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About 10,000 papers for “Problem-based learning”

Problem-Based Learning

Lotti Antonella · IRIS UNIMORE (University of Modena and Reggio Emilia) · 2021

Cited by 0Open access

Problem-Based Learning

Mary Joe White, Elizabeth Amos, Kamiar Kouzekanani · Nurse Educator · 1999

Problem-based learning (PBL) as a dynamic teaching methodology was detailed in the March/April 1998 issue of Nurse Educator. In this article, the second part, an outcomes study completed to evaluate PBL as a teaching methodology for registered nurse students is described. Two qualitative and two quantitative studies were conducted and are reported in this article. The results definitely support PBL as an effective teaching strategy for nursing educators.

Cited by 73

Problem-Based Learning

Antonella Lotti · IRIS UNIMORE (University of Modena and Reggio Emilia) · 2021

Cited by 0Open access

Problem-based learning

Strategic Direction · 2024

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Problem-based learning is an educational approach that cements foundational theoretical knowledge with real-life possibilities, aligning theory and practice to allow students to gain a meaningful understanding of their future roles. Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy- to-digest format.

Cited by 3

Problem-based learning

Anielson Barbosa Da Silva, Ana Carolina Kruta de Araújo Bispo, Danilo Goncalves Rodriguez et al. · RePEc: Research Papers in Economics

Purpose - The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach - The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis. Findings - The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning. Practical implications - The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students. Originality/value - The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning.

Cited by 0

Problem-Based Learning

Anthony R. Artino · 2008

A Brief Analysis of Research on Problem-Based Learning To be successful in the workplace of the 21st century, individuals must not only have an extensive store of knowledge, but also must know how to keep that knowledge current, apply it to solve novel problems, and function as a member of a team. This modern view of the workplace has compelled many educators to rethink the ways in which students are prepared (Hmelo & Evensen, 2000). Unlike the traditional, objectivist approach to teaching that focuses on identifying the elements that the learner must know, this new, constructivist approach emphasizes the importance of learning in context. That is, it is no longer enough for learners to acquire concepts in isolation; knowledge which often remains inert. Instead, learners must develop and continually modify their understanding of the world as they interact with other learners to solve realistic problems situated in meaningful tasks (Driscoll, 2005). For many educators, problem-based learning (PBL) represents a particularly useful example of instruction that is consistent with constructivist learning principles. Problem-based learning is an instructional method in which students learn through facilitated problem solving. In PBL, students learn by focusing on a complex problem that does not have a single correct answer, and they work together in collaborative teams to identify what needs to be learned in order to solve the problem. Furthermore, learners “engage in self-directed learning and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed ” (Hemlo-Silver, 2004, p. 235). In theory, learning in PBL environments not only promotes more effective knowledge construction, but results in better learning transfer over time (Bransford, Brown, & Cocking, 2000). The purpose of this paper is to provide a brief overview and analysis of current research

Cited by 0

Problem-based Learning

Franko, Jennifer Lynne · The Research Repository @ WVU (West Virginia University) · 2018

Cited by 0

Problem-based learning

L Berkson · Academic Medicine · 1993

Log in or Register Subscribe to journalSubscribe Get new issue alertsGet alerts Enter your Email address: Wolters Kluwer Health may email you for journal alerts and information, but is committed to maintaining your privacy and will not share your personal information without your express consent. For more information, please refer to our Privacy Policy. Subscribe to eTOC Secondary Logo Journal Logo All Articles Images Videos Podcasts Blogs Advanced Search Toggle navigation Subscribe Register Login Articles & Issues Current IssuePrevious IssuesPublished Ahead-of-Print Collections Editorials of Laura Weiss Roberts, MD, MAAM Last PageCOVID-19 and Medical EducationAddressing Race and Racism in Medical EducationeBooksView All For Authors Submit a ManuscriptInformation for AuthorsLanguage Editing ServicesAuthor Permissions Journal Info About the JournalAbout the AAMCJournal MastheadSubmit a ManuscriptAdvertising InformationSubscription ServicesReprints and Back IssuesClassified AdsRights and PermissionsFor ReviewersFor MediaFor Trainees All Articles Images Videos Podcasts Blogs Advanced Search

