A Bibliometric Analysis of the Landscape of Problem-Based Learning Research (1981–2021)

Zhang, Fan; Wang, Hui; Bai, Yan; Zhang, Huachun

doi:10.3389/fpsyg.2022.828390

Cited by 8 publications

(5 citation statements)

References 33 publications

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“…Most of the articles were published between 2015 and 2022, with a noticeable increase in publishing beginning in 2005. This outcome is generally in line with the findings of the investigations carried out in the past (Karakus et al, 2019;Zhang et al, 2022). The Netherlands, Germany, and Turkey were the top three most productive countries with the Netherlands creating the most articles.…”

Section: Discussionsupporting

confidence: 87%

Bibliometric review of articles related to context-based learning in science education

Fayzullina,

Zakirova,

Dobrokhotov

et al. 2023

EURASIA J Math Sci Tech Ed

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This study provides a bibliometric study of publications on context-based learning in science education to give readers a better understanding of the current state of the field’s research. The major goal of this study is to provide bibliometric information on articles on context-based learning in science education published in periodicals listed in the Scopus Database between 2005 and 2023. A bibliometric analysis based on seven categories–number of articles and citations per year, most influential countries, most productive authors, most significant affiliations, funding institutions, and subject areas was performed on the information gathered from publications scanned and published within the study’s parameters. Network diagrams and bibliometric analyses were produced using the Scopus Database. The year in which the most articles were published is 2022. The top three most productive countries were the Netherlands, Germany, and Turkey, respectively. The number of citations to papers included in the Scopus Database grew steadily, reaching its peak in 2022 with 410 citations. Pilot, A., who published 13 times, was the most productive author on this subject. Most publications are affiliated with Universiteit Utrecht, Freudenthal Institute and Technische Universiteit Eindhoven. Horizon 2020 framework program was the top funding source in terms of articles published. Additionally, it was examined how the publications were distributed by subject. The publications’ respective topic areas were social sciences and computer sciences. This study offers a global view of context-based learning in science education as well as a vision for future research.

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Section: Discussionsupporting

confidence: 87%

Bibliometric review of articles related to context-based learning in science education

Fayzullina,

Zakirova,

Dobrokhotov

et al. 2023

EURASIA J Math Sci Tech Ed

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“…This study demonstrated that the MW-PBL-FC instructional model signi cantly improved learning outcomes in BMB courses and enhanced learning outcomes effectively. This is consistent with the ndings of similar studies conducted previously (Chen, Y., et al,2022;Zhang, F., et al,2022;Zhang, X., et al,2023;Qutob H.,2022;Li, Z., et al,2022;Gopalan C.,2019;. Obviously, the quality of the network, teacher-student interaction, and the instructor's power factor(Gopalan C.,2019) may also affect learning performance; however, this study does not address these variables and will be investigated in greater depth in future work.…”

Section: Comparison Of the Performance Of Mw-pbl-fc Teaching Model Im...supporting

confidence: 87%

“…Teachers and students can useWeChat to communicate instantly, answer questions, and share resources(Ma, R., et al,2023;Huang X.,2019) to compensate for the shortcomings of the MOOC.PBL is student-centered, which brings into play students' independence and active participation in learning, develops students' teamwork and communication skills, fosters critical thinking and the ability to analyze and solve problems, improves students' creative thinking skills, and promotes the integration of professional knowledge with clinical practice(Zhang, F., et al,2022;Zhang, X.,et al,2023) In addition, it exercises students' expression skills, develops students' clinical thinking, and improves students' teamwork skills(Zhang,X.,et al,2018;Zheng G,et al,2023;Wang Y. et al,2023;Zhang G.J.,2023; Zou H.,2022;Du W.,et al,2022,Zhang Y.F., et al,2022). However, PBL-centric approaches do not always allow students to grasp the key contents, or aid in the intervention, management, and assessment of teachers, etc.…”

mentioning

confidence: 99%

A Practical Study on Improving the Teaching Quality of Biochemistry and Molecular Biology: A Combined Online and Offline Teaching Model of MW- PBL-FC

