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

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

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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Lin, Wei-Ting, Ching-Yun Yu, Fan-Hao Chou, Shu-Yuan Lin, and Bih-O. Lee. "The Effects of Sequencing Strategies in Teaching Methods on Nursing Students’ Knowledge Acquisition and Knowledge Retention." Healthcare 10, no. 3 (2022): 430. http://dx.doi.org/10.3390/healthcare10030430.

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Background: No existing research has determined which teaching sequence strategy is the best for nursing students. Purpose: To find out which sequence is most effective in knowledge acquisition and knowledge retention and to further verify knowledge acquisition between problem-based learning (PBL) and lecture-based learning (LBL). Methods: This was a quasi-experimental design with a comparison of two nursing student groups selected from students in their final program year who were invited to participate. Generalized estimating equation was used to compare Group I (LBL-PBL-clinical practicum)

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Hamza, Rajha A. "Effect of Problem Based Learning and Lecture Based Learning on Nursing Students at Oman Nursing Institute." Kufa Journal for Nursing Sciences 2, no. 2 (2012): 11–21. http://dx.doi.org/10.36321/kjns.vi20122.2982.

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Background: As this study was conducted by using a new strategy for the first time at Oman Nursing Institute, as one of the institutes that works under the umbrella of Directorate General Education & Training DGET at Ministry of health in Oman. Using of the teaching methods that provide matching between theory and clinical have a vital role in improve the students educational level. Objectives: this study is to know the effect of Problem based Learning nursing and lecture based learning on Nursing students at Oman Nursing Institute. Methodology: the sample were Year Two student (Adult Heal

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Ewang, F. "Teaching Law to Accounting and Business Students: A Cumulative Dual Model." Journal of University Teaching and Learning Practice 5, no. 2 (2008): 20–44. http://dx.doi.org/10.53761/1.5.2.3.

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This article presents a reflection and comparison of two of my teaching pedagogical approaches for the Business Organisations Law curriculum to undergraduate non-law students at Charles Sturt University. The purpose is to compare and evaluate efficacy of a traditional, lecture-based learning (LBL)i with a combination of LBL and problem-based learning (PBL)ii in improving performance and outcomes for students enrolled in the accounting and business degrees. Research methods to compare outcomes and performances were evaluated using modified versions of several LBL and PBL related survey question

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Tegginamani, Anand S., and H. S. Vanishree. "The Benefits and Limits of Case-Based Learning (CBL): A Concise Review." Journal of Multidisciplinary Dental Research 10, no. 2 (2024): 74–80. https://doi.org/10.38138/jmdr/v10i2.26.

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Although medical care has become much more sophisticated over the past century, little has changed in terms of medical education methodologies. Currently, traditional clinical education mostly depends on a single modality, i.e., the lecture-based learning (LBL) teaching technique, where students listen while their teacher lectures. To compensate for the drawbacks of the LBL teaching mode, medical teaching reform has established a range of teaching modes: Problem-Based Learning (PBL), Case-Based Learning (CBL), and Team-Based Learning (TBL). The most employed of which are Problem-Based Learning

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Dolničar, Danica, Bojana Boh Podgornik, and Tomaž Bartol. "A comparative study of three teaching methods on student information literacy in stand-alone credit-bearing university courses." Journal of Information Science 43, no. 5 (2016): 601–14. http://dx.doi.org/10.1177/0165551516655084.

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Three teaching methods, applied to credit-bearing information literacy (IL) university courses, were evaluated and compared. The effects of lecture-based learning (LBL), project-based learning (PjBL) and problem-based learning (PBL) were investigated using the information literacy test (ILT) as an assessment tool, with regard to the total ILT score, specific IL contents according to the five ACRL standards and students’ mental skills according to the Bloom’s cognitive categories. While all three teaching methods showed a significant improvement in the ILT post-test, the active-learning groups

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Yang, Xiding, Zehua Yang, Sijia Ma, Miao Yan, and Yongyu Yang. "Evaluation of problem-based learning for pharmacology based on a comprehensive analysis in undergraduate students." Medicine 103, no. 41 (2024): e39376. http://dx.doi.org/10.1097/md.0000000000039376.

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Background: Problem-based learning (PBL) has been widely employed in pharmacology teaching. However, the benefits of PBL for undergraduate students have not been clearly demonstrated. We performed a meta-analysis to compare the effects of PBL and lecture-based learning (LBL) in undergraduate pharmacology education. Methods: We systematically searched literature databases for comparative studies related to PBL pedagogy in the undergraduate pharmacology curriculum from the inception of the databases to December 2023. The obtained literature was screened according to the selection criteria, and R

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Meo, Sultan Ayoub. "Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula." Advances in Physiology Education 37, no. 3 (2013): 249–53. http://dx.doi.org/10.1152/advan.00031.2013.

