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About 10,000 papers for “Problem-based learning”
Sally Glen, Kay Wilkie · 2000
This book provides first-hand guidance for those involved in nurse education who are interested in the introduction of this exciting new strategy for teaching and learning. The suitability of problem-
Cited by 26Open access
Margaret Kiley, Gerald Patrick Mullins, Raymond Peterson et al. · Adelaide Research & Scholarship (AR&S) (University of Adelaide) · 2000
Part of a collection of documents from Leap, formerly a University of Adelaide website providing information about learning and teaching initiatives at the University, archived in PDF format 26th April 2012.
Cited by 15Open access
David Boud · Assessment & Evaluation in Higher Education · 1988
Cited by 36
Mark A. Best · 2025
Cited by 0
Frederick B. King, Hayley J. Mayall · 2002
The paper explores the formative and summative results of a problem-based, asynchronously conducted, graduate-level, educational psychology course on learning theory. EPSY was a 13-week, three credit, graduate level, educational psychology course conducted asynchronously at a distance. Multiple tools, methods, and data collection points were used in assessing this course. Data collected was both quantitative and qualitative. As part of the evaluation of this course, qualitative data was collected from the participants at two separate intervals. Two open-ended surveys were filled out, one at the midpoint of the course, and the second at course completion. EPSY was conducted over the Internet using WebCT as the technological backbone of the course and WebBoard as the primary collaborative communications tool.
Cited by 9
G.T. Balykbaeva, Anipa Tapalova, Г. М. Абызбекова et al. · Bulletin of Korkyt Ata Kyzylorda University · 2021
The resolution of problem situations under the teacher’s guidance makes students compare, generalize, analyze phenomena, and not only memorize them mechanically. The processes of advancing and resolving problem situations are an unbroken chain, since when a problem is advanced, its solution begins simultaneously, which leads to the formulation of new problems. That is, a contradictory and continuous process of new scientific concepts active cognition is carried out. We see from the experience that using the methods of problem-based learning in the lessons that they promote development of cognitive activity, creative students’ independence, the formation of their worldview, intellectual development, and as a result, the improvement of the knowledge’s quality. Today, it is necessary when learning future specialists, in addition to the implementation of existing educational state standards in this specialty, to focus on the development of their creative qualities, creative thinking, which, ultimately, will promote to the formation of highly professional competent personnel.
Cited by 0Open access
Vibeke Andersson · VBN Forskningsportal (Aalborg Universitet) · 2022
Cited by 0Open access
2008
community agree that Information must be organized and structured using ontologies that the developers can manage with meta-data. We propose a dedicated IS based on these principles. In this paper we present a case study, a conceptual model of IS and we describe the main characteristics of such an IS. This case study is representative of a collaborative learning based on Problem Based Learning Situation (PBLS) notion. Model, or rather models, take into account the static and dynamic aspects necessary for the description of learning processes: we formalize them with the UML language. Finally, we present the structural, the functional and the architectural aspects of this IS.
Cited by 0
Janc Vidic, Petra · PeFprints (University of Ljubljana) · 2013
The scope of the thesis was focused on evaluating the impact of pre-knowledge, self-efficacy and self-esteem on knowledge gained through problem-based learning. As an example of problem based learning a teaching unit “In the footsteps of crime” was used. An causal research method for pedagogical research was conducted. 85 students from three different high schools from dolenjska region participated in the study. For evaluating impact of problem based learning on knowledge gained by PBL strategy the following instruments were used: pre-test, post-test, worksheet, and questionnaires for self-efficacy and self-esteem. Results show that pre-knowledge, self-esteem and self-efficacy have a positive contribution on knowledge gained through PBL approach. Students who expressed high confidence in their capabilities achieved better results on pre-test, worksheet and post-test, but also students with week confidence in their capabilities achieved good results in filling in worksheet. No statistically significant differences in achievements were found between genders. Male and female achieved comparable results on all instruments.
Cited by 0Open access
Dyah Pitaloka · Zenodo (CERN European Organization for Nuclear Research) · 2026
Artikel ini menjelaskan tentang model pembelajaran berbasis problem based learning (PBL) pada mata pelajaran pendidikan agama islam tingkat SMA. Adapun rumusan masalah yang diangkat adalah 1). Apa saja permasalahan yang dialami siswa selama masa pembelajaran? 2). Bagaimana solusi untuk mengatasi masalah yang dialami siswa selama pembelajaran? Artikel ini ditulis menggunakan penelitian problem based learning. Adapun beberapa masalah yang dialami siswa tingkat sekolah menengah atas (SMA) meliputi berkurangnya rasa minat dalam belajar pendidikan agama islam, banyaknya gangguan selama masa belajar, siswa seringkali mengalami sulit dalam berkonsentrasi, dan juga tidak bisa menikmati mata pelajaran tertentu. Adapun solusi untuk mengatasi problem tersebut diantaranya, memperkenalkan Agama Islam lebih dalam kepada siswa sejak kecil juga merupakan salah satu cara yang dapat dilakukan dan menjadikan agama sebagai dasar dari segala sesuatu, meyakinkan siswa bahwa belajar agama itu penting adalah salah satu cara untuk menghindari masalah ini,dan juga orang tua harus bisa menunjukkan bahwa ibadah sangat penting dalam Islam orang tua juga harus memberi tahu anaknya bahwa beribadah itu penting dan wajib bagi umat Islam dengan memberikan contoh yang baik dan benar.
