Critical Thinking and PBL: What, Why and How?

Conway, Jane; McMillan, Margaret

doi:10.24313/jpbl.2018.5.1.1

Cited by 3 publications

(1 citation statement)

References 8 publications

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“…Woodham et al (2015) observed that students who engaged in video-assisted PBL faced difficulties identifying problems from the presented data, showed a reduced ability to evaluate and resolve clinical problems, and spent more time interpreting clinical scenarios. In contrast, Conway and McMillan (2018) found that video-assisted case delivery improved critical thinking significantly more than did text-assisted case delivery. Although these studies are not directly comparable because of the heterogeneity in study design and lack of specific application guidelines, they do indicate a need for developing evidence-based guidelines for multimedia video-assisted PBL programs to enhance students' ability to recognize relevant data and strengthen critical thinking skills.…”

Section: Discussionmentioning

confidence: 67%

Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing Students

Yang¹,

2023

Journal of Nursing Research

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BackgroundThe text-assisted problem-based, methods traditionally used to teach nursing students cannot adequately simulate holistic clinical situations and patient symptoms. Although video-assisted, problem-based learning methods combined with text have shown positive results in terms of improving comprehension and cognitive abilities, some studies have shown these methods to be inferior to text-assisted methods in terms of promoting deep critical thinking in medical students.PurposeThis study was designed to assess the benefits in nursing education of video-assisted, problem-based learning using online multimedia technologies compared with text-assisted, problem-based learning using traditional face-to-face classes.MethodsA quasi-experimental, nonequivalent control group, preintervention-and-postintervention design was used. The experimental group (n = 31) received video-assisted, problem-based learning materials with multimedia technologies (video scenarios, Google Docs worksheets, Google slides, Zoom cloud meetings, and e-learning management system) and weekly online lectures (100 minutes) for 4 weeks. The control group (n = 35) received text-assisted, problem-based learning materials with traditional face-to-face classes and weekly lectures (100 minutes) for 4 weeks. The study data were analyzed using chi-square, Fisher's exact, and independent t tests as well as analysis of variance.ResultsAt posttest, learning motivation (t = 3.25, p = .002), academic self-efficacy (t = 2.41, p = .019), and self-directed learning (t = 3.08, p = .003) were significantly higher in the experimental group than in the control group.Conclusions/Implications for PracticeVideo-assisted, problem-based learning using multimedia technologies was shown to be effective in increasing learning motivation, academic self-efficacy, and self-directed learning in nursing students. These findings have implications for the development and planning of contactless classes in response to the coronavirus pandemic. Notably, no intergroup differences were found in terms of problem-solving skills. Future studies should include in-depth reviews and assessments of the difficulties faced in producing problem scenarios as well as the methods of instruction.

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Section: Discussionmentioning

confidence: 67%

Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing Students

Yang¹,

2023

Journal of Nursing Research

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Reflections on Critical Thinking in the Nursing Process and Japanese Nurse Education

Ito

Murakami

Ono

et al. 2021

J Probl Based Learn

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Critical Thinking and Metacognition: Processes and Outcomes within the Learning Cycles

McMillan

Little

Yoon

et al. 2022

J Probl Based Learn

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Over the last two decades policy developers across the world have set directions for educational change in pursuit of graduate outcomes that better prepare professionals for the future. Suggestions for radical change in educational practices has meant a need to revisit curricula to question the extent to which graduate outcomes are consistent with contemporary population and workplace needs. Discussion has centred on more process-oriented educational design that aims for learning outcomes especially those acknowledging a need for critical thinking and metacognition as a graduate outcome for professionals. A contextual appraisal of contemporary workplaces i) reveals a need for changes in systems and processes and ii) suggests a need for change in professional practices that in turn impact on educational preparation for practice eg i) movement towards student-centered educational design and ii) encouraging values consistent with ongoing learning in dynamic workplaces. It is the authors' opinion that educators are at risk of minimising learning processes that lead to critical thinking and metacognition. We suggest that where processes are introduced in learning events, assessment/evaluation tasks have not provided evidence of outcomes consistent with curriculum aims. In the future, curriculum renewal should include interrogation of appropriate assessment tasks that provide evidence of outcomes that reflect ability to think critically and reflect on processes in a manner consistent with metacognition. Research that focusses on the nature and extent of those outcomes is also warranted.

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Critical Thinking and PBL: What, Why and How?

Cited by 3 publications

References 8 publications

Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing Students

Video-Assisted Versus Traditional Problem-Based Learning: A Quasi-Experimental Study Among Pediatric Nursing Students

Reflections on Critical Thinking in the Nursing Process and Japanese Nurse Education

Critical Thinking and Metacognition: Processes and Outcomes within the Learning Cycles

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