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This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. St

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Chen, Tu, Yi-Jing Zhao, Feng-Qing Huang, et al. "The effect of problem-based learning on improving problem-solving, self-directed learning, and critical thinking ability for the pharmacy students: A randomized controlled trial and meta-analysis." PLOS ONE 19, no. 12 (2024): e0314017. https://doi.org/10.1371/journal.pone.0314017.

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Objective This study aimed to comprehensively evaluate the effect of PBL on problem-solving, self-directed learning, and critical thinking ability of pharmaceutical students through a randomized controlled trial (RCT) and meta-analysis of RCTs. Methods In 2021, 57 third-year pharmacy students from China Pharmaceutical University were randomly divided into a PBL group and a lecture-based learning (LBL) group. Mean scores were compared between the two groups for problem-solving, self-directed learning, communication skills, critical thinking, and final exam grades. Students’ feedback on the impl

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Munir, Rabiya, Nimra Ghafoor, Inayat Mumtaz Khan Niazi, Ifra Saeed, and Ayesha Yousaf. "Approach of MBBS Students receiving Modular vs Students receiving Conventional Mode of education towards Health Research: A Comparative Study." Journal of Rawalpindi Medical College 25, no. 3 (2021): 328–32. http://dx.doi.org/10.37939/jrmc.v25i3.1456.

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Introduction: Health research training is an important component of the medical curriculum. This study was conducted to compare the approach of medical students being taught through an integrated modular curriculum with the students receiving conventional mode of education towards health research. Materials and Methods: A cross-sectional study was conducted between 3rd-year MBBS students following Lecture Based Learning and Problem Based Learning (groups A and B respectively). A self-designed pretested questionnaire was filled by 153 students of each group (from group A in 2019 and group

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Primadoniati, Anna. "Pengaruh Metode Pembelajaran Problem Based Learning terhadap Peningkatan Hasil Belajar PAI Di SMPN 2 Ulaweng Kabupaten Bone." JURNAL AL-QAYYIMAH 2, no. 2 (2020): 40–55. http://dx.doi.org/10.30863/aqym.v2i2.650.

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This article examines the influence of problem based learning method to increase PAI learning outcomes in SMP 2 Ulaweng. By using quantitative analysis, the results of research are obtained; The impact of the LBL can be seen based on the results of student observations and the results of the experiment group posttest higher than the control group. In addition, based on motivational indicators learn PIE group of experiments showed better results i.e. most students have been actively asked, dare to respond to friends and teacher statements, can work equally well in groups , andconfidently presen

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Nasim, Attia, Mansoor Ghani, Samina Kausar, and Kashifa Khatoon. "Effectiveness of Problem Based Learning in Developing Knowledge of Undergraduate Nursing Students." Annals of King Edward Medical University 28, no. 1 (2022): 19–25. http://dx.doi.org/10.21649/akemu.v28i1.5001.

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Background: Problem based learning (PBL) is an innovative and learner-centered teaching approach that improves nurses' theoretical knowledge, trains them practically, develops their critical and problem-solving skills to be used for overcoming environmental constraints during clinical practice. Objectives: The aim of this study was to determine the effectiveness of PBL in developing knowledge of undergraduate nursing students. Methods: This study conducted a pretest–posttest experimental design among B.Sc. Nursing students of Saida Waheed FMH College of Nursing Lahore. Lottery method of random

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Yi, Xueli. "Application of CBL Teaching Method in Clinical Microbiology Laboratory Training for Residents." Contemporary Education Frontiers 3, no. 3 (2025): 75–79. https://doi.org/10.18063/cef.v3i3.802.

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Clinical microbiology laboratory training for residents has long faced the limitations of traditional Lecture-Based Learning (LBL), which is characterized by an overemphasis on technical operations, inadequate cultivation of clinical thinking, and a disconnection between testing and diagnosis, and treatment. In this study, a case-sharing teaching model based on Case-Based Learning (CBL) was introduced, and a hierarchical and progressive teaching framework was constructed. Using common clinical infection cases as a carrier, the study implemented case screening, data collection, analysis, and re

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Jeenia, Fatiha Tasmin, Afroza Hoque, Mehrunnissa Khanom, et al. "Introducing Problem- Based Learning as an Effective Learning Tool to Medical Students: An Approach in Bangladesh." Bangladesh Journal of Medical Education 12, no. 1 (2021): 22–31. http://dx.doi.org/10.3329/bjme.v12i1.52306.

