1
|
Li G, Alam BF, Bashir R, Tarhini A, Nayab T, Sousa LM. A comparative analysis of online learning versus face-to-face learning approach in problem based learning in dentistry. Work 2024:WOR220674. [PMID: 38306076 DOI: 10.3233/wor-220674] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2024] Open
Abstract
BACKGROUND Problem-based learning (PBL), a student-centered approach which has been implemented in many educational institutes worldwide. OBJECTIVES This study aimed to evaluate and compare the proficiency of students in 5 key areas of PBL process and assess perceptions of students towards PBL learning using a self-explanatory questionnaire. METHOD This cross-sectional study was conducted from March 2020 to September 2022 and evaluated perceptions of 1st year dental students of Batch 2021 (having Face-to-face PBL sessions) and batch 2020 (having online PBL sessions) using a questionnaire. Three similar PBL cases were used, which assessed PBL parameters that included attendance, group dynamics, knowledge, communication skills and preparation. Statistical analysis was performed for all the categorical and continuous variables. RESULTS Majority of Distance Learning (DL) group (66.7%) concurred that PBL helped improve their communication skills, decision making power (66.7%), self-directed learning (80%) and promoted interaction with peers (66.7) and teachers (68.9%). The Face -to- Face (FF) group demonstrated better scores (7.7±2.42 & 7.55±2.55) with respect to their attendance and group dynamics (7.44±2.17 & 8.02±2.40) in PBL 1 & 3 as compared to DL group. Overall, better performance in all the 5 key areas of PBL was observed for the FF group versus the DL group. CONCLUSION The Distance learning (DL) group displayed a positive attitude and perception towards PBL as a learning strategy whereas Face-to-face (FF) group showed greater performance and proficiency in the key PBL parameters scores.
Collapse
Affiliation(s)
- Guang Li
- School of History, Capital Normal University, Beijing, China
| | - Beenish Fatima Alam
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Raima Bashir
- Department of Oral Biology, Bahria University Dental College, Karachi, Pakistan
| | - Ali Tarhini
- Department of Information Systems, Sultan Qaboos University, Muscat, Oman
| | - Talha Nayab
- Department of Dental Materials science, Sindh Institute of Oral Health Sciences, Jinnah Sindh Medical University, Pakistan
| | | |
Collapse
|
2
|
Donkin R, Yule H, Fyfe T. Online case-based learning in medical education: a scoping review. BMC MEDICAL EDUCATION 2023; 23:564. [PMID: 37559108 PMCID: PMC10413534 DOI: 10.1186/s12909-023-04520-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2023] [Accepted: 07/18/2023] [Indexed: 08/11/2023]
Abstract
BACKGROUND Case-Based Learning (CBL) in medical education is a teaching approach that engages students as learners through active learning in small, collaborative groups to solve cases from clinical patients. Due to the challenges afforded by the COVID-19 pandemic, small group learning such as CBL, transitioned quickly to include technology-enhanced learning to enable distance delivery, with little information on how to apply pedagogical frameworks and use learning theories to design and deliver online content. METHODS To extend understanding of online CBL a scoping review protocol following the PRISMA-ScR framework explored the literature that describes the use of online CBL application in medical education and the outcomes, perceptions, and learning theories. A literature search was conducted in January 2022 followed by a subsequent review in October 2022. After peer review using the PRESS guidelines, the CASP appraisal tool was used to assess the rigor of each study design. RESULTS The scoping review identified literature published between 2010 and 2022 (n = 13 articles), on online CBL in the field of medical education with 11 observational studies describing student and facilitator perceptions and two randomized controlled studies. Positive perceptions of online learning included a flexible work-life balance, connection with learners, and improved accessibility. Negative experiences of online CBL included poor internet access, a distracting learning environment, and loss of communication. In the studies that collected student performance data, results showed equivalent or improved outcomes compared to the control. The CASP appraisal tool highlighted the deficiencies in most study designs, lack of framework or learning theory, and poor reproducibility of the methods to answer the research questions. CONCLUSION This scoping review identified literature to describe the academic outcomes, and student and facilitator perceptions of online CBL in medical education. However, the CASP tool uncovered deficiencies in study descriptions and design leading to poor quality evidence in this area. The authors provide recommendations for frameworks and learning theories for the future implementation of online CBL.
Collapse
Affiliation(s)
- Rebecca Donkin
- School of Medicine and Dentistry, Griffith University, Sunshine Coast Health Institute, 6 Doherty St, Birtinya, Qld, 4575, Australia.
