Barrows’ Integration of Cognitive and Clinical Psychology in PBL Tutor Guidelines

McCaughan, Kareen Lucielle

doi:10.7771/1541-5015.1318

Cited by 11 publications

(3 citation statements)

References 17 publications

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“…Authenticity is connected with its dynamic and educative character as well as its capacity to promote inquiry skills, provide a sense of freedom and form a self-directive purpose [ 55 , 56 ]. In addition, the authentic problem-solving experience is embedded in meaningful contexts because real-world practice is more suffused with complex and ill-structured problems [ 57 , 58 ]. The authentic experience should be defined and owned by the students.…”

Section: Discussionmentioning

confidence: 99%

Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research

Wang

Pang

et al. 2016

BMC Med Educ

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BackgroundMedical schools have been making efforts to develop their own problem-based learning (PBL) approaches based on their educational conditions, human resources and existing curriculum structures. This study aimed to explore a new framework by integrating the essential features of PBL and coaching psychology applicable to the undergraduate medical education context.MethodsA participatory research design was employed. Four educational psychology researchers, eight undergraduate medical school students and two accredited PBL tutors participated in a four-month research programme. Data were collected through participatory observation, focus groups, semi-structured interviews, workshop documents and feedback surveys and then subjected to thematic content analysis. The triangulation of sources and member checking were used to ensure the credibility and trustworthiness of the research process.ResultsFive themes emerged from the analysis: current experience of PBL curriculum; the roles of and relationships between tutors and students; student group dynamics; development of self-directed learning; and coaching in PBL facilitation. On the basis of this empirical data, a systematic model of PBL and coaching psychology was developed.ConclusionsThe findings highlighted that coaching psychology could be incorporated into the facilitation system in PBL. The integrated framework of PBL and coaching psychology in undergraduate medical education has the potential to promote the development of the learning goals of cultivating clinical reasoning ability, lifelong learning capacities and medical humanity. Challenges, benefits and future directions for implementing the framework are discussed in this paper.

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Section: Discussionmentioning

confidence: 99%

Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research

Wang

Pang

et al. 2016

BMC Med Educ

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“…Diantaranya adalah pembelajaran dengan Problem Based Learning (PBL) dan ekspositori. Menurut McCaughan [3], PBL adalah pembelajaran yang menggunakan masalah sebagai pembelajaran yang berguna untuk menambah pemahaman akan masalah yang ada. Keunggulan dari PBL sendiri adalah peserta didik mampu memecahkan masalah-masalah yang berada di kehidupan nyata, membangun pengetahuan sendiri melalui proses pembelajaran, lebih berfokus pada penyelesaian masalah, dan peserta didik mampu melihat konsep yang telah diajarkan secara langsung.…”

Section: Pendahuluanunclassified

Keefektifan Metode Problem Based Learning Terhadap Capaian Belajar Mata Kuliah Stokastik

Fajrina

Makhbubah

Sabila

et al. 2023

JaMES

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Proses Stokastik merupakan mata kuliah yang fundamental di Program Studi Statistika Universitas Airlangga. Penelitian ini memberikan gambaran hasil implementasi metode pembelajaran Proses Stokastik di Universitas Airlangga. Metode pembelajaran tersebut menggunakan dua metode yakni metode ekspositori berupa pembelajaran teori dan metode Problem Based Learning atau PBL berupa pembelajaran menggunakan pemahaman terhadap masalah yang ada. Penelitian ini menggunakan populasi mahasiswa Program Studi Statistika Universitas Airlangga semester lima tahun ajaran 2021/2022. Untuk teknik pengumpulan sampel menggunakan teknik purposive sampling yang terdiri dari satu kelas sebanyak 55 mahasiswa dengan perlakuan yang sama. Metode pengumpulan data dilakukan berdasarkan nilai tugas, UTS, PBL, dan UAS mata kuliah Proses Stokastik. Untuk nilai tugas dan UTS menggunakan metode ekspositori sedangkan untuk nilai PBL dan UAS menggunakan metode PBL. Selanjutnya, dianalisis menggunakan pengujian MANOVA untuk mengukur pengaruh variabel independen yang berskala kategorik terhadap beberapa variabel dependen sekaligus yang berskala data kuantitatif. Dari hasil analisis data yang dilakukan menggunakan pengujian MANOVA diperoleh hasil bahwa terdapat pengaruh metode pembelajaran yang digunakan terhadap capaian belajar mahasiswa mata kuliah Proses Stokastik.

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“…There is theoretical support for Problem-Based Learning, as well as numerous effective strategies for implementing it, but there is very little practical support for it (Marzuki dan Basariah, 2017;Mustofa & Hidayah, 2020). Finding a theoretical foundation for Problem-Based Learning in John Dewey's Constructivist approach to science education is significant (Cetin-Dindar, 2016;Lebovits & Bharath, 2019;McCaughan, 2013;Vanderstraeten, 2002;Xyst, 2016). In sum, the empirical support discovered in the literature shares only the combined support for Dewey's Constructivist philosophy as it relates to income platforms.…”

Section: Introductionmentioning

confidence: 99%

Management Development of Problem-Based Learning

Haris

2021

AIJP

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Problem-based learning has been used in high school classrooms for a long time. Despite all the theory and practical recommendations on the usefulness of problem-based learning, empirical research reveals that it primarily impacts problem-solving. Critical thinking problems and talents, but not necessarily knowledge. Various theoretical techniques, which are addressed in this work, can assist problem-based learning. After that, a detailed assessment of the empirical literature on problem-based learning is offered, focusing on its use in Informatics Technology Education classrooms. This study utilises the literature study approach to complete this study, which entails acquiring and analysing data from various sources. Existing theoretical concepts, such as problem-based learning, do not link theory with relevant research as well as new pedagogical theories. In problem-based learning, objectives and learning outcomes take precedence over time and resources. According to this study, problem-based learning will increase student learning assessment in the future.

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Barrows’ Integration of Cognitive and Clinical Psychology in PBL Tutor Guidelines

Cited by 11 publications

References 17 publications

Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research

Developing an integrated framework of problem-based learning and coaching psychology for medical education: a participatory research

Keefektifan Metode Problem Based Learning Terhadap Capaian Belajar Mata Kuliah Stokastik

Management Development of Problem-Based Learning

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