A Delphi technique to identify and evaluate criteria for construction of PBL problems

Marchais, J E Des

doi:10.1046/j.1365-2923.1999.00377.x

Cited by 47 publications

(26 citation statements)

References 13 publications

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“…Another possibility could be that the objectives and implementation of PBL curricula in Rouen University and the Polytechnic in this study are different (Des Marchais, 1999). While Des Marchais's (1999) study was conducted in a medical university, the present study was conducted in a polytechnic, which employs PBL across all modules.…”

Section: Discussionmentioning

confidence: 93%

“…Text analysis of their responses, based on semantic similarities, resulted in the identification of eleven problem characteristics. (Des Marchais, 1999;Dolmans et al, 1997;Shaw, 1976) showed that the students identified similar characteristics. Table 3 presents a comparison of students' perspectives from this study with other empirical studies (e.g., Des Marchais, 1999), and theoretical guidelines (e.g., Dolmans et al, 1997).…”

Section: Discussionmentioning

confidence: 97%

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Characteristics of Problems for Problem-Based Learning: The Students’ Perspective

Sockalingam¹,

Schmidt²

2011

Interdisciplinary Journal of Problem-Based Learning

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This study aimed to identify salient problem characteristics perceived by students in problem-based curricula. To this end, reflective essays from biomedical students (N = 34) on characteristics of good problems were text-analyzed. Students identified eleven characteristics, of which they found the extent to which the problem leads to desired learning outcomes as the most important characteristic. The extent to which the problem stimulates elaboration and the extent to which the problem promotes team effort were considered to be the least important problem characteristics. We clustered the eleven characteristics into two categories, "features" or "functions, " based on the perceived roles of the characteristics. Identification and clustering of the eleven characteristics provide a useful basis for future problem design and evaluation.Problems are considered to be one of the three key elements of problem-based learning (PBL); the other elements are students and tutors (Majoor, Schmidt, Snellen-Balendong, Moust, & Stalenhoef-Halling, 1990). Problems in PBL refer to the instructional materials presented to students to trigger their learning processes. Problems are often presented in text format, sometimes with pictures and computer simulations. They typically describe situations or phenomena set in real-life contexts, which require students to explain or resolve the presenting issues (Hmelo-Silver, 2004). The current study aimed to understand which characteristics of problems are perceived by students to be associated with good problems. While it is possible that students and problem designers may value different aspects of problems, understanding the students' perceptions will allow us to gain an insight into what motivates or helps the students to learn so that we can incorporate these characteristics in future problems to determine if students' perceptions of good problems are useful in designing problems.http://dx.doi.org/10.7771/1541-5015.1135 Characteristics of Problems for Problem-Based Learning 7• volume 5, no. 1 (Spring 2011)In PBL, students follow the seven-step model to explain or resolve a problem (Schmidt, 1983). In this approach, students first discuss and analyze the problem in groups. This leads to the generation of several issues or topics that require exploration. Students then use these unresolved issues or topics as guidelines for their self-directed learning activities. During the period of self-directed learning, students find more information to answer or solve the problem. Following that, they reconvene, present to one another, and compile the information gathered. This results in integration of their new knowledge in the context of the problem (Hmelo-Silver, 2004).As problems initiate students' learning processes, the quality of problems can be postulated to be crucial for students' learning. To investigate this and examine the relationships among the various elements of PBL, Gijselaers and Schmidt (1990) asked students in a PBL curriculum to rate 1) the quality of problems, 2) the ...

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Section: Discussionmentioning

confidence: 93%

Section: Discussionmentioning

confidence: 97%

Characteristics of Problems for Problem-Based Learning: The Students’ Perspective

Sockalingam¹,

Schmidt²

2011

Interdisciplinary Journal of Problem-Based Learning

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“…14 This technique has successfully yielded assessment criteria for professional behaviors, 15 problem-based learning, 16 and procedural skills 17 in the health professions education context. Since assessment of CR in the OMPT certification process is a phenomenon of interest with broad applications in all 22 IFOMPT MO, the modified Delphi approach enabled us to access the opinions of a geographically diverse group of OMPT experts relevant to our study purpose.…”

Section: Methodsmentioning

confidence: 99%

Establishing assessment criteria for clinical reasoning in orthopedic manual physical therapy: a consensus-building study

Yeung

Woods

Dubrowski

et al. 2013

Journal of Manual & Manipulative Therapy

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Objectives: Clinical reasoning (CR) represents one of the core components of clinical competence in Orthopaedic Manual Physical Therapy (OMPT). While education standards have been developed to guide curricular design, assessment of CR has not yet been standardized. Without theory-informed and rigorously developed measures, the certification of OMPTs lacks credibility and is less defensible. The purpose of this study was to use a theory-informed approach to generate assessment criteria for developing new assessment tools to evaluate CR in OMPT. Methods: A list of assessment criteria was generated based on international education standards and multiple theoretical perspectives. A modified Delphi method was used to gain expert consensus on the importance of these assessment criteria for the assessment of CR in OMPT. The OMPTs from 22 countries with experience in assessing CR were invited to participate in three rounds of online questionnaires to rate their level of agreement with these criteria. Responses were tabulated to analyze degree of consensus and internal consistency. Results: Representatives from almost half of the OMPT member organizations (MO) participated in three rounds of the Delphi. High levels of agreement were found among respondents regarding the importance and feasibility of most assessment criteria. There was high internal consistency among items within the proposed item subgroupings. Discussion: A list of assessment criteria has been established that will serve as a framework for developing new assessment tools for CR assessment in OMPT. These criteria will be important for guiding the design of certification processes in OMPT as well as other episodes of CR assessment throughout OMPT training.

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“…Variations on the Delphi method have been reported-increasing the rounds from 2 to 5 and varying the number of participants in each round [9]. The size of groups in the Delphi method ranges from 7 to 350 people [10]; however, the most effective expert panel size is 10 to 15 members [11].…”

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confidence: 99%

How to Set an Educational Goal

Huh

2011

Korean J Med Educ

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Purpose: The aim of this study was to set the school-level educational goals and objectives, based on the needs analysis, by modified Delphi method. Methods: A needs analysis and workshops were performed to establish educational goals and objectives. The needs analysis comprised 3 rounds of questionnaires and a panel and reference group that compared the results. Various workshops were held to set, outline, develop, and promote the educational goals and objectives and perform a satisfaction survey. Results:In the needs analysis, we identified 8 keywords for 'ends' and 12 for 'means' with regard to educational goals and 25 keywords for educational objectives, which were summarized in 5 factors (categories). There were significant differences between the panel and reference groups. Through the workshops, we established new educational goal and objectives that met with high satisfaction among members. Conclusion:The developmental process with which the educational goals and objectives were established through a needs analysis and workshops was effective, efficient, and supportive in medical education.

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A Delphi technique to identify and evaluate criteria for construction of PBL problems

Abstract: Judges from a school just having implemented PBL, found that Reasoning and Autonomy are the most important criteria for constructing PBL problems.

Cited by 47 publications

References 13 publications

Characteristics of Problems for Problem-Based Learning: The Students’ Perspective

Characteristics of Problems for Problem-Based Learning: The Students’ Perspective

Establishing assessment criteria for clinical reasoning in orthopedic manual physical therapy: a consensus-building study

How to Set an Educational Goal

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