- School of Health, University of the Sunshine Coast, 90 Sippy Downs Drive, Sippy Downs, Qld, 4556, Australia.
| | - Heather Yule
- Department of Cellular and Physiological Sciences, Faculty of Medicine, University of British Columbia, 2350 Health Sciences Mall, Vancouver, BC, V6T 1Z3, Canada
| | - Trina Fyfe
- Division of Medical Sciences, University of British Columbia, 3333 University Way, Prince George, BC, V2N 4Z9, Canada
| |
Collapse
|
3
|
Cao F, Hong F, Ruan Y, Lin M. Effect of Patient-Empowerment Interaction Model on Self-Management Ability of Peritoneal Dialysis Patients: A Randomized Controlled Trial. Patient Prefer Adherence 2023; 17:873-881. [PMID: 37009428 PMCID: PMC10065006 DOI: 10.2147/ppa.s402698] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/26/2022] [Accepted: 03/09/2023] [Indexed: 03/29/2023] Open
Abstract
OBJECTIVE Patient empowerment can be achieved through the PBL model. The purpose of the present study was to evaluate the effectiveness and feasibility of patient empowerment through the PBL model in health continuing education of peritoneal dialysis (PD) patients. METHODS From March 2017 to April 2017, a total of 94 participants were randomly assigned to the PBL group and the traditional group, with 47 patients in each group. Patients of the PBL group were divided into 5 study groups; and six PBL health education activities were held. The basic knowledge, self-management behavior, quality of life, anxiety, and depression were assessed among the traditional group and the PBL group. The average follow-up duration was 10.6±1.5 months. RESULTS Compared with patients in the traditional group, patients in the PBL group had higher scores of basic knowledges for PD (84.33±3.55 vs 91.19±3.07; P<0.001), higher scores of self-management (61.19±3.71 vs 71.47±2.89; P< 0.001), better scores of quality of life (85.99±14.33 vs 102.64±9.43; P < 0.001), and better scores of satisfaction (90.78±1.32 vs 98.21±1.25; P < 0.001). Furthermore, the scores of anxieties (52.39±4.55 vs 46.46±4.63; P < 0.001) and the scores of depressions were lower (49.95±6.76 vs 45.80±8.77; P =0.01) in patients who participated in the PBL mode of education than in the traditional educational group. CONCLUSION The empowerment model of PBL health education can effectively improve the knowledge, skills and quality of life of PD patients. RELEVANCE TO CLINICAL PRACTICE The findings identified in this study will help to improve the quality of nursing care and health education for PD patients. PATIENT OR PUBLIC CONTRIBUTION The study design involved patients on PD training. The knowledge and skills of PD and quality of life will improve after they participate the PBL health education activities.
Collapse
Affiliation(s)
- Fang Cao
- Department of Nephrology, Provincial Clinical College, Fujian Medical University, Fujian Provincial Hospital, Fuzhou, 350001, People’s Republic of China
- Correspondence: Fang Cao; Miao Lin, Department of Nephrology, Provincial clinical college, Fujian Medical University, Fujian Provincial Hospital, 134 East Street, Fuzhou, People’s Republic of China, 350001, Tel/Fax +86-591-87557768, Email ;
| | - Fuyuan Hong
- Department of Nephrology, Provincial Clinical College, Fujian Medical University, Fujian Provincial Hospital, Fuzhou, 350001, People’s Republic of China
| | - Yiping Ruan
- Department of Nephrology, Provincial Clinical College, Fujian Medical University, Fujian Provincial Hospital, Fuzhou, 350001, People’s Republic of China
| | - Miao Lin
- Department of Nephrology, Provincial Clinical College, Fujian Medical University, Fujian Provincial Hospital, Fuzhou, 350001, People’s Republic of China
| |
Collapse
|
4
|
Hamilton KL, Kuo YC, Horneffer P, Stein TP, Goldberg GS. Video Didactic Preparation Augments Problem-Based Learning for First Year Medical Students. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231177862. [PMID: 37275656 PMCID: PMC10233580 DOI: 10.1177/23821205231177862] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 05/08/2023] [Indexed: 06/07/2023]
Abstract
Problem-based learning (PBL) utilizes a self-directed strategy. This process relies on group participation to succeed. Students without a background in biology or medicine can feel overwhelmed by the complexity of the subject matter and unable to participate in the group learning process. We incorporated curated educational videos in the PBL curriculum to help address this situation. First year medical students participated in this study in the form of a typical PBL session. They were then assessed on basic and clinical science knowledge and their learning experience. Student basic science and clinical knowledge were similar between the student groups. However, the students given a list of suggested videos scored higher in their learning experience, perception of feeling prepared, and participating in the group PBL experience than students who were not given the video list. Results from this study indicate that videos can be utilized to enhance the PBL process.
