Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations

Chao, Chia-Ter; Tsai, Chiao-Ling; Lin, Mong-Wei; Yang, Chih‐Wei; Ho, Chao‐Chi; Chen, Huey‐Ling; Hsu, Chiun; Sheu, Bor‐Ching

doi:10.1016/j.jfma.2021.11.011

Cited by 24 publications

(36 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Overall, the data supported the notion that although there were some challenges, student engagement in the online PBL environment mirrored the high-level of engagement in the in-person classroom. Current research studies have found similar results, acknowledging both the benefits and challenges of student engagement in online PBL settings 6 .…”

Section: Student Engagementmentioning

confidence: 54%

Problem-based learning in advanced photonics manufacturing: Adapting to online delivery during a global pandemic

Massa

Dalenta

2022

Optics Education and Outreach VII

View full text Add to dashboard Cite

In 2018, Springfield Technical Community College (STCC) was awarded a $551K grant from the National Science Foundation Advanced Technological Education (NSF-ATE) program to create a new series of multimedia problem-based learning (PBL) instructional modules, referred to as PBL Challenges, in advanced photonics manufacturing in partnership with MIT's AIM Photonics Group and the photonics industry in the Northeast. Due to the COVID-19 pandemic, however, the project's professional development and classroom testing of the modules had to be adapted to an online format. A qualitative study was conducted in which participating STEM educators and photonics technician students were surveyed and interviewed to better understand (1) how and to what extent online delivery of PBL instructional materials impacted teacher and faculty adaptation, and (2) the impact of online PBL instruction on student learning outcomes. Results of the study are presented.

show abstract

Section: Student Engagementmentioning

confidence: 54%

Problem-based learning in advanced photonics manufacturing: Adapting to online delivery during a global pandemic

Massa

Dalenta

2022

Optics Education and Outreach VII

View full text Add to dashboard Cite

show abstract

“…We found that fully online students compared with face-to- and learning approach for health promotion students in a period of increased demand for online learning and teaching. 3,14,32 We found the PBL approach, together with the use of new technology can be challenging particularly for fully online students. It places additional demands on both staff and students to become familiar and confident with the process, and the technology.…”

Section: Discussionmentioning

confidence: 99%

“…Three themes emerged from the student and staff experience, these included: The PBL approach; Evolution of PBLs; and Student skills and competencies. These findings are discussed below and provide important implications for PBLs as a teaching and learning approach for health promotion students in a period of increased demand for online learning and teaching 3,14,32 …”

Section: Discussionmentioning

confidence: 99%

“…Transitioning PBL delivery to online teaching has been met by challenges for both learning efficacy and use of technology 6 . Furthermore, issues with student confidence, preparedness and engagement with the learning materials and expectations, all impact the student experience of PBLs delivered fully online 14 . A 2014 systematic review of the use of technologies in PBL curricula described a range of technologies to both supplement and deliver PBL tutorials 6 .…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A comparison of face‐to‐face and fully online problem‐based learning: Student results and staff experiences, 2014–2020

Leavy

Bona

Nelson

et al. 2022

Health Prom J of Aust

View full text Add to dashboard Cite

Issue addressed: Problem-based learning (PBL) is a student-directed pedagogy that promotes critical thinking, self-directed learning and communication skills essential for health promotion students and practitioners. This paper reports on student results, student evaluation and staff experience of PBL in the face-to-face and fully online environment in an undergraduate health sciences unit in an Australian university.Methods: A single time-point study using quantitative and qualitative administrative student data (2014-2020) and narrative reflection from teaching academics (n = 5) was undertaken. Descriptive, independent t test and bivariate analyses for student results data were conducted; an inductive approach was used to analyse qualitative data and create codes.Results: Student sample (n = 472) consisted face-to-face (n = 358, 75.8%) and online (n = 114, 24.2%) enrolments. Final Unit Mark was significantly higher for fully online students compared with face-to-face students in 2018 (P = .007) and 2019 (P = .001).

show abstract

“…Educators used creative methods such as online lectures, tutorials, and webinars to sustain the learning process whilst students stayed at home. COVID-19 transformed the education process, with the result that PBL methods were adapted for online distance learning to promote students' critical thinking skills (Chan et al, 2022;Chia et al, 2021). As discovered by Hidayati et al (2020), online tools, such as digital mind maps can enhance students' critical thinking, as well as improve knowledge dissemination.…”

Section: Pbl and Critical Thinking Skillsmentioning

confidence: 99%

Improving Critical Thinking Skills in Teaching through Problem-Based Learning for Students: A Scoping Review

Razak

Ramdan

Mahjom

et al. 2022

IJLTER

View full text Add to dashboard Cite

Critical thinking is an important skill for graduates in 21st century teaching and learning. One of the modern educational pedagogies which can be utilized by educators to inculcate students’ critical thinking skills and improve student learning effectively is the problem-based learning (PBL) approach. The Web of Science, Scopus, and ProQuest databases have been used to source published scientific literature on this topic and develop themes of critical thinking abilities in teaching through PBL for students. This study revealed four major themes and nine sub-themes with regards to critical thinking skills in teaching in relation to PBL. The major themes consisted of the learning environment, content, process, and human capital. The review revealed that most of the studies were conducted to understand critical thinking skills in problem-based learning. This study found that PBL was a major approach used in teaching students, as well as a wide range of other techniques that may develop diverse abilities, such as thinking critically and creatively, solving problems, collaborating, communicating effectively, and global literacy. This paper also highlights the challenges in developing critical thinking among students and identifies topics for further research.

show abstract

Fully digital problem-based learning for undergraduate medical students during the COVID-19 period: Practical considerations

Cited by 24 publications

References 12 publications

Problem-based learning in advanced photonics manufacturing: Adapting to online delivery during a global pandemic

Problem-based learning in advanced photonics manufacturing: Adapting to online delivery during a global pandemic

A comparison of face‐to‐face and fully online problem‐based learning: Student results and staff experiences, 2014–2020

Improving Critical Thinking Skills in Teaching through Problem-Based Learning for Students: A Scoping Review

Contact Info

Product

Resources

About