Skip to content
Free planNo credit card requiredStart writing
AI for Research home
AI for Research home
Dashboard
Sign inGet started

Search 250 million research papers

Read the abstract, see who wrote it and who cites it, and get the citation in APA, MLA, Chicago or Harvard.

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

Problem-based learning

Robin Philipp · Occupational Medicine · 1994

Problem-based learning Get access Robin Philipp Robin Philipp Department of Epidemiology and Public Health Medicine University of BristolWhiteladies Road Bristol BS8 2PR UK Search for other works by this author on: Oxford Academic PubMed Google Scholar Occupational Medicine, Volume 44, Issue 5, December 1994, Page 267, https://doi.org/10.1093/occmed/44.5.267 Published: 01 December 1994

Cited by 4

Problem-based Learning

Billings, Heather J · The Research Repository @ WVU (West Virginia University) · 2018

Cited by 0

Problem-Based Learning

Elizabeth Amos, Mary Joe White · Nurse Educator · 1998

Elizabeth Amos, PhD, RN, CNS, Assistant Professor in Clinical Nursing, School of Nursing, Texas Tech University Health Science Center, Lubbock, Mary Joe White, PhD, RN, CNS, Associate Professor of Nursing, Department of Systems and Technology, University of Texas-Houston Health Science Center.

Cited by 49

Problem Based Learning

And Asymetrix Toolbook, Co-edited Carmen Barth, Ole Cheltenham · 2007

Introduction Prelude to a question Question Evaluation of student's answer Yet another prelude to yet another question Yet another question Yet another evaluation ... {repeat several times} ZZzzzzzz... Wake up!! Some conclusive thoughts/scoring Sometimes a student is allowed to move back and forth to re-visit pages, but in some worst case scenarios even that isn't allowed. Instead of creating an engaging computerized multimedia-version of a book, a student has to sit through an entire program with even less navigational `tools' than he knows from reading a book. Sometimes multimedia-elements are added for no other reason than to be able to call the application an `Interactive Video Program', while it is nothing more than a "pageturner " [BEETSMA92] offering interrupted video... At the exact opposite we find

Cited by 0

Problem-based learning

Tiancheng Jonassen, David H · 2008

Theories of situated learning attempt to overcome the ill-structured nature of some domains of learning, and to use student5 ' tendencies to construct knowledge representation on context principles to real life. This study compares the effectiveness of two different lesson structures on helping students make inferences and predictions after studying a computer-based lesson of an interdepartmental information system. The two different lesson structures used were: case-based cognitive flexibility structure and concept-bated lesson structure with examples. The two groups were randomly created with 381 sophomore business student volunteers. After the lesson, participants were given a multiple choice test with 10 questions on prediction and 9 questions on inference, randomly mixed. The time the students spent on the program was recorded. After

Cited by 0

Problem Based Learning

Anette Kolmos, Mona-Lisa Dahms, Xiangyun Du · VBN Forskningsportal (Aalborg Universitet) · 2007

This report discuss Problem-Based and Project-Based Learning (PBL) as an approach to meeting the demand for the educational requirements of the next generation engineering graduates. The report is prepared as the final report of the Special Interest Group (SIG) B5 of the Erasmus Thematic Network Project TREE (Teaching and Research in Engineering Education) on ProblemBased and Project-Based Learning. In engineering education there is a shift in emphasis from professional skills to process skills. These skills include problem analysis and problem solving, project management and leadership, analytical skills and critical thinking, dissemination and communication, interdisciplinary competencies, intercultural communication, innovation and creativity, and social abilities. PBL is an instructional method that challenges students to learn to learn, working cooperatively in groups to seek solutions to real world problems. These problems are used to engage students' curiosity and initiate learning the subject matter. PBL prepares students to think critically and analytically, and to find and use appropriate learning resources. PBL is both a curriculum and a process. The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career. This report gives a survey of PBL and several best practice examples from Europe, and discusses how an institution can change to PBL. The conclusion of this report is that PBL can, regardless of discipline, enhance students' achievement of both professional skills and process skills. Therefore European higher education institutions should consider shifting to PBL. The shift to PBL cannot be accomplished as a sudden change. It should be considered as a strategic change and the necessary measures should be taken for successful completion of change.