Collapse
Affiliation(s)
- Kelly L Hamilton
- Departments of Molecular Biology and Surgery,
Rowan University Graduate School of Biomedical Sciences and School of Osteopathic Medicine,
Stratford, NJ, USA
- Psychiatry Program, Medstar Georgetown University
Hospital, Washington, DC, USA
| | - Yu-Chun Kuo
- Department of Science, Technology,
Engineering, Art and Mathematics Education, Rowan University, Glassboro, NJ, USA
| | - Peter Horneffer
- Dean's Office, All American Institute of Medical
Sciences, Black River, St Elizabeth, Jamaica
| | - T Peter Stein
- Departments of Molecular Biology and Surgery,
Rowan University Graduate School of Biomedical Sciences and School of Osteopathic Medicine,
Stratford, NJ, USA
| | - Gary S Goldberg
- Departments of Molecular Biology and Surgery,
Rowan University Graduate School of Biomedical Sciences and School of Osteopathic Medicine,
Stratford, NJ, USA
| |
Collapse
|
5
|
Leavy JE, Della Bona M, Nelson B, Leaversuch F. A comparison of face-to-face and fully online problem-based learning: Student results and staff experiences, 2014-2020. Health Promot J Austr 2022; 33 Suppl 1:57-66. [PMID: 35856188 PMCID: PMC9796957 DOI: 10.1002/hpja.636] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/17/2022] [Revised: 06/01/2022] [Accepted: 06/23/2022] [Indexed: 01/07/2023] Open
Abstract
ISSUE ADDRESSED Problem-based learning (PBL) is a student-directed pedagogy that promotes critical thinking, self-directed learning and communication skills essential for health promotion students and practitioners. This paper reports on student results, student evaluation and staff experience of PBL in the face-to-face and fully online environment in an undergraduate health sciences unit in an Australian university. METHODS A single time-point study using quantitative and qualitative administrative student data (2014-2020) and narrative reflection from teaching academics (n = 5) was undertaken. Descriptive, independent t test and bivariate analyses for student results data were conducted; an inductive approach was used to analyse qualitative data and create codes. RESULTS Student sample (n = 472) consisted face-to-face (n = 358, 75.8%) and online (n = 114, 24.2%) enrolments. Final Unit Mark was significantly higher for fully online students compared with face-to-face students in 2018 (P = .007) and 2019 (P = .001). Final Unit Achievement was significantly higher for fully online students compared with face-to-face students in 2018 (P = .017) and 2019 (P = .043). Three themes emerged: The PBL approach; Evolution of PBLs; Student skills and competencies. DISCUSSION PBL allows students to learn through facilitated problem solving and strong collaborative skills. The face-to-face and fully online PBLs improved the student and academic staff experience, while supporting the development of critical thinking and self-directed research. Further, it supported students to develop their core health promotion competencies; and enhanced the online student learning experience. SO WHAT?: Vital for contemporary, global graduates, the fully online PBL approach allows students to build critical academic and professional skills utilising current information technology relevant for collaborative professional practice.
Collapse
Affiliation(s)
- Justine E. Leavy
- School of Population HealthCurtin UniversityPerthWAAustralia
- Collaboration for Evidence, Research and Impact in Public HealthCurtin UniversityPerthWAAustralia
| | - Malena Della Bona
- School of Population HealthCurtin UniversityPerthWAAustralia
- Collaboration for Evidence, Research and Impact in Public HealthCurtin UniversityPerthWAAustralia
| | - Brody Nelson
- School of Population HealthCurtin UniversityPerthWAAustralia
| | - Francene Leaversuch
- School of Population HealthCurtin UniversityPerthWAAustralia
- Collaboration for Evidence, Research and Impact in Public HealthCurtin UniversityPerthWAAustralia
| |
Collapse
|
6
|
Pangastuti D, Widiasih N, Soemantri D. Piloting a constructive feedback model for problem-based learning in medical education. KOREAN JOURNAL OF MEDICAL EDUCATION 2022; 34:131-143. [PMID: 35676880 PMCID: PMC9178263 DOI: 10.3946/kjme.2022.225] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/27/2021] [Revised: 11/09/2021] [Accepted: 01/18/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE Constructive feedback is key to successful teaching and learning. The unique characteristics of problem-based learning (PBL) tutorials require a unique feedback intervention. Based on the review of existing literature, we developed a feedback model for PBL tutorials, as an extension of the feedback facilitator guide of Mubuuke and his colleagues. This study was aimed to examine the perceptions of students and tutors on the feedback model that was piloted in PBL tutorials. METHODS This study employed a qualitative research design. The model was tested in nine online PBL sessions, selected using the maximum variation sampling strategy based on tutors' characteristics. All sessions were observed by the researcher. Afterwards, tutors and students in the PBL sessions were interviewed to explore their perceptions of the model. RESULTS Three themes were identified based on the perceptions of the tutors and students: cognitive changes, behavioral changes, and challenges of the use of the feedback model. Both tutors and students benefited from improved cognition and behavior. However, the use of the feedback model still encountered some challenges, such as limited sources of feedback data, flexibility and adaptability of the model, content of feedback delivered, students' characteristics and performance, tutors' characteristics and self-perceptions, and supportive infrastructure. CONCLUSION The model can be used as a reference for tutors to deliver constructive feedback during PBL tutorials. The challenges identified in using the constructive feedback model include the need for synchronized guidelines, ample time to adapt to the model, and skills training for tutors.