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Background: Bangladesh, A country with scintillating beauty of nature burdened with a dense population. Along with infectious diseases, tropical diseases are also prevalent here with a higher trend of non- communicable diseases as a result of industrialization. Practicing and prescribing as a doctor is a quite challenging profession here particularly when to deal with vast rural populations in a low resource facility. Medical education system is well developed in Bangladesh which follows traditional curriculum of teaching learning. Students are not accustomed with problem-based learning as it

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Li, Qing, Jianhui Chen, Bo Wan, and Xiaofan Li. "No Gender Difference in Foreign Medical Students’ Hematology Clerkship." Education Research International 2018 (2018): 1–5. http://dx.doi.org/10.1155/2018/9069574.

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Hematology is a difficult aspect of medicine for students to learn. Students need hematology clerkship training to develop their clinical skills. The influence of gender on different teaching methods and performance in foreign medical students is still unknown, especially in hematology clerkship. To address this issue, we tested performance differences between foreign male and female students in clinical practice. Twenty-two foreign medical students attended a two-week hematology clerkship in Fujian Medical University Union Hospital. The lecture-based learning (LBL) method and mixed team-based

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Zhao, Min, and Lu Wang. "Classroom Resource Optimization of the English Four-Step Model Based on Deep Learning." Security and Communication Networks 2021 (October 29, 2021): 1–10. http://dx.doi.org/10.1155/2021/7741425.

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The existing LBL (lecture-based learning) and CBL (case-based learning) teaching modes of English majors in colleges and universities do not contribute to cultivating students’ inquisitive thinking and independent learning ability, whereas the problem-centered PBL (problem-based learning) teaching mode can precisely make up for these shortcomings. This study firstly constructed a PBL “four-step” teaching mode and then realized the innovative application of PBL teaching model in the teaching of English majors in new universities. Then, we designed a method of English classroom resource optimiza

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Liu, Chun-Xiao, Wei-Wei Ouyang, Xiao-Wen Wang, Dan Chen, and Zhao-Lei Jiang. "Comparing hybrid problem-based and lecture learning (PBL + LBL) with LBL pedagogy on clinical curriculum learning for medical students in China: a meta-analysis of randomized controlled trials." Medicine 99, no. 16 (2020): e19687. http://dx.doi.org/10.1097/md.0000000000019687.

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Li, Qing, Wenjia Wang, Youjun Mi, et al. "Improved PBL Hybrid with LBL is Benificial to Fundamental Knowledge Acquisition in a Large Class Prior to Medical Internship." Journal of Problem Based Learning in Higher Education 11, no. 3 (2023): 145–56. http://dx.doi.org/10.54337/ojs.jpblhe.v11i3.7779.

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Since pre-internship medical students appeared inefficient in acquiring fundamental knowledge in large classes, a hybrid instructional method of problem-and-lecture-based learning (PLBL) was designed to leverage the complementary strengths of PBL in reasoning under minimal guidance and LBL in immediate knowledge retention. We improved PBL (IPBL) in its instructional process and grading in a way that’s feasible in large classes, divided in IPBL almost 50 students into 7-10 squads as a figure simulating student counts in classic PBL class to strive for each squad member to achieve the same level

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Dong, Haitao, Chunlan Guo, Lian Zhou, et al. "Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis." BMJ Open 12, no. 2 (2022): e048497. http://dx.doi.org/10.1136/bmjopen-2020-048497.

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ObjectiveThe application of case-based learning (CBL) pedagogy has been emerging as an improved and more practical learning method across the Chinese dental education system. This article provides a critical overview of CBL pedagogy and further assesses the effectiveness of this teaching model in Chinese dental education.DesignA systematic review and meta-analysis.MethodsStudies published up to December 2019 were searched in the following electronic databases: China National Knowledge Infrastructure, China Science Periodical Database, Chinese Biomedical documental database, Wanfang data, PubMe

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Singh, Sukhjit, and Sunil Dutt. "Effecting the Change: Problem Based Learning (PBL) as a Pedagogy to Improve Achievement in Physics in Relation to Cognitive Styles." ECS Transactions 107, no. 1 (2022): 8361–82. http://dx.doi.org/10.1149/10701.8361ecst.

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This study investigates the effect of Problem Based Learning (PBL), a constructivist teaching strategy, on achievement in physics and attitude towards physics. Cognitive styles of students have been taken as classifying variable to include learning condition in the context of study. The sample of the study included 115 11th class students of the Government School of Chandigarh. Two classes of same school were randomly selected as experimental and control groups. The study was quasi experimental in nature. 2x2 between-subject design with pre-test post-test control group condition was used to st

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Zhu, Xulong, Binliang Huo, Qingxia Zhao, Lingguo Wang, and Jia Ma. "Analysis of Application of CBL and PBL Teaching Methods in Clinical Teaching of Breast Surgery." Learning & Education 10, no. 8 (2022): 88. http://dx.doi.org/