Problem-Based Learning: Teaching Skills for Evidence-Based Practice

Visconti, Colleen F.

doi:10.1044/ihe13.1.27

Cited by 22 publications

(22 citation statements)

References 8 publications

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“…Consequently, one common recommendation among EBP educators is to use problem-based learning or active learning to provide students with multiple and repeated opportunities to apply the EBP model to practice in real settings with real or realistic clients (Gibbs, 2003;Sackett, Straus, Richardson, Rosenberg, & Haynes, 2000;Shlonsky & Gibbs, 2004;Visconti, 2010). This recommendation is also aligned with the goals of adult learning theory, which suggest that adult students benefit from making connections between the content they are learning, what they know, and real-world, applied experiences that are relevant and can transfer to their future endeavors and professional goals (Knowles, Holton, & Swanson, 2005).…”

Section: Ebp In Social Work Education and Trainingmentioning

confidence: 99%

Social Work Field Instructors’ Views and Implementation of Evidence-Based Practice

Parrish¹,

Oxhandler

2015

Journal of Social Work Education

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This article presents the results of a cross-sectional study of social work field instructors' views of and implementation of the evidence-based practice (EBP) process and compares their responses with non-field instructors. A total of 688 National Association of Social Workers/Texas members (107 of which were field instructors) anonymously responded to an online administration of the EvidenceBased Practice Process Assessment Scale-Short. The results suggest generally positive attitudes among field instructors and high levels of familiarity but lower levels of perceived feasibility and engagement in the EBP process. In addition, field instructors and non-field instructors did not differ significantly across the 4 subscales or overall orientation toward the EBP process. Implications and future steps for social work education are discussed.

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Section: Ebp In Social Work Education and Trainingmentioning

confidence: 99%

Social Work Field Instructors’ Views and Implementation of Evidence-Based Practice

Parrish¹,

Oxhandler

2015

Journal of Social Work Education

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“…Students in the present study agreed that by actively participating into their own investigation of a problem scenario and learning of materials, they have developed important skills of critical thinking, clinical decision making, life-long learning, and problem solving. With the ever-expanding knowledge in the field of SLP, the training students received in terms of generating research-based questions, looking for and evaluating information, revising original perspectives, and sharing newfound information with peers is the same process clinicians use in evidence-based practice (Visconti, 2010).…”

Section: Discussionmentioning

confidence: 99%

Students’ perceptions of using Problem-Based Learning (PBL) in teaching cognitive communicative disorders

Kong

2013

Clinical Linguistics & Phonetics

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Problem-Based Learning (PBL) is an educational model that is characterized by student-centered learning and classroom discussion using clinically based problems. This study examines students' perceptions of PBL as an alternative approach of learning in speech-language pathology and investigates if these perceptions change over time as a function of students' learning experience with PBL. Written reflections by 96 graduate-students in a graduate elective course on cognitive-communicative disorders were analyzed using content analysis. Common words or phrases in each reflection paper were identified, grouped and coded into consistent themes. Percentage changes of these themes across a semester were also followed. A total number of 883 positive and 165 negative comments were identified. Thirteen positive and seven negative themes relative to students' perception of the inclusion of PBL were yielded. The advantages of PBL were found to outweigh its disadvantages. Moreover, accumulated experience with this approach was found to eliminate some initial perceived drawbacks about PBL. The extra efforts to engage students in interactive discussion as well as higher order critical thinking and knowledge application were acknowledged through student feedback. Future studies should investigate how PBL can be of greater use in other areas in communication sciences and disorders.

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“…Experiential curriculum is designed to have several integrated theme-based units for the students to develop the skills they need to complete real-world experiences in the community through projects and internships (Hmelo-Silver, 2004;Visconti, 2010). This approach to experiential learning helps students develop lifelong learning skills (Hmelo-Silver, 2004).…”

Section: Experiential Learningmentioning

confidence: 99%

“…Experiential learning instructional models centers students learning about real-world problems that can have multiple solutions (Hmelo-Silver, 2004;Visconti, 2010). Experiential curriculum is designed to have several integrated theme-based units for the students to develop the skills they need to complete real-world experiences in the community through projects and internships (Hmelo-Silver, 2004;Visconti, 2010).…”

Section: Experiential Learningmentioning

confidence: 99%

Relevance, Rigor, and Relationships: Student Perceptions Following Participation in an Integrated Experiential Zoo-Based Academic High School Science Program

Mulkerrin¹,

Hill²

2013

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The purpose of this survey study was to compare students' measured Likert scale perceptions of posttest school climate survey, relevance, rigor, and relationships domain scores following 11th-and 12th-grade participation in either an integrated experiential zoo-based academic high school science program (n = 18) or a same school district integrated experiential school-based academic high school science program (n = 18). Science coursework delivery site served as the study's independent variable. ACT composite scores and science grade point average scores were equivalent for students participating in both science programs. Students participating in the zoo-based experiential academic high school science program completed real world, hands-on projects on-site at a nationally recognized zoo while same school district control group students participating in the integrated experiential school-based academic high school science program completed matched curriculum, real world, simulated projects in their classrooms. Students who completed the integrated experiential zoo-based academic high school science program compared to control group students had statistically greater posttest Likert scale perceptions of program relevance where independent t(34) = 4.13, p = .0002 (two-tailed), ES = 1.410; program rigor t(34) = 3.66, p = .0008 (two-tailed), ES = 1.237; and program relationships t(34) = 4.98, p < .0001 (two-tailed), ES = 1.690. The importance of these powerfully held beliefs for students' successful participation in their future science studies is discussed.

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Problem-Based Learning: Teaching Skills for Evidence-Based Practice

Cited by 22 publications

References 8 publications

Social Work Field Instructors’ Views and Implementation of Evidence-Based Practice

Social Work Field Instructors’ Views and Implementation of Evidence-Based Practice

Students’ perceptions of using Problem-Based Learning (PBL) in teaching cognitive communicative disorders

Relevance, Rigor, and Relationships: Student Perceptions Following Participation in an Integrated Experiential Zoo-Based Academic High School Science Program

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