Collapse
Affiliation(s)
- Dwiretno Pangastuti
- Department of Medical Education, Faculty of Medicine, Universitas Brawijaya, Malang, Indonesia
| | - Natalia Widiasih
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
- Department of Psychiatry, Cipto Mangunkusumo Hospital, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| | - Diantha Soemantri
- Department of Medical Education, Faculty of Medicine, Universitas Indonesia, Jakarta, Indonesia
| |
Collapse
|
7
|
O' Leary N, Brouder N, Bessell N, Frizelle P. An exploration of speech and language pathology student and facilitator perspectives on problem-based learning online. CLINICAL LINGUISTICS & PHONETICS 2022:1-19. [PMID: 35437078 DOI: 10.1080/02699206.2022.2061377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2021] [Revised: 03/20/2022] [Accepted: 03/26/2022] [Indexed: 06/14/2023]
Abstract
This mixed-methods study explored the perspectives of second and third-year Speech Language Pathology (SLP) students and facilitators on Problem-Based Learning (PBL) online. As a result of the COVID-19 pandemic, PBL was delivered online for the academic year 2020-2021 via a virtual learning environment. Forty-seven students and five facilitators completed an online survey designed to evaluate the quality of individual and collaborative learning in the PBL online context. All participants had experience of pre-COVID-19 face-to-face PBL. Thematic analysis and descriptive statistics were used to analyse qualitative and quantitative data, respectively. Demonstrated a preference from both students and facilitators to maintain PBL in a face-to-face format. Aspects of functionality offered by the virtual platform assisted in the PBL process, however technical and environmental barriers impeded virtual delivery. Responses suggest that the development of rapport and interactivity levels online are not equivalent to face-to-face PBL, and these factors were perceived by participants to negatively influence the learning process. Perspectives on the role of the facilitator online convey divergent views between second and third years which reflected a change in facilitator style to support more independent learning in line with students' progression through the course. Our findings demonstrate that students and facilitators are open to future implementation of a blended model of PBL. Participants reported benefits such as reduction in indirect education costs and acquisition of a digital skillset. However, our study indicates a preference for enhanced social presence afforded by face-to-face PBL.
Collapse
Affiliation(s)
- Norma O' Leary
- Department of Speech and Hearing Sciences, University College Cork, Cork, Republic of Ireland
| | - Niamh Brouder
- Department of Speech and Hearing Sciences, University College Cork, Cork, Republic of Ireland
| | - Nicola Bessell
- Department of Speech and Hearing Sciences, University College Cork, Cork, Republic of Ireland
| | - Pauline Frizelle
- Department of Speech and Hearing Sciences, University College Cork, Cork, Republic of Ireland
| |
Collapse
|
8
|
Rafi A, Anwar MI, Younas A, Manzoor S. Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education. F1000Res 2022; 11:37. [PMID: 36397779 PMCID: PMC9634138 DOI: 10.12688/f1000research.74779.2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/04/2022] [Indexed: 11/16/2023] Open
Abstract
Background: The coronavirus disease 2019 (COVID-19) pandemic has transformed the world's economy, health and education in a blink of an eye. Almost 1 billion learners have been affected across the globe. This has resulted in a paradigm shift to blended learning. Therefore, it was felt necessary to provide practical guidelines for the development of blended curriculum in medical education. It would help to overcome the challenges faced due to unprecedented transformation of medical education on account of pandemic. Methods: Guidelines based on personal experience of the authors and literature search were developed using the complex adapted blended learning system (CALBS) framework. Seven experts developed these guidelines using the nominal group technique. The consent form and literature for CABLS framework was shared with experts. The experts developed the guidelines independently during phase one of the technique. After a given time, phase 2 started with moderator mediated discussion about the individual guidelines developed by the experts. After discussion and mutual consensus four types of guideline ideas were developed. During the third phase the experts ranked the guideline ideas on a scale of 1 to 5. The guideline idea that ranked highest was selected as a final guideline for developing a blended learning curriculum. Results: The group consensus resulted in developing seven guidelines for a blended course or curriculum in medical education. These guidelines are based on a conceptual framework supplemented by expert's own personal experience and current evidence from literature. Conclusions: These guidelines would provide a comprehensive and systematic approach to develop a blended learning curriculum in medical education.