Cited by 135

PROBLEM‐BASED LEARNING

D. C. Tosteson · Medical Education · 1994

Summary The accelerating growth and differentiation of knowledge in the sciences basic to medicine raise interesting and important issues for the future of medical education. The corpus of potentially relevant information is too large for any individual to master during the medical school years. Rather, the goal must be for each student to develop the commitment, skills and a framework of knowledge that will sustain a lifetime of learning in medicine. For example, today's students will bear witness to the complete mapping and sequencing of the human genome, bringing with it a much more sophisticated awareness of the susceptibility of each individual to environmental risks, and thus a more effective preventive medicine, and the realistic prospect of gene therapy. The power of molecular medicine brings into practical focus social, economic, legal and ethical concerns that were not long ago largely theoretical for practising doctors. These interrelated dimensions of modern medicine suggest that a specialty‐ and discipline‐dominated approach to medical education is no longer sufficient to meet the needs of future doctors. Rather, the traditional didactic pattern should be tempered by exercises that will allow students to encounter simultaneously the physical, chemical, biological, social, ethical, legal and economic aspects of actual clinical problems. Such experiences allow students the opportunity to develop the attitudes and skills necessary to solve the problems that they confront in clinical practice. This paper describes some of the problems used in the program of New Pathways of General Medical Education now in progress at Harvard University. I am grateful to the organizers of this World Summit on Medical Education for the opportunity to learn with you during the past three days. Particular thanks are due to Henry Walton, whose vision animates our deliberations.

Cited by 5

Problem-Based Learning

Jingyan Lu, SM Bridges, Cindy E. Hmelo‐Silver · Cambridge University Press eBooks · 2014

Cited by 66

Problem-based learning

Jan Gidman, Jean Mannix · 2019

This chapter discusses the perspective of two lecturers within a School of Health and social care. It provides an interesting debate about their different experiences of the nature of students and the use of problem-based learning. One of the challenges that Jan had faced when she moved to her post was the need to implement the applied sciences modules within a pre-registration nursing programme using a problem-based learning approach. Problem-based learning was originally developed within medical education, and is currently incorporated in many undergraduate medical curricula, including those in the UK. Problem-based learning as a teaching strategy has its underpinning historical influences within medical education. Problem-based learning has the potential to provide the necessary learning climate for health education. Problem-based learning was utilised as a strategy to promote discussion and for students to share their experience and knowledge. The use of problem-based learning within any curriculum has major implications for the role of lecturers.

Cited by 6

PROBLEM BASED LEARNING

Muhammad Azeem, Zubair Hassan Awaisi, Yasmeen Anwar et al. · The Professional Medical Journal · 2018

Introduction: The research for finding the most effective teaching methodis still on. The aim of current study was to find out the perceptions of dental interns after aproblem based learning (PBL) sessions on a topic of orthodontic case planning. Study Design:Experimental, Quasi study. Setting: Orthodontic Dental Section, Faisalabad Medical University.Period: 15.8.2017 to 5.2.2018. Materials & Methods: Thirty two dental interns were selectedat Orthodontic Dental Section, Faisalabad Medical University. On initial case planning sessions,baseline theoretical knowledge was provided on the topic of ‘Premolar extractions’. In betweenthe sessions dental interns were asked to answer five multiple choice questions relative to oneorthodontic case (OPG, Lateral cephalograms, Photographs) they were given. On a final caseplanning sessions, orthodontic case discussion case took place with an expert orthodontist,at the end of which dental interns were asked to rate their experiences about PBL sessionby filling questionnaire anonymously. Results: Results showed that dental interns perceivedPBL to stimulate their attentiveness, interest, and interactivity with fellow interns, motivation foradditional case study and learning efficacy. Conclusion: Perceptions of dental interns werepositive after a problem based learning attempt on a topic of orthodontic case planning.

Cited by 31Open access