to differences in experimental design and the method and duration of intervention, some of these studies combined PBL with other methods, and the evaluation tools were different. This systematic review cautiously supports the outcomes of PBL compared with traditional learning.
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Affiliation(s)
- Yuan Li
- First Hospital of Jilin University, Changchun, 130021, China.
| | - Xiu Wang
- First Hospital of Jilin University, Changchun, 130021, China.
| | - Xuan-Rui Zhu
- First Hospital of Jilin University, Changchun, 130021, China.
| | - Yan-Xin Zhu
- Weifang Medical University, Weifang, Shandong, China.
| | - Jiao Sun
- First Hospital of Jilin University, Changchun, 130021, China; School of Nursing, Jilin University, 965 Xinjiang St., Chaoyang, Changchun, Jilin, China.
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17
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Gou W, Sun W, Chen D, Zhang Z, Zhao J, Zhang Y, Liu J, Zhang W. Coping self-efficacy of nursing undergraduates with problem-based curricula. Contemp Nurse 2018; 55:288-302. [PMID: 30369293 DOI: 10.1080/10376178.2018.1537719] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Abstract
Background: Few studies have examined whether nursing undergraduates can cope with a problem-based learning curriculum and its associated factors.Objectives: We studied nursing undergraduates' evaluations and attitudes related to the problem-based learning teaching method and their associated factors in the Chinese context, and evaluated their self-efficacy for coping with the problem-based learning curricula.Methods: A purposely designed 20-item questionnaire was used to quantify how nursing undergraduates evaluated the problem-based learning mode and their associated factors. Coping self-efficacy was measured with a modified Chinese version of the scale.Results: The total coping self-efficacy score of nursing undergraduates was 53.32 ± 5.238 (M ± SD).Conclusions: The coping self-efficacy of nursing undergraduates was moderate, making them better qualified to cope with a problem-based learning curriculum. To increase nursing undergraduates' coping self-efficacy, we should take measures to decrease nursing undergraduates' stress regarding problem-based learning curricula and give them more opportunities to obtain abundant periodicals through the internet.
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Affiliation(s)
- Weihui Gou
- Department of Pediatrics, The First Hospital of Jilin University, Changchun, Jilin Province, People's Republic of China
| | - Weijia Sun
- Nursing School of Jilin University, Changchun, Jilin Province, People's Republic of China
| | - Dandan Chen
- Nursing School of Jilin University, Changchun, Jilin Province, People's Republic of China
| | - Zhen Zhang
- Department of Pediatrics, The First Hospital of Jilin University, Changchun, Jilin Province, People's Republic of China
| | - Jingxia Zhao
- Nursing School of Jilin University, Changchun, Jilin Province, People's Republic of China
| | - Yue Zhang
- Nursing School of Jilin University, Changchun, Jilin Province, People's Republic of China
| | - Jingquan Liu
- Nursing School of Jilin University, Changchun, Jilin Province, People's Republic of China
| | - Wei Zhang
- Nursing School of Jilin University, Changchun, Jilin Province, People's Republic of China.,School of Public Health of Jilin University, Changchun, Jilin Province, People's Republic of China
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18
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Nathaniel TI, Gainey JC, Williams JA, Stewart BL, Hood MC, Brechtel LE, Faulkner RV, Pendergrass JS, Black LA, Griffin SK, Troup CE, Reuben JS, Black AC. Impact and educational outcomes of a small group self-directed teaching strategy in a clinical neuroscience curriculum. ANATOMICAL SCIENCES EDUCATION 2018; 11:478-487. [PMID: 29251834 DOI: 10.1002/ase.1759] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/14/2017] [Revised: 06/27/2017] [Accepted: 11/18/2017] [Indexed: 06/07/2023]
Abstract
The complexity of the material being taught in clinical neuroscience within the medical school curriculum requires creative pedagogies to teach medical students effectively. Many clinical teaching strategies have been developed and are well described to address these challenges. However, only a few have been evaluated to determine their impact on the performance of students studying clinical neuroscience. Interactive, 2-hour, self-directed small-group interactive clinical case-based learning sessions were conducted weekly for 4 weeks to integrate concepts learned in the corresponding didactic lectures. Students in the small groups analyzed cases of patients suffering from neurological disease that were based on eight learning objectives that allowed them to evaluate neuroanatomical data and clinical findings before presenting their case analysis to the larger group. Students' performances on the formative quizzes and summative tests were compared to those of first-year medical students in the previous year for whom the self-directed, small-group interactive clinical sessions were not available. There was a significant improvement in the summative performance of first-year medical students with self-directed clinical case learning in the second year (Y2) of teaching clinical neuroscience (P < 0.05) when compared with first-year students in the first year (Y1) for whom the self-directed learning approach was not available. Student performance in the formative assessments between Y1 and Y2 was not significantly different (P = 0.803). A target of ≥70% student scoring above 80% in the final summative examination was met. The current study revealed evidence for the impact and educational outcomes of a self-directed, clinical teaching strategy in a clinical neuroscience curriculum for first-year medical students. Anat Sci Educ 11: 478-487. © 2017 American Association of Anatomists.