Cited by 435

Problem-based learning

A P Somlyo · Academic Medicine · 1995

Log in or Register Subscribe to journalSubscribe Get new issue alertsGet alerts Enter your Email address: Wolters Kluwer Health may email you for journal alerts and information, but is committed to maintaining your privacy and will not share your personal information without your express consent. For more information, please refer to our Privacy Policy. Subscribe to eTOC Secondary Logo Journal Logo All Articles Images Videos Podcasts Blogs Advanced Search Toggle navigation Subscribe Register Login Articles & Issues Current IssuePrevious IssuesPublished Ahead-of-Print Collections Editorials of Laura Weiss Roberts, MD, MAAM Last PageCOVID-19 and Medical EducationAddressing Race and Racism in Medical EducationeBooksView All For Authors Submit a ManuscriptInformation for AuthorsLanguage Editing ServicesAuthor Permissions Journal Info About the JournalAbout the AAMCJournal MastheadSubmit a ManuscriptAdvertising InformationSubscription ServicesReprints and Back IssuesClassified AdsRights and PermissionsFor ReviewersFor MediaFor Trainees All Articles Images Videos Podcasts Blogs Advanced Search

Cited by 1

Problem-based learning

Anielson Barbosa Da Silva, Ana Carolina Kruta de Araújo Bispo, Danilo Goncalves Rodriguez et al. · RePEc: Research Papers in Economics

Purpose - The purpose of this paper is to present a proposal for structuring the use of problem-based learning (PBL) as an active teaching strategy and assess PBL’s implications for student learning in the undergraduate management degree program of a federal university in Northeastern Brazil. PBL can turn students into active subjects in their own learning and promote the development of decision-making abilities through the identification and analysis of real problems. Design/methodology/approach - The study follows the assumptions of qualitative research and uses the action research approach. The data were collected through reflective reports (texts freely written by students describing their experiences in a course) and through interviews. The collected material formed the basis for analysis and discussion of the results using content analysis. Findings - The results indicate that the PBL teaching strategy has positive implications for student learning in that it promotes the integration of theory and practice, which enhances the motivation to learn. The students perceived the practical aspect, teamwork and presence of an entrepreneur/manager in the PBL classes as factors facilitating learning. By contrast, teamwork and the time involved were seen as factors limiting learning. Practical implications - The use of PBL demonstrates its potential for learning through the integration of students’ cognitive, behavioral and social dimensions, fostering closer integration with the context of professional activity. The presence of entrepreneurs/managers who present real problems to be analyzed by the students in the classroom can contribute significantly to the promotion of learning and reflection by undergraduate management students. Originality/value - The results of this study reveals its originality and value to management education in Brazil because it defines a framework for the implementation of PBL as an active learning strategy in a management program, it indicates the potential of PBL for the development of students’ competencies, it increases the potential for integrating theory with professional practice and it can aid the process of training teachers as they assess the implications of PBL for student learning.

Cited by 0

Problem-Based Learning

Erik J. Stratman, John A. Dyer · Archives of Dermatology · 2002

Our website uses cookies to enhance your experience. By continuing to use our site, or clicking "Continue," you are agreeing to our Cookie Policy | Continue JAMA Dermatology HomeNew OnlineCurrent IssueFor Authors Podcast Publications JAMA JAMA Network Open JAMA Cardiology JAMA Dermatology JAMA Health Forum JAMA Internal Medicine JAMA Neurology JAMA Oncology JAMA Ophthalmology JAMA Otolaryngology–Head & Neck Surgery JAMA Pediatrics JAMA Psychiatry JAMA Surgery Archives of Neurology & Psychiatry (1919-1959) JN Learning / CMESubscribeJobsInstitutions / LibrariansReprints & Permissions Terms of Use | Privacy Policy | Accessibility Statement 2023 American Medical Association. All Rights Reserved Search All JAMA JAMA Network Open JAMA Cardiology JAMA Dermatology JAMA Forum Archive JAMA Health Forum JAMA Internal Medicine JAMA Neurology JAMA Oncology JAMA Ophthalmology JAMA Otolaryngology–Head & Neck Surgery JAMA Pediatrics JAMA Psychiatry JAMA Surgery Archives of Neurology & Psychiatry Input Search Term Sign In Individual Sign In Sign inCreate an Account Access through your institution Sign In Purchase Options: Buy this article Rent this article Subscribe to the JAMA Dermatology journal

Cited by 67

Problem-Based Learning

Henry Kiernan · English leadership quarterly · 1998

Preview this article: Problem-Based Learning, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/elq/21/1/englishleadershipquarterly1648-1.gif

Cited by 0