Cited by 0Open access
Henry Walton, Martin Matthews · Medical Education · 1989
Cited by 419
Stephanie Bull, Laura S. Sims · The Clinical Teacher · 2024
Although students expressed a desire for increased faculty-led learning on prescribing, the introduction of prescribing tasks into early-year's PBL cases has a place. For example, tasks that promote students' use of prescribing and evidence-based resources may build their confidence in using them throughout their medical degree and within the PSA assessment (where the formularies can be used by candidates).
Cited by 1Open access
Roger Thomas · Medical Education · 1997
Problem-based learning (PBL) could potentially contribute to four key objectives in the education of doctors. (1) Motivating learning. Three studies show that students studying PBL problems choose fewer topics to study than those identified by the faculty, but one study of a critical care rotation showed that students were motivated to learn over a wider range of basic science topics than had been included in the basic science curriculum. (2) Developing clinical reasoning. One study compared methods of solving problems in PBL and conventional track curricula and suggested that PBL students work backwards from clinical information to theory, while conventional curriculum students tend to reason forward from theory. One study showed that computer searches provide knowledge for helping solve some PBL problems, and another study showed that specific knowledge in emergency medicine correlated with test scores. (3) Structuring knowledge in clinical contexts. A few studies show that PBL students perform less well on basic science examinations but better on clinical examinations. Educational outcomes, however, have been assessed quantitatively mainly by the U.S. National Boards of Medical Examiners Examinations or by clinical examinations with small samples. Only one study includes a power computation to assess type II error. There are no studies that examine how much variance occurs between PBL programmes in their curricular methods and outcomes. (4) Developing self learning skills. PBL students use a much wider range and number of resources than conventional track students. There is only one study comparing the knowledge of doctors trained by PBL and conventional curricula after the doctors have been in practice for a substantial number of years, and no studies of patient outcomes. Patient outcomes need to be assessed with randomized controlled trials, and sample sizes should be determined by power computations to avoid Type II error. Four possible methods of improving PBL would be to derive national and internationally accepted PBL curricula; to organize internationally accepted and psychometrically validated methods of evaluation; to develop attitudes among students and tutors to facilitate co-operative PBL teamwork; and to teach group process diagnostic skills.
Cited by 126
Rikers, Remy · Data Archiving and Networked Services (DANS) · 2005
Cited by 0
Cathy Smith · Biochemical Education · 1996
Cited by 14
Cathy Smith · Biochemical Education · 1994
Cited by 2
Petra Janc Vidic · 2013
The scope of the thesis was focused on evaluating the impact of pre-knowledge, self-efficacy and self-esteem on knowledge gained through problem-based learning. As an example of problem based learning a teaching unit “In the footsteps of crime” was used. An causal research method for pedagogical research was conducted. 85 students from three different high schools from dolenjska region participated in the study. For evaluating impact of problem based learning on knowledge gained by PBL strategy the following instruments were used: pre-test, post-test, worksheet, and questionnaires for self-efficacy and self-esteem. Results show that pre-knowledge, self-esteem and self-efficacy have a positive contribution on knowledge gained through PBL approach. Students who expressed high confidence in their capabilities achieved better results on pre-test, worksheet and post-test, but also students with week confidence in their capabilities achieved good results in filling in worksheet. No statistically significant differences in achievements were found between genders. Male and female achieved comparable results on all instruments.
Cited by 3
Peter Thurley, Reg Dennick · Clinical Radiology · 2008
Cited by 50
Oxford University Press eBooks · 2010
Abstract Problem-based learning (PBL) has excited interest among educators around the world for several decades. Among the most notable applications of PBL is the approach taken at the Faculty of Health, Medicine, and Life sciences (FHML) at Maastricht University, the Netherlands. Starting in 1974 as a medical school, the faculty embarked on the innovative pathway of problem-based learning, trying to establish a medical training program which applied recent insights of education which would be better adapted to the needs of the modem physician. The medical school, currently part of the FHML, can be considered as an ‘established’ school, where original innovations and educational changes have become part of a routine. This book documents those findings and shares the experiences of those involved, to encourage further debate and refinement of problem-based learning in specific applications elsewhere and in general educational discussion and thought. Each chapter provides a description of why and what has been done in the Maastricht program, followed by reflection on the benefits and issues that have arisen for these developments. The final section of the book examines the application of PBL in the future, and how it is likely to develop further.
Cited by 85
Syamsidah, Syamsidah, Hamidah, Hamidah · Eprints (Universitas Negeri Makassar) · 2018
Buku Model problem based learning ini digunakan pada mata kuliah Pengetahuan Bahan Makanan, yang didalamnya membahas tentang: kerangka teori, hasil dan pembahasan, serta langkah-langkah penerapan model problem based learning
Cited by 9Open access