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Affiliation(s)
- Thomas I Nathaniel
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Jordan C Gainey
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Jessica A Williams
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Bianca L Stewart
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Michael C Hood
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Leanne E Brechtel
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Rakiya V Faulkner
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Jasmine S Pendergrass
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Leigh-Ann Black
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Scott K Griffin
- University University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | | | - Jayne S Reuben
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, South Carolina
| | - Asa C Black
- Department of Biomedical Sciences, University of South Carolina School of Medicine Greenville, Greenville, South Carolina
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19
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Salari M, Roozbehi A, Zarifi A, Tarmizi RA. Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing course? BMC MEDICAL EDUCATION 2018; 18:195. [PMID: 30097035 PMCID: PMC6086017 DOI: 10.1186/s12909-018-1305-0] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2018] [Accepted: 07/30/2018] [Indexed: 05/25/2023]
Abstract
BACKGROUND Nursing education in Iran has conventionally focused on lecture-based strategies. Improvements in teaching and learning over the years have led to an expansion of the pedagogies available to educators. Likewise, there has been a suggestion for a move toward more learner-centered teaching strategies and pedagogies that can result in improvement in learning. This study was undertaken to investigate the effects of Problem-Based Learning in developing cognitive skills in learning Pediatric Nursing among university students. METHODS In this quasi-experimental, posttest-only nonequivalent control group design, the subjects were undergraduate students who had enrolled in Pediatric Nursing II at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, one two-hour session and two two-hour sessions. Two experimental groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were involved. In the PPBL group, PBL method with guided questions and a tutor, and in the HPBL group, problem-based learning method, some guided questions, minimal lecturing and a tutor were used. The COTL group, however, underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive performances, namely, test performance, mental effort, and instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. The statistical analyses used were ANOVA, ANCOVA, and mixed between-within subjects ANOVA. RESULTS Results showed that the PPBL and HPBL instructional methods, in comparison with COTL, enhanced the students' overall and higher-order performances in Pediatric Nursing, and induced higher level of instructional efficiency with less mental effort (p < 0.005). Although there was no significant difference in lower-order performance among the groups during the posttest (p = 0.92), the HPBL group outperformed the COTL group on the delayed posttest (p = 0.028). CONCLUSIONS It may be concluded that both forms of PBL were effective for learning Pediatric Nursing. Moreover, PBL appears to be useful where there are shortages of instructors for handling teaching purposes.
