Innovations in Problem-based Learning: What can we Learn from Recent Studies?

Mamede, Sílvia; Schmidt, Henk G.; Norman, Geoffrey R.

doi:10.1007/s10459-006-9018-2

Cited by 71 publications

(47 citation statements)

References 22 publications

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“…Others argue, however, that the effectiveness and sustainability of students' retained knowledge using a PBL approach compared to a conventional curricula have not been sufficiently tested and no firm conclusions can yet be drawn [19,20]. Some systematic reviews on the effectiveness of PBL [21,22] conclude that the existing literature provides inadequate or equivocal evidence about the effectiveness of PBL.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

D’Eon¹,

Proctor²,

Cassidy³

et al. 2010

JRIPE

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Background: Interprofessional education (IPE) holds great promise in continuing to reform the management of complex chronic conditions such as HIV/AIDS, and Problem-based Learning (PBL) is a suitable format for IPE. This study aimed to evaluate the effectiveness of a large scale, compulsory interprofessional PBL module on HIV/AIDS education. In 2004, 30 physical therapy and 30 medical students at the University of Saskatchewan engaged in the HIV/AIDS PBL module. By 2007 over 300 students from seven healthcare programs were involved.

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Section: Introductionmentioning

confidence: 99%

Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

D’Eon¹,

Proctor²,

Cassidy³

et al. 2010

JRIPE

View full text Add to dashboard Cite

show abstract

“…Problem-based learning (PBL) has been utilized in medical education for nearly a half-century, in order to provide a more student-centered learning environment compared to the traditional lecture-based curricula (Barrows, 1996); and although results are mixed, some research indicates that PBL is an effective means of promoting long-term retention and skill-oriented application (Mamede, Schmidt, & Norman, 2006;Strobel & van Barneveld, 2009). In the typical PBL environment, groups of students work collaboratively to address a meaningful problem over several tutorial sessions, and learning occurs through the exchange of possible solutions with peers and with the guidance of a tutor (Barrows, 1996;Loyens, Magda, & Rikers, 2008).…”

Section: Problem-based Learning and Calibrated Peer Reviewmentioning

confidence: 99%

“…Therefore, the motivational and learning consequences of CPR might vary from those typically occurring with PBL. However, since there is increasing interest in flexible learning environments and electronic platforms that have virtues in the ability to track and assess individual progress (Anderson, Mitchell, & Osgood, 2008), the CPR environment may address a current limitation of traditional PBL techniques (Mamede et al, 2006). Therefore, further exploration into process-oriented environments such as CPR hold particular promise for researchers and educators interested in PBL.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

Abercrombie¹,

Parkes²,

McCarty³

2015

Interdisciplinary Journal of Problem-Based Learning

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This study investigates the ways in which medical students' achievement goal orientations (AGO) affect their perceptions of learning and actual learning from an online problem-based learning environment, Calibrated Peer Review tM . First, the tenability of a four-factor model (Elliot & McGregor, 2001) of AGO was tested with data collected from medical students (N = 137). Then, a structural regression model relating the factors of AGO to students' perceptions of grading fairness, judgments of learning, and scoring accuracy was tested. The results indicate that student engagement and success in diagnosing a patient's presentation using a peer feedback-rich web-based PBL environment is somewhat dependent on student motivation. Theoretical and practical implications, in terms of problem-based learning environments in medical education, are discussed.Keywords: medical education, achievement goal orientation, mastery goals, performance goals, judgments of learning, grading fairness, PBL, patient notes, structural equation modeling, Calibrated Peer Review IntroductionThe motivation for learning in problem-based learning (PBL) has been well researched at the level of the tutorial group where students are motivated to learn by interactive discussion of an interesting problem (Dolmans & Schmidt, 2006). This study looks at individual motivation to achieve in a PBL setting using an electronic learning platform. Calibrated Peer Review tM (CPR) is a web-based, writing-centered learning and peer-evaluation system that can be adapted for use in any discipline (Chapman & Fiore, 2001). The use of CPR in the current study engaged students in the learning processes characteristic of problem-based learning (PBL), including providing an authentic simulated experience modeling professional practice with high-fidelity, engagement in ill-defined problem solving, and reflection (Barrows, 1996). CPR is an example of how PBL can be used in an online context; additionally, since it provides an electronic record, it has the potential to provide insight into both the learning processes and achievement outcomes of PBL.In this study, CPR was used for medical students' note writing about patients during an Objective Structured Clinical Exam (OSCE). Research suggests that the way that students approach PBL environments might be affected by motivational characteristics, such as achievement goal orientation (Crommelinck & Anseel, 2013;Scott, 2014; teunissen et al., 2009). The purpose of this investigation was to test whether achievement goal orientation is predictive of motivational and learning processes occurring during CPR cases, including perceptions of grade fairness, judgments of learning, and scoring accuracy. Problem-Based Learning and Calibrated Peer ReviewProblem-based learning (PBL) has been utilized in medical education for nearly a half-century, in order to provide a more student-centered learning environment compared to the traditional lecture-based curricula (Barrows, 1996); and although results are mixed, some research indicates th...

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“…Além disso, tem o papel de promover a ativação de conhecimento prévio, mudar conceitos e colaborar para a construção de conhecimento, mas isto só ocorre com o envolvimento do tutor. Usar a experiên-cia pessoal dos estudantes na prática clínica nos problemas do grupo pode conduzi-los a uma melhor interpretação individual dos problemas 13 .…”

Section: "Acho Que Eu Copiei Isso Dos Docentes Como Eles Pensavam Cunclassified

O processo de ensino e aprendizagem do raciocínio clínico pelos estudantes de medicina da Universidade Estadual de Londrina

Fornaziero

Gordan

Garanhani

2011

Rev. bras. educ. med.

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Um dos aspectos mais relevantes nas atuais discussões sobre ensino, e de grande impacto na prática clínica, é a forma como os médicos elaboram o raciocínio clínico. Esta pesquisa teve como intuito compreender o processo de raciocínio desenvolvido pelos estudantes do curso de Medicina da Universidade Estadual de Londrina, identificando o processo de ensino-aprendizagem do raciocínio clínico, sua concepção e as dificuldades que emergem de seu processo de aprendizagem. Trata-se de uma pesquisa com abordagem qualitativa, cuja amostra foi formada por 16 internos do sexto ano de Medicina. Os participantes da pesquisa foram entrevistados sobre a concepção e o processo de ensino-aprendizagem do raciocínio clínico, e o resultado foi avaliado por análise de discurso. O processo de ensino-aprendizagem do raciocínio trata dos aspectos relatados pelos estudantes: o docente como modelo profissional, a importância da comunicação no atendimento clínico e as condições favoráveis ao aprendizado. A apropriação do aprendizado do raciocínio clínico abrangeu as dificuldades e os significados expressos de raciocínio clínico pelos entrevistados. A análise qualitativa forneceu dados que podem levar a compreender melhor esse processo de raciocínio.

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Innovations in Problem-based Learning: What can we Learn from Recent Studies?

Cited by 71 publications

References 22 publications

Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

Evaluation of an Interprofessional Problem-based Learning Module on Care of Persons Living with HIV/AIDS

Motivational Influences of Using Peer Evaluation in Problem-Based Learning in Medical Education

O processo de ensino e aprendizagem do raciocínio clínico pelos estudantes de medicina da Universidade Estadual de Londrina

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