Collapse
Affiliation(s)
- Aisha Rafi
- Department of Anatomy, Shifa College, Islamabad, 051, Pakistan
| | | | - Ayesha Younas
- Department of Medical and Dental Education, Shifa College, Islamabad, 051, Pakistan
| | - Shamaila Manzoor
- Department of Medical Education, Azad Jammu & Kashmir Medical College, Muzaffarabad, Pakistan
| |
Collapse
|
9
|
Rafi A, Anwar MI, Younas A, Manzoor S. Paradigm shift in medical education due to the COVID-19 pandemic: guidelines for developing a blended learning curriculum in medical education. F1000Res 2022; 11:37. [PMID: 36397779 PMCID: PMC9634138 DOI: 10.12688/f1000research.74779.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 11/04/2022] [Indexed: 03/11/2024] Open
Abstract
Background: The coronavirus disease 2019 (COVID-19) pandemic has transformed the world's economy, health and education in a blink of an eye. Almost 1 billion learners have been affected across the globe. This has resulted in a paradigm shift to blended learning. Therefore, it was felt necessary to provide practical guidelines for the development of blended curriculum in medical education. It would help to overcome the challenges faced due to unprecedented transformation of medical education on account of pandemic. Methods: Guidelines based on personal experience of the authors and literature search were developed using the complex adapted blended learning system (CALBS) framework. Seven experts developed these guidelines using the nominal group technique. The consent form and literature for CABLS framework was shared with experts. The experts developed the guidelines independently during phase one of the technique. After a given time, phase 2 started with moderator mediated discussion about the individual guidelines developed by the experts. After discussion and mutual consensus four types of guideline ideas were developed. During the third phase the experts ranked the guideline ideas on a scale of 1 to 5. The guideline idea that ranked highest was selected as a final guideline for developing a blended learning curriculum. Results: The group consensus resulted in developing seven guidelines for a blended course or curriculum in medical education. These guidelines are based on a conceptual framework supplemented by expert's own personal experience and current evidence from literature. Conclusions: These guidelines would provide a comprehensive and systematic approach to develop a blended learning curriculum in medical education.
Collapse
Affiliation(s)
- Aisha Rafi
- Department of Anatomy, Shifa College, Islamabad, 051, Pakistan
| | | | - Ayesha Younas
- Department of Medical and Dental Education, Shifa College, Islamabad, 051, Pakistan
| | - Shamaila Manzoor
- Department of Medical Education, Azad Jammu & Kashmir Medical College, Muzaffarabad, Pakistan
| |
Collapse
|
10
|
Ghosh SK. Lacunae regarding dearth of dissection-based teaching during COVID-19 pandemic: how to cope with it? Surg Radiol Anat 2021; 44:75-79. [PMID: 34415384 PMCID: PMC8378110 DOI: 10.1007/s00276-021-02822-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2021] [Accepted: 08/16/2021] [Indexed: 12/23/2022]
Abstract
Introduction In view of the ongoing COVID-19 pandemic, anatomy education programs were amended so as to shift to primarily online mode from physical classes. In the whole process, main concern area that has emerged is regarding dearth of physical human dissection sessions. There is enough evidence available in literature to suggest that dissection room is an ideal place to cultivate and inculcate discipline independent skills or humanistic skills among the students. These include attributes in relation to ethical practice, professionalism, communication skills, empathy and compassion. Imbibing these skills are an essential element of medical education curriculum as it is desirable that students exhibit these traits when they begin medical practice. Hence deficiency in terms of exposure to physical dissection sessions can adversely affect training of medical students on a long term. Methods A literature search of relevant, peer-reviewed, published articles was undertaken from indexed databases (Medline and PubMed, Scopus, Embase, CINAHL Plus, Web of Science and Google Scholar) for this study. Results To counter the pertinent issue in online anatomy teaching program, a few measures have been suggested in this paper based on identification of actual deficit areas in terms of learning and analysis thereof. Live streaming of real time dissection, awareness sessions on human dissection, online interactive learning sessions and reflective thoughts-based exercise can contribute to building discipline independent skills in present scenario. Conclusion Incorporation and implementation of these interventions within the realm of online anatomy education programs during COVID-19 pandemic can possibly contribute towards desirable learning outcomes.