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Affiliation(s)
- Mohsen Salari
- Nursing Department, School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran
| | - Amrollah Roozbehi
- Education Development Center, School of Medicine, Yasuj University of Medical Sciences, Yasuj, Iran
| | - Abdolvahed Zarifi
- English Language Department, Faculty of Humanities, Yasouj University, Yasouj, Iran
| | - Rohani Ahmad Tarmizi
- Faculty of Educational Studies, University Putra Malaysia, Serdang, Selangor Malaysia
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20
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Zhang S, Xu J, Wang H, Zhang D, Zhang Q, Zou L. Effects of problem-based learning in Chinese radiology education: A systematic review and meta-analysis. Medicine (Baltimore) 2018; 97:e0069. [PMID: 29489669 PMCID: PMC5851720 DOI: 10.1097/md.0000000000010069] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/26/2023] Open
Abstract
BACKGROUND In recent years, the problem-based learning (PBL) teaching method has been extensively applied as an experimental educational method in Chinese radiology education. However, the results of individual studies were inconsistent and inconclusive. A meta-analysis was performed to evaluate the effects of PBL on radiology education in China. METHODS Databases of Chinese and English languages were searched from inception up to November 2017. The standard mean difference (SMD) with its 95% confidence interval (95% CI) was used to determine the over effects of PBL compared with the traditional teaching method. RESULTS Seventeen studies involving 1487 participants were included in this meta-analysis. Of them, 16 studies provided sufficient data for the pooled analysis and showed that PBL teaching method had a positive effect on achieving higher theoretical scores compared with the traditional teaching method (SMD = 1.20, 95% CI [0.68, 1.71]). Thirteen studies provided sufficient data on skill scores, and a significant difference in favor of PBL was also observed (SMD = 2.10, 95% CI [1.38, 2.83]). Questionnaire surveys were applied in most of the included studies and indicated positive effects of PBL on students' learning interest, scope of knowledge, team spirit, and oral expression. CONCLUSION The result shows that PBL appears to be more effective on radiology education than traditional teaching method in China. However, the heterogeneity of the included studies cannot be neglected. Further well-designed studies about this topic are needed to confirm the above findings.
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Affiliation(s)
| | - Jiancheng Xu
- Department of Respiratory, Xinqiao Hospital, Third Military Medical University, Chongqing
| | - Hongwei Wang
- Department of Orthopedics, General Hospital of Shenyang Military Area Command of Chinese PLA, Shenyang, Liaoning, China
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21
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Rockich-Winston N, Train BC, Rudolph MJ, Gillette C. Faculty motivations to use active learning among pharmacy educators. CURRENTS IN PHARMACY TEACHING & LEARNING 2018; 10:277-284. [PMID: 29764630 DOI: 10.1016/j.cptl.2017.11.015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/11/2017] [Revised: 08/21/2017] [Accepted: 11/27/2017] [Indexed: 06/08/2023]
Abstract
INTRODUCTION Faculty motivations to use active learning have been limited to surveys evaluating faculty perceptions within active learning studies. Our objective in this study was to evaluate the relationship between faculty intrinsic motivation, extrinsic motivation, and demographic variables and the extent of active learning use in the classroom. METHODS An online survey was administered to individual faculty members at 137 colleges and schools of pharmacy across the United States. The survey assessed intrinsic and extrinsic motivations, active learning strategies, classroom time dedicated to active learning, and faculty development resources. Bivariate associations and multivariable stepwise linear regression were used to analyze the results. RESULTS In total, 979 faculty members completed the questionnaire (23.6% response rate). All motivation variables were significantly correlated with percent active learning use (p < 0.001). Intrinsic motivation demonstrated the highest correlation (r = 0.447) followed by current extrinsic motivations (r = 0.245) and ideal extrinsic motivations (r = 0.291). Variables associated with higher intrinsic motivation included the number of resources used (r = 0.233, p < 0.001) and the number of active learning methods used in the last year (r = 0.259, p < 0.001). Years of teaching experience was negatively associated with intrinsic motivation (r = -0.177, p < 0.001). Regression analyses confirmed the importance of intrinsic and extrinsic motivations in predicting active learning use. DISCUSSION AND CONCLUSIONS Our results suggest that faculty members who are intrinsically motivated to use active learning are more likely to dedicate additional class time to active learning. Furthermore, intrinsic motivation may be positively associated with encouraging faculty members to attend active learning workshops and supporting faculty to use various active learning strategies in the classroom.
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Affiliation(s)
- Nicole Rockich-Winston
- Department of Pharmacology and Toxicology, Medical College of Georgia at Augusta University, 1120 15th Street, Augusta, GA 30912, United States.
