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Relevant bibliographies by topics / Lecture-Based Learning (LBL)

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Academic literature on the topic 'Lecture-Based Learning (LBL)'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Lecture-Based Learning (LBL)"

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DB, Dhami, Rathore RS, Bhargava VK, et al. "STUDENT'S ATTITUDE TOWARD LBL VERSUS PBL IN PHARMACOLOGY AT NGMC, BANKE, NEPAL." International Journal of Research - Granthaalayah 5, no. 9 (2017): 244–49. https://doi.org/10.5281/zenodo.1004567.

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<strong>Background:</strong> Reviewing the teaching program at regular intervals and modifications in the teaching methodologies with understanding perceptions and opinions of medical students regarding teaching learning may prove useful in improving the teaching of pharmacology. The objective of the current study was to compare the effectiveness and to assess perception of Problem based learning (PB) and lecturer based learning (LB) in conveying the medical facts in pharmacology. <strong>Methods:</strong> A questionnaire was distributed to the students and asked to score each individual state

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Moravec, Marin, Adrienne Williams, Nancy Aguilar-Roca, and Diane K. O'Dowd. "Learn before Lecture: A Strategy That Improves Learning Outcomes in a Large Introductory Biology Class." CBE—Life Sciences Education 9, no. 4 (2010): 473–81. http://dx.doi.org/10.1187/cbe.10-04-0063.

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Actively engaging students in lecture has been shown to increase learning gains. To create time for active learning without displacing content we used two strategies for introducing material before class in a large introductory biology course. Four to five slides from 2007/8 were removed from each of three lectures in 2009 and the information introduced in preclass worksheets or narrated PowerPoint videos. In class, time created by shifting lecture material to learn before lecture (LBL) assignments was used to engage students in application of their new knowledge. Learning was evaluated by com

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Susanto, Tantut, Hanny Rasni, Latifa Aini Susumaningrum, and Rismawan Adi Yunanto. "The Comparing of Problem-Based Learning and Lecture-Based Learning on Students’ Learning Outcomes and Satisfaction for a Family Health Nursing Course." Jurnal Keperawatan Padjadjaran 10, no. 2 (2022): 134–39. http://dx.doi.org/10.24198/jkp.v10i2.2037.

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Background: Problem - Based Learning (PBL) is a method of student-centered learning. In PBL, students become centered to the learning process, whereas the teacher is the center of learning in lecture-based learning (LBL). Purpose: This study aimed to compare the effects of PBL and LBL on students’ learning outcomes and satisfaction on an undergraduate nursing course. Methods: Quasi-experimental study. Participants included 161 students from two different classes of the course; in 2013, as a control group (n = 88) and in 2014 as an intervention group (n = 73). Both groups received LBL, which is

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Tahira, Quratul Ain, Sidrah Lodhi, and Sajid Abaidullah. "Comparison of Lecture Based and Modified Team Based Learning in Achieving Cognitive Skills in Medical Education." Annals of King Edward Medical University 24, no. 1 (2018): 618–24. http://dx.doi.org/10.21649/akemu.v24i1.2338.

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Current study was designed to compare effectiveness of lecture-based and modified team-based learning in achieving cognitive skills in resident doctors.Methodology: This comparative cross sectional study was conducted on medical floor in Mayo Hospital, Lahore. Resident doctors (RDs) including house officers (HOs) and postgraduate residents (PGRs) were divided into two groups for lecture based learning (LBL) and modified team based learning (mTBL) on the topic of “health promotion and disease prevention”. All RDs undertook individual readiness assurance test (IRAT) and final (FT) tests where FT

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Zhang, Xiao-Min, Jian-Yun Yu, Yuan Yang, Cui-Ping Feng, Jing Lyu, and Shi-Lian Xu. "A flipped classroom method based on a small private online course in physiology." Advances in Physiology Education 43, no. 3 (2019): 345–49. http://dx.doi.org/10.1152/advan.00143.2018.

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A small private online course (SPOC) supports blended learning on a small scale, enabling students to have a more comprehensive and deeper learning experience. It also provides instructors with a flexible and feasible model to better understand the students’ learning needs and to supervise students’ learning behaviors. In this study, we adopted SPOC flipped classroom blended teaching in the physiology course for clinical undergraduate students of Kunming Medical University. Compared with the control group [lecture-based learning (LBL)], the SPOC flipped classroom method significantly increased

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SV, Devika, Arvind Siddapuram, Rashpinder Kaur, and Anupama Bollampally. "From Lecture-Based Learning to Problem- Based Learning: A Review on Navigating the Transformation in Engineering Education." Journal of Engineering Education Transformations 38, is1 (2024): 179–83. https://doi.org/10.16920/jeet/2024/v38is1/24229.