Collapse
Affiliation(s)
- Sanjib Kumar Ghosh
- Department of Anatomy, All India Institute of Medical Sciences, 3rd Floor, Academic Building, Phulwari Sharif, Patna, Bihar, 801507, India.
| |
Collapse
|
11
|
Giuliano C, Martirosov AL, Lipari M, Wilhelm S, Salinitri F, Lahiri M, Binienda J. Incorporating verbal defense into problem-based learning. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:109-115. [PMID: 33454065 DOI: 10.1016/j.cptl.2020.05.014] [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: 09/18/2019] [Revised: 03/02/2020] [Accepted: 05/29/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION The objective of this project was to evaluate the effect of adjusting the solution reporting phase of problem-based learning (PBL) while keeping core components of the pedagogy constant. METHODS A PBL course for third year pharmacy students changed delivery of the problem solution from a written format to a verbal defense. Comparisons were made between the written format and verbal defense groups. The primary outcome was the change in the motivation domain of the Motivated Strategies for Learning Questionnaire (MSLQ). Secondary outcomes included evaluation of the learning strategies domain of the MSLQ, changes in MSLQ scores within each group, exam scores, and themes identified using focus groups. RESULTS There was no difference in the change of motivation and learning domains between the groups. However, scores in both groups increased significantly from the beginning to the end of the semester for both motivation and learning. There was no difference in exam scores and facilitator confidence between groups. Themes from focus groups who used the written format were appreciation of PBL outcomes, discomfort with the pedagogy, and disconnect of assessments. Themes from the verbal format group were realism, increased confidence, and comments with course logistics. CONCLUSIONS No difference in motivation and learning was observed between the groups, although both groups improved over the course of the semester. Changes to PBL approach within the confines of the pedagogy may not impact motivation and learning.
Collapse
Affiliation(s)
- Christopher Giuliano
- Department of Pharmacy Practice, Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI, United States.
| | - Amber Lanae Martirosov
- Department of Pharmacy Practice, Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI, United States.
| | - Melissa Lipari
- Department of Pharmacy Practice, Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI, United States.
| | - Sheila Wilhelm
- Department of Pharmacy Practice, Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI, United States.
| | - Francine Salinitri
- Department of Pharmacy Practice, Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI, United States.
| | - Minakshi Lahiri
- Department of Pharmacy Practice, Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI, United States.
| | - Juliann Binienda
- Department of Family Medicine and Public Health Sciences, Wayne State University, Detroit, MI, United States.
| |
Collapse
|
12
|
|
13
|
Shimizu I, Nakazawa H, Sato Y, Wolfhagen IHAP, Könings KD. Does blended problem-based learning make Asian medical students active learners?: a prospective comparative study. BMC MEDICAL EDUCATION 2019; 19:147. [PMID: 31092243 PMCID: PMC6521359 DOI: 10.1186/s12909-019-1575-1] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2018] [Accepted: 04/24/2019] [Indexed: 05/29/2023]
Abstract
BACKGROUND Asian educators have struggled to implement problem-based learning (PBL) because students rarely discuss their work actively and are not sufficiently engaged in self-directed learning. Supplementing PBL with additional e-learning, i.e. 'blended' PBL (bPBL), could stimulate students' learning process. METHODS We investigated the effects of bPBL on tutorial group functioning (discussion, self-efficacy, self-directed learning, active participation, and tutor's perceived authority) and students' level of acceptance of the e-learning elements. We compared PBL and bPBL in a medical university in Japan. In the bPBL condition, the tutor's instructions were replaced with online materials and short quizzes. After the course, a 13-item questionnaire using a 5-point Likert scale was distributed regarding the tutorial group functioning of the tutorial group (influence of discussion, self-efficacy, self-directed learning, active participation, and tutors' authority). The mean scores of subscales were compared with analysis of covariance. Knowledge levels were measured using a pre-test post-test design. A multiple regression analysis was performed to explore the association between e-learning acceptance and the subscales related to PBL. RESULTS Ninety-six students participated in the study (PBL: n = 24, bPBL: n = 72). Self-efficacy and motivation for learning triggered by group discussions was significantly higher for students in bPBL (p = 0.032 and 0.007, respectively). Knowledge gain in test scores was also significantly better in the bPBL condition (p = 0.026), and self-directed learning related positively to the acceptance of blended learning (p = 0.044). CONCLUSIONS bPBL seemed more effective in promoting active learning and improving knowledge, without affecting tutors' authority. Implementing e-learning into PBL is suggested to be an effective strategy in the Asian context.
