Effects of small‐group learning on the assessment of professional skills through a PBL activity

Casquero-Modrego, Núria; Andrés, A.; Iniesto-Alba, María J.

doi:10.1111/tgis.12897

Cited by 5 publications

(3 citation statements)

References 53 publications

(48 reference statements)

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“…Once students have solved a problem, PBL teaching method requires them to present their solution and results to others. This can be done through oral presentations, group discussions, or presentation of manuscripts [13][14]. Through the presentation of results, students can consolidate their learning results, improve their expression skills, and gain further learning and improvement from feedback from other students.…”

Section: Pbl Teaching Methodsmentioning

confidence: 99%

Application of Combined PBL Teaching Method in Postgraduate Oral Implantology Teaching

2023

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Oral implantology is a discipline that combines theory and practice, and its research involves many fields such as ecology, psychology, and genetics. In view of the clinical application of this subject, this article will discuss the practice of combined PBL (problem-based learning) teaching method, introduce the background and significance of this topic in detail, and analyze the current status and development trends of related research at home and abroad. Next, this article combines PBL teaching method to design a model for oral implantology teaching at the postgraduate level, and discovers problems through experimental results and actual situations. The experimental results showed that the average score of the experimental class was 89.3 points, while the average score of the control class was 74.3 points; the participation rate of the experimental class ranged from 93% to 96%, while the participation rate of students in the control group ranged from 82% to 88%. The overall performance of students in the experimental group who have been trained by PBL teaching method is better than that of students who have not been trained, which shows that this method is feasible and can improve the effect of oral implantology teaching.

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Section: Pbl Teaching Methodsmentioning

confidence: 99%

Application of Combined PBL Teaching Method in Postgraduate Oral Implantology Teaching

2023

medsc

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“…However, the literature also shows that many studies develop WebGIS for a purpose not associated with monitoring COVID-19. A total of eight papers developed geotechnologies for educational purposes [44][45][46][47][48][49][50][51]. The literature review also identified geotechnologies for public resource management [52] and tourism [53].…”

Section: International Webgis Applicationsmentioning

confidence: 99%

Geovisualization: A Practical Approach for COVID-19 Spatial Analysis

Ekel,

Laudares,

Barros

et al. 2023

Geographies

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Web Geographic Information Systems (WebGISs) were widely used to monitor COVID-19 cases and deaths during the pandemic. Furthermore, geotechnologies were also very useful in education, public management, tourism, and other areas. Although there are WebGISs with a high level of sophistication, most are simple, consisting of geovisualizers of cases, deaths, and vaccinations. This study develops a WebGIS that offers information about age, comorbidities, and tests, which can be analyzed from specific points such as hospitals, main access roads, regions, or neighborhoods. Although it is not a highly sophisticated solution, the WebGIS developed in this study is especially useful for municipal governments in developing countries like Brazil that do not have patient health data in geographic databases. The WebGIS developed in this study offers public managers essential information for developing effective public policies to combat the COVID-19 pandemic and other epidemiological phenomena such as dengue and malaria.

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“…• La implementació d'activitats pràctiques centrades en l'aprenentatge basat en problemes per fomentar la participació, la motivació, la implicació i l'aprenentatge autònom de l'alumnat en una situació en què l'autonomia dels i les estudiants és imprescindible a causa de la situació d'aïllament (Casquero-Modrego et al, 2022;Liu et al, 2022;Pereira et al, 2022).…”

Section: Investigació Recent En L'àmbit D'estudiunclassified

L'experiència acadèmica i el benestar de l'estudiantat en situació de risc en estudis STEM

