Evaluation of an innovative, evidence-guided, PBL approach

Abstract

Participant responses to the change process were influenced by the perceived relevance and value of the change (e.g. benefit to student learning), which was shaped by individual beliefs and preferences (e.g. presumed purpose of PBL, relative value placed on different curriculum topics, and desire for uniform educational experience), and the wider education context (e.g. expectations of assessment). It appears that the three distinct elements must align for the changes to be received positively. We updated our PBL curriculum in response to new evidence DISCUSSION: This study describes how we updated our PBL curriculum in response to new evidence, and demonstrates the importance of communicating the pedagogic rationale behind changes, and meticulous planning, preparation and alignment, even in distant parts of the curriculum. Engaging with existing views and attitudes is an essential requirement for successful curriculum change.

Application of PBL Can Improve the Teaching Quality of Professional Degree Graduate Students in Hepatobiliary Surgery

“…For the trainees: 1) The trainees do not have a strong sense of cooperation. Most of them tend to work alone and are not good at communication (Neve, Bull, Lloyd, Gilbert, & Mattick, 2017). 2) Insufficient access to information.…”

“…2) Due to the lack of a unified standardized teaching material and teaching evaluation system that matches the PBL teaching model, the quality of teaching depends on the experience of the instructor and is unstable (Azer, 2011). 3) Most tutors have insufficient PBL teaching experience and cannot stimulate students' learning enthusiasm (Neve, Bull, Lloyd, Gilbert, & Mattick, 2017).…”

“…The implementation of PBL is often centered on clinical or research issues, and students cooperate, discuss and learn independently in groups (Grisham, Negin, Martiniuk, & Wright, 2015). So as to master the learning content, train the problemsolving ability, cultivate the students' creativity, divergent thinking, and cultivate the students' social skills and teamwork skills (Ford, 2005;Neve, Bull, Lloyd, Gilbert, & Mattick, 2017).…”

Update on research and application of problem‐based learning in medical science education

“…D'Ottavio pointed out that rational and careful thinking is needed before choosing a program like PBL . A good understanding of the status quo is necessary to change course content .…”

How to…analyse qualitative data in different ways

“…Each category offers interesting possibilities for the researcher. We outline some commonly used options below, 3,4,[11][12][13][14][15] and provide examples in Table 1. But before we discuss these, we must first consider an important distinction that arises when talking about approaches to analysis: the difference between 'method' and 'methodology' .…”