| | - Brian C Train
- Department of Pharmaceutical Science and Research, Marshall University School of Pharmacy, Huntington, WV, United States
| | - Michael J Rudolph
- Department of Pharmacy Practice, Administration, and Research, Marshall University School of Pharmacy, Huntington, WV, United States
| | - Chris Gillette
- Wingate University School of Pharmacy, Wingate, NC, United States
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Sayyah M, Shirbandi K, Saki-Malehi A, Rahim F. Use of a problem-based learning teaching model for undergraduate medical and nursing education: a systematic review and meta-analysis. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2017; 8:691-700. [PMID: 29042827 PMCID: PMC5633274 DOI: 10.2147/amep.s143694] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
OBJECTIVES The aim of this systematic review and meta-analysis was to evaluate the problem-based learning (PBL) method as an alternative to conventional educational methods in Iranian undergraduate medical courses. MATERIALS AND METHODS We systematically searched international datasets banks, including PubMed, Scopus, and Embase, and internal resources of banks, including MagirIran, IranMedex, IranDoc, and Scientific Information Database (SID), using appropriate search terms, such as "PBL", "problem-based learning", "based on problems", "active learning", and" learner centered", to identify PBL studies, and these were combined with other key terms such as "medical", "undergraduate", "Iranian", "Islamic Republic of Iran", "I.R. of Iran", and "Iran". The search included the period from 1980 to 2016 with no language limits. RESULTS Overall, a total of 1,057 relevant studies were initially found, of which 21 studies were included in the systematic review and meta-analysis. Of the 21 studies, 12 (57.14%) had a high methodological quality. Considering the pooled effect size data, there was a significant difference in the scores (standardized mean difference [SMD]=0.80, 95% CI [0.52, 1.08], P<0.000) in favor of PBL, compared with the lecture-based method. Subgroup analysis revealed that using PBL alone is more favorable compared to using a mixed model with other learning methods such as lecture-based learning (LBL). CONCLUSION The results of this systematic review showed that using PBL may have a positive effect on the academic achievement of undergraduate medical courses. The results suggest that teachers and medical education decision makers give more attention on using this method for effective and proper training.
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Affiliation(s)
- Mehdi Sayyah
- Department of Medical Education, Ahvaz Jundishapur of Medical Sciences, Ahvaz, Iran
| | - Kiarash Shirbandi
- Department of Radiology, Allied Health Sciences School, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Amal Saki-Malehi
- Department of Biostatistics and Epidemiology, Faculty of Health, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Fakher Rahim
- Research Center of Thalassemia and Hemoglobinopathy, Health Research Institute, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
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Wang J, Xu Y, Liu X, Xiong W, Xie J, Zhao J. Assessing the effectiveness of problem-based learning in physical diagnostics education in China: a meta-analysis. Sci Rep 2016; 6:36279. [PMID: 27808158 PMCID: PMC5093758 DOI: 10.1038/srep36279] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2016] [Accepted: 10/13/2016] [Indexed: 11/09/2022] Open
Abstract
Problem-based learning (PBL) has been extensively applied as an experimental educational method in Chinese medical schools over the past decade. A meta-analysis was performed to assess the effectiveness of PBL on students' learning outcomes in physical diagnostics education. Related databases were searched for eligible studies evaluating the effects of PBL compared to traditional teaching on students' knowledge and/or skill scores of physical diagnostics. Standardized mean difference (SMD) with 95% confidence interval (CI) was estimated. Thirteen studies with a total of 2086 medical students were included in this meta-analysis. All of these studies provided usable data on knowledge scores, and the pooled analysis showed a significant difference in favor of PBL compared to the traditional teaching (SMD = 0.76, 95%CI = 0.33-1.19). Ten studies provided usable data on skill scores, and a significant difference in favor of PBL was also observed (SMD = 1.46, 95%CI = 0.89-2.02). Statistically similar results were obtained in the sensitivity analysis, and there was no significant evidence of publication bias. These results suggested that PBL in physical diagnostics education in China appeared to be more effective than traditional teaching method in improving knowledge and skills.
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Affiliation(s)
- Jianmiao Wang
- Teaching and Research Section of Diagnostics, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Road, Wuhan 430030, China.,Department of Respiratory and Critical Care Medicine, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Road, Wuhan 430030, China
| | - Yongjian Xu
- Department of Respiratory and Critical Care Medicine, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Road, Wuhan 430030, China
| | - Xiansheng Liu
- Department of Respiratory and Critical Care Medicine, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Road, Wuhan 430030, China
| | - Weining Xiong
- Department of Respiratory and Critical Care Medicine, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Road, Wuhan 430030, China
| | - Jungang Xie
- Department of Respiratory and Critical Care Medicine, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Road, Wuhan 430030, China
| | - Jianping Zhao
- Teaching and Research Section of Diagnostics, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Road, Wuhan 430030, China.,Department of Respiratory and Critical Care Medicine, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, 1095 Jiefang Road, Wuhan 430030, China
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