Yang

YANG

ZHANG

et al. 2023

Preprint

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Objective: To investigate the impact of "MOOC + WeChat platform + PBL + flipped classroom" online-and-offline hybrid teaching mode (MW-PBL-FC) on the enhancement of Biochemistry and Molecular Biology (BMB)teaching quality. Methods: A total of 1545 students studying clinical medicine and preventive medicine in a university during 2019–2021 into groups A and B. The first half of the course refers to introduction to amino acid metabolism,In group A's classroom, the first half of the course was taught using the "MW-PBL-FC" mode, while group B was taught using the lecture-based learning mode (LBL). The second half of the course (molecular biology and clinical biochemistry, or "second half") was taught using the exchange method. "MW-PBL-FC" and "LBL" modes were compared in terms of student satisfaction, learning attitude, and academic performance. Results: ① The student satisfaction survey revealed that the satisfaction rate and satisfaction score of the MW-PBL-FC group were greater than those of the LBL group (p<0.001), regardless of whether the first or second half of the course was taught; ② Based on the evaluation of learning attitude, the improvement rate and total score of the MW-PBL-FC group were significantly higher than those of the LBL group (p<0.001).. After the first half of teaching, the learning attitudes of both groups improved, but the improvement of the MW-PBL-FC group was more pronounced, with a significant difference between the two groups (p<0.001). There was also a significant difference between the two groups during the second half of teaching (p<0.001);③ The overall average score, basic average score, comprehensive average score, and excellent rate of the MW-PBL-FC group were all higher than those of the LBL group (p<0.001), whereas the failure rate was lower (p<0.001). Conclusion: The MW-PBL-FC online-and-offline hybrid teaching mode significantly improved BMB teaching quality, Change thelearning attitude.

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“…The rapid development of the educational environment has greatly affected medical education and traditional teaching models can no longer fully meet the medical students' learning needs 9 . PBL is a new trend in medical education in recent years, but there many obstacles and challenges that face the implementation of problem-based learning in many medical schools 10 . Practice is an effective learning pathway for improving clinical skills of medical students 11 .…”

Section: Discussionmentioning

confidence: 99%

Application of Bedside Small-group Problem-based Learning in Clinical Practice Teaching of Dermatology

Tang,

Wang,

Shen

et al. 2024

Preprint

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Background and aims The problem-based learning (PBL) teaching model has significant advantages in inspiring and improving clinical thinking among medical students. Bedside teaching has always been regarded as one of the ideal clinical teaching modes. The aim of this study is to investigate the effects of bedside small-group PBL on dermatologic teaching in medical students. Methods Fifty interns (undergraduates) were randomly divided into the study and control groups. The study group received bedside PBL teaching while the control group received traditional bedside teaching. The teaching effectiveness of the two groups was evaluated by the computer-based case simulations (CCS), the mini clinical evaluation exercise (mini-CEX) and students’ satisfaction surveys. Results The average CCS score of the study group was significantly higher than that of the control group (P < 0.05). For the mini-CEX, the medical interviewing skills, clinical judgment, counseling skills, organizational efficiency and overall clinical competence in study group significantly higher than those of the control group (P < 0.05). The overall satisfaction, stimulation of active learning, improvement of clinical skills, facilitation of counseling skills and enhancement of teamwork were higher than those of the control group (P < 0.05). Conclusion The bedside small-group PBL teaching model can not only stimulate the actively learning for undergraduates, but also improve their clinical reasoning, counseling skills and overall clinical competence, which can be served as a training system of dermatological clinical practice for medical undergraduates.

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A Bibliometric Analysis of the Landscape of Problem-Based Learning Research (1981–2021)

Cited by 8 publications

References 33 publications

Bibliometric review of articles related to context-based learning in science education

Bibliometric review of articles related to context-based learning in science education

A Practical Study on Improving the Teaching Quality of Biochemistry and Molecular Biology: A Combined Online and Offline Teaching Model of MW- PBL-FC

Application of Bedside Small-group Problem-based Learning in Clinical Practice Teaching of Dermatology

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