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Abstract— The transition from Lecture-Based Learning (LBL) to Problem Based Learning (PBL) represents a significant shift in Educational systems. Traditional LBL doesn’t have student centric approach but however, with the growing limitations in this approach educators are moving toward PBL to enable active learning, critical thinking and real world problemsolving skills. While the benefits of PBL are widely acknowledged, the challenges of implementing this pedagogical shift, particularly in terms of student acceptance and teacher adaptation, remain significant areas of concern. This paper pres

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Naz, Sameena, Bakhtiyar Ali Shah, and Akhter Zeb. "Effectiveness of Problem Based Learning versus Lecture Method among Nursing Students." Journal of Farkhanda Institute of Nursing And Public Health (JFINPH) 1, no. 01 (2021): 8–11. http://dx.doi.org/10.37762/jfinph.3.

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    OBJECTIVES: The objective of the study was to determine the effectiveness of problem-based learning (PBL) versus lecture-based learning (LBL) among nursing students of Public Sector Nursing Colleges. METHODOLOGY: A quasi-experimental study was carried out in Public Sector Nursing Colleges. Overall, 69 students of 2nd semester were included in the study. Initially, data were collected using a predesigned questionnaire. Students were randomly divided into two groups; one group were subjected to the Lecture based learning while other group were subjec

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Blondeel, Eva, Patricia Everaert, and Evelien Opdecam. "And Then There Was COVID-19: Do the Benefits of Cooperative Learning Disappear When Switching to Online Education?" Sustainability 13, no. 21 (2021): 12168. http://dx.doi.org/10.3390/su132112168.

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In the spring of 2020, the COVID-19 pandemic induced a rapid shift to online education. University instructors promptly reinvented their teaching methods and developed digital lessons. Cooperative learning has been demonstrated to surpass lecture-based learning (LBL) regarding students’ learning processes; therefore, the question arises as to whether the perks of cooperative learning still hold when switching to online education. This study examines whether the benefits of team-based learning (TBL) regarding good teaching (i.e., perceived teaching quality), satisfaction, and performance persis

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Wu, Changfan, Anran Chen, Yan Yu, Haifeng Zhao, Lingfei Hu, and Huixiang Jin. "Comparison of problem/case-based learning with lecture-based learning in the clinical teaching of ophthalmology." International Journal Of Community Medicine And Public Health 6, no. 4 (2019): 1380. http://dx.doi.org/10.18203/2394-6040.ijcmph20191363.

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Background: Few researches have focused on the effectiveness of problem/case-based learning (PCBL) method in clinical teaching of ophthalmology among undergraduate students and their evaluation feedbacks to this method. Knowledge of current different approaches of teaching clinical ophthalmology might help to achieve better learning effect. So, our aim was to compare problem/case-based learning (PCBL) with lecture-based learning (LBL) in the education of medical students and investigate the student perceptions of teaching ophthalmology by the PCBL approach.Methods: Two classes of fourth-year m

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Ye, Ting, Hong Wan, Song Cheng, et al. "Combining lecture-based and team-based learning to improve clinical immunology practice effects in the laboratory department of a teaching hospital in China." Pacific International Journal 7, no. 1 (2024): 27–32. http://dx.doi.org/10.55014/pij.v7i1.501.

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Objectives: In order to cope with the severe situation of the current COVID-19 epidemic and to provide better quality medical staffs for the Chinese medical system, as well as to promote the continuous development of clinical laboratory medicine towards standardization, normalization and technical automation. The application value of the lecture-based learning (LBL) and team-based learning (TBL) dual-track mode for internship in the clinical immunology subgroup of the laboratory department was evaluated in conjunction with the current undergraduate education mode of clinical laboratory technol

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Book chapters on the topic "Lecture-Based Learning (LBL)"

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Najjar, Hend Al, Amal Ibrahim Khalil, and Siti Awa Abu Bakar. "Nursing Students’ Critical Thinking, Problem Solving and Self Directive Learning Skills: The Effect of Problem-Based Learning (PBL) Versus Lecture Based Learning (LBL)." In Issues and Development in Health Research Vol. 5. Book Publisher International (a part of SCIENCEDOMAIN International), 2021. http://dx.doi.org/10.9734/bpi/idhr/v5/1884c.

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Reports on the topic "Lecture-Based Learning (LBL)"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abiliti

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