Training doctoral students in critical thinking and experimental design using problem-based learning

Abstract

Background Traditionally, doctoral student education in the biomedical sciences relies on didactic coursework to build a foundation of scientific knowledge and an apprenticeship model of training in the laboratory of an established investigator. Recent recommendations for revision of graduate training include the utilization of graduate student competencies to assess progress and the introduction of novel curricula focused on development of skills, rather than accumulation of facts. Evidence demonstrates that active learning approaches are effective. Several facets of active learning are components of problem-based learning (PBL), which is a teaching modality where student learning is self-directed toward solving problems in a relevant context. These concepts were combined and incorporated in creating a new introductory graduate course designed to develop scientific skills (student competencies) in matriculating doctoral students using a PBL format. Methods Evaluation of course effectiveness was measured using the principals of the Kirkpatrick Four Level Model of Evaluation. At the end of each course offering, students completed evaluation surveys on the course and instructors to assess their perceptions of training effectiveness. Pre- and post-tests assessing students’ proficiency in experimental design were used to measure student learning. Results The analysis of the outcomes of the course suggests the training is effective in improving experimental design. The course was well received by the students as measured by student evaluations (Kirkpatrick Model Level 1). Improved scores on post-tests indicate that the students learned from the experience (Kirkpatrick Model Level 2). A template is provided for the implementation of similar courses at other institutions. Conclusions This problem-based learning course appears effective in training newly matriculated graduate students in the required skills for designing experiments to test specific hypotheses, enhancing student preparation prior to initiation of their dissertation research.

Application of Bedside Small-group Problem-based Learning in Clinical Practice Teaching of Dermatology

“…Therefore, there is an urgent need to explore a new bedside teaching method to promote students' proactive learning. In clinical practice, active learning methods can effectively cultivate the critical thinking and problem-solving abilities of medical students for bedside PBL teaching 12 . Several previous PBL medical education studies showed some effectiveness as an instructional technique, such as, increasing students' understanding and learning interest, helping student to develop clinical problem-solving skills, improving students' satisfaction, test scores, self-learning ability and collaboration skills [13][14][15] .…”

An Analysis of Problem-Based Learning vs. Traditional Teaching among Students in Azerbaijan

“…Previous research has shown positive results on the effectiveness of PBL. Numerous studies have compared traditional teaching methods (classical lecture-based approach) with the PBL approach [26][27][28]. There are different studies that have analyzed learning outcomes and the effectiveness of PBL's application using different methods and in different contexts, such as research on the pedagogical evaluation of PBL and lecture methods in developing learners' cognitive abilities in critical thinking and experimental design [26,[28][29][30].…”

“…It emphasizes the shift from traditional didactic methods to active learning and highlights the positive impact of such an approach on students' learning and preparation for research [28]. PBL led to deeper and more meaningful learning, increased students' knowledge in their field of specialty and their satisfaction with the learning process, provided more enjoyable and active learning, increased the students' skills in carrying out their thesis projects, enhanced their autonomy and independence, and also promoted their dignity, stimulating students' cognitive development over time and enhancing student's preparation prior to the initiation of their dissertation research and their clinical thinking ability (in medical education) [10,[26][27][28][29][30].…”

“…These studies demonstrate that the PBL teaching model is more effective than the traditional teaching model regarding students satisfaction levels [26]. These studies tried to apply the main pillars of PBL through tutors; however, these researches are limited by funding and circumstances, suggesting further well-designed studies on a bigger scale are needed to confirm their findings [26,27,30].…”

The Effectiveness of Problem Based Learning Model in Improving Students' Higher Order Thinking Skills

“…Khoiriyah & Husamah, 2018;Kumar et al, 2023). In addition to the aspect of thinking ability, PBL learning also contributes positively to students' independent learning skills and positively contributes to critical thinking skills and understanding of biological concepts at the high school level (Hursen, 2021;Schaller et al, 2023).…”