Baltà Salvador

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One of the main goals of the 2030 Agenda for sustainable development is to guarantee quality education for all students, especially the most vulnerable. Engineering studies are a key element in educating and training future generations in the design and development of innovative solutions that contribute to the achievement of the Sustainable Development Goals (SDGs). However, some situations may prevent the provision of quality education for all students. This research explores two of them: (1) students who are part of minority groups, specifically foreign-born students, and (2) learning during an emergency situation. As previous literature has shown, these are two threatening contexts involving multiple factors that can have a negative impact on students, affecting their performance and academic persistence. This thesis aims to provide a better understanding of the factors that intervene in engineering students' educational experience and well-being when they find themselves in these situations to determine how the elements studied can compromise their development and prevent them from benefiting from an equitable and quality education. The research is based on three analytical-descriptive studies, two of them using cross-sectional surveys and one of them using a longitudinal survey. The questionnaires were distributed to undergraduate engineering students at the Universitat Politècnica de Catalunya · BarcelonaTech (UPC). From the data collected, descriptive and inferential statistical methods were used to perform the analysis. The results showed that the risk situations analyzed do indeed have an impact on the well-being and academic experience of the students. Among other detrimental effects, it is worth highlighting the decrease in psychological well-being, such as in students' self-esteem and the feelings of worry, discouragement, discomfort, and vigilance. The situations analyzed also have a significant impact on their learning and academic development, to the point of leading students to drop out of their studies. To address the risks to which students are exposed and mitigate their negative affect, this thesis identifies good practices and recommendations that will help academic institutions develop appropriate support systems. Un dels objectius fonamentals que planteja l’Agenda 2030 per al desenvolupament sostenible és el de garantir una educació de qualitat per a tots els i les estudiants, especialment aquells i aquelles més vulnerables. Els estudis d’enginyeria són una peça clau per tal de formar i capacitar les futures generacions en el disseny i desenvolupament de solucions innovadores que contribueixin a l’assoliment dels Objectius de Desenvolupament Sostenible (ODS). Tanmateix, hi ha situacions que poden impedir que es proporcioni una educació de qualitat per a tot l’alumnat. En aquesta recerca s’exploren dues d’elles: (1) els grups minoritaris, concretament l’estudiant nascut a l’estranger, i (2) l’ensenyament durant una situació d’emergència. Tal com exposa la literatura prèvia, es tracta de dos contextos d’amenaça en els que intervenen múltiples factors que poden tenir un impacte negatiu en l’alumnat, arribant a afectar el seu rendiment i persistència acadèmica. La present tesi té com a propòsit aportar una major comprensió dels factors que intervenen en l’experiència educativa i el benestar de l’estudiant d’enginyeria quan es troben en aquestes situacions per determinar com els elements estudiats poden comprometre el seu desenvolupament i impedir que es beneficiïn d’una educació equitativa i de qualitat. La investigació es desenvolupa a partir de tres estudis analític-descriptius, dos d’ells mitjançant l’ús d’enquestes transversals i un d’ells mitjançant una enquesta longitudinal. Els qüestionaris es van distribuir a estudiants de graus d’enginyeria de la Universitat Politècnica de Catalunya · BarcelonaTech (UPC). A partir de les dades recollides, es van utilitzar mètodes d’estadística descriptiva i inferencial per a realitzar l’anàlisi. Els resultats van mostrar que efectivament les situacions de risc analitzades tenen un impacte en el benestar i l’experiència acadèmica de l’estudiant. Entre altres efectes perjudicials, cal destacar la disminució del benestar psicològic, com per exemple en l’autoestima de l’alumnat i en els sentiments de preocupació, desànim, molèstia i vigilància. Les situacions analitzades també tenen un impacte significatiu en el seu aprenentatge i desenvolupament acadèmic, fins al punt de promoure que els i les estudiants abandonin els estudis. Per fer front als riscos als quals s’exposa l’alumnat i mitigar-ne els efectes negatius, aquesta tesi identifica bones pràctiques i recomanacions que ajudaran a les institucions acadèmiques a desenvolupar sistemes de suport adients.

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Effects of small‐group learning on the assessment of professional skills through a PBL activity

Cited by 5 publications

References 53 publications

Application of Combined PBL Teaching Method in Postgraduate Oral Implantology Teaching

Application of Combined PBL Teaching Method in Postgraduate Oral Implantology Teaching

Geovisualization: A Practical Approach for COVID-19 Spatial Analysis

L'experiència acadèmica i el benestar de l'estudiantat en situació de risc en estudis STEM

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