Collapse
Affiliation(s)
- Ikuo Shimizu
- Center for Medical Education and Clinical Training, Shinshu University, 3-1-1 Asahi, Matsumoto, 3908621 Japan
| | - Hideyuki Nakazawa
- Department of Internal Medicine II, Shinshu University, 3-1-1 Asahi, Matsumoto, 3908621 Japan
| | - Yoshihiko Sato
- Department of Internal Medicine IV, Shinshu University, 3-1-1 Asahi, Matsumoto, 3908621 Japan
| | - Ineke H. A. P. Wolfhagen
- Department of Educational Development and Research, Faculty of Health, Medicine & Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER Maastricht, The Netherlands
| | - Karen D. Könings
- Department of Educational Development and Research, Faculty of Health, Medicine & Life Sciences, Maastricht University, Universiteitssingel 60, 6229 ER Maastricht, The Netherlands
| |
Collapse
|
14
|
Fan C, Jiang B, Shi X, Wang E, Li Q. Update on research and application of problem-based learning in medical science education. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2018; 46:186-194. [PMID: 29285857 DOI: 10.1002/bmb.21105] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2017] [Accepted: 12/09/2017] [Indexed: 05/21/2023]
Abstract
Problem-based learning (PBL) is a unique form of pedagogy dedicated to developing students' self-learning and clinical practice skills. After several decades of development, although applications vary, PBL has been recognized all over the world and implemented by many medical schools. This review summarizes and updates the application and study of PBL in medical education through the literature published between 1993 and early 2017. It focuses on understanding real medical PBL courses and ways to improve PBL to achieve better learning outcomes. PBL aims to develop lifelong skills to solve practical problems rather than limiting learning to theoretical knowledge. To achieve this goal, strict and reasonable procedures need to be designed and implemented. Rigorous monitoring and timely feedback and evaluation are indispensable to constant improvements and perfecting of the process. © 2017 by The International Union of Biochemistry and Molecular Biology, 46(2):186-194, 2018.
Collapse
Affiliation(s)
- Chuifeng Fan
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Biying Jiang
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Xiuying Shi
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Enhua Wang
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| | - Qingchang Li
- Department of Pathology, College of Basic Medical Sciences of China Medical University, Shenyang 110122, China
| |
Collapse
|
15
|
Alvarez AG, Dal Sasso GTM, Iyengar MS. Persuasive technology in teaching acute pain assessment in nursing: Results in learning based on pre and post-testing. NURSE EDUCATION TODAY 2017; 50:109-114. [PMID: 28039801 DOI: 10.1016/j.nedt.2016.12.019] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2016] [Revised: 11/13/2016] [Accepted: 12/14/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Thousands of patients seek health services every day with complaints of pain. However, adequate pain assessment is still flawed, a fact that is partly related to gaps in professional learning on this topic. Innovative strategies such as the use of a virtual learning object mediated by persuasive technology in the learning of undergraduate nursing students can help to fill these gaps and to provide different ways of learning to learn. OBJECTIVE To evaluate the results in learning among undergraduate nursing students about assessment of acute pain in adults and newborns, before and after an online educational intervention. DESIGN This is a quasi-experimental, non-equivalent study using pre-and post-testing. SETTING Federal University of Santa Catarina, Brazil. PARTICIPANTS 75 undergraduate nursing students. METHODS Our study was conducted in three steps (pre-test, education intervention, post-test). Data were collected from November 2013 to February 2014. The educational intervention was performed using online access to virtual learning object about acute pain assessment, which students accessed on their mobile devices. CONCLUSION A significant difference was seen in student learning (p<0.001) in the post-test compared with the pre-test results. The students understood the importance of the topic, and were satisfied and motivated by the technology and method applied. The use of persuasive technology such as small mobile devices as mediators of online educational interventions broadens learning spaces in an innovative, flexible, motivational, and promising manner.
Collapse
Affiliation(s)
- Ana Graziela Alvarez
- Federal University of Santa Catarina, Postal Box: 5057, 88040-900 Florianópolis, SC, Brazil.
| | | | | |
Collapse
|
16
|
de Jong N, Krumeich JSM, Verstegen DML. To what extent can PBL principles be applied in blended learning: Lessons learned from health master programs. MEDICAL TEACHER 2017; 39:203-211. [PMID: 27841059 DOI: 10.1080/0142159x.2016.1248915] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
INTRODUCTION Maastricht University has been actively exploring blended learning approaches to PBL in Health Master Programs. Key principles of PBL are, learning should be constructive, self-directed, collaborative, and contextual. The purpose is to explore whether these principles are applicable in blended learning. METHODS The programs, Master of Health Services Innovation (case 1), Master Programme in Global Health (case 2), and the Master of Health Professions Education (case 3), used a Virtual Learning Environment for exchanging material and were independently analyzed. Quantitative data were collected for cases 1 and 2. Simple descriptive analyses such as frequencies were performed. Qualitative data for cases 1 and 3 were collected via (focus group) interviews. RESULTS All PBL principles could be recognized in case 1. Case 2 seemed to be more project-based. In case 3, collaboration between students was not possible because of a difference in time-zones. Important educational aspects: agreement on rules for (online) sessions; visual contact (student-student and student-teacher), and frequent feedback. CONCLUSION PBL in a blended learning format is perceived to be an effective strategy. The four principles of PBL can be unified in PBL with a blended learning format, although the extent to which each principle can be implemented can differ.
Collapse
Affiliation(s)
- N de Jong
- a Department of Educational Development and Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences , Maastricht University , Maastricht , The Netherlands
| | - J S M Krumeich
- b Department of Health, Ethics & Society, CAPHRI School for Public Health and Primary Care, Faculty of Health, Medicine and Life Sciences , Maastricht University , Maastricht , The Netherlands
| | - D M L Verstegen
- a Department of Educational Development and Research, School of Health Professions Education, Faculty of Health, Medicine and Life Sciences , Maastricht University , Maastricht , The Netherlands
| |
Collapse
|
17
|
Bridges S, Jin J, Botelho M. Technology and Group Processes in PBL Tutorials: An Ethnographic Study. ACTA ACUST UNITED AC 2016. [DOI: 10.1007/978-3-319-08275-2_3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
|
18
|
Jin J, Bridges SM. Educational technologies in problem-based learning in health sciences education: a systematic review. J Med Internet Res 2014; 16:e251. [PMID: 25498126 PMCID: PMC4275485 DOI: 10.2196/jmir.3240] [Citation(s) in RCA: 77] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2014] [Revised: 06/16/2014] [Accepted: 08/17/2014] [Indexed: 11/23/2022] Open
Abstract
Background As a modern pedagogical philosophy, problem-based learning (PBL) is increasingly being recognized as a major research area in student learning and pedagogical innovation in health sciences education. A new area of research interest has been the role of emerging educational technologies in PBL. Although this field is growing, no systematic reviews of studies of the usage and effects of educational technologies in PBL in health sciences education have been conducted to date. Objective The aim of this paper is to review new and emerging educational technologies in problem-based curricula, with a specific focus on 3 cognate clinical disciplines: medicine, dentistry, and speech and hearing sciences. Analysis of the studies reviewed focused on the effects of educational technologies in PBL contexts while addressing the particular issue of scaffolding of student learning. Methods A comprehensive computerized database search of full-text articles published in English from 1996 to 2014 was carried out using 3 databases: ProQuest, Scopus, and EBSCOhost. Eligibility criteria for selection of studies for review were also determined in light of the population, intervention, comparison, and outcomes (PICO) guidelines. The population was limited to postsecondary education, specifically in dentistry, medicine, and speech and hearing sciences, in which PBL was the key educational pedagogy and curriculum design. Three types of educational technologies were identified as interventions used to support student inquiry: learning software and digital learning objects; interactive whiteboards (IWBs) and plasma screens; and learning management systems (LMSs). Results Of 470 studies, 28 were selected for analysis. Most studies examined the effects of learning software and digital learning objects (n=20) with integration of IWB (n=5) and LMS (n=3) for PBL receiving relatively less attention. The educational technologies examined in these studies were seen as potentially fit for problem-based health sciences education. Positive outcomes for student learning included providing rich, authentic problems and/or case contexts for learning; supporting student development of medical expertise through the accessing and structuring of expert knowledge and skills; making disciplinary thinking and strategies explicit; providing a platform to elicit articulation, collaboration, and reflection; and reducing perceived cognitive load. Limitations included cumbersome scenarios, infrastructure requirements, and the need for staff and student support in light of the technological demands of new affordances. Conclusions This literature review demonstrates the generally positive effect of educational technologies in PBL. Further research into the various applications of educational technology in PBL curricula is needed to fully realize its potential to enhance problem-based approaches in health sciences education.
Collapse
Affiliation(s)
- Jun Jin
- Faculty of Education, The University of Hong Kong, Hong Kong, China
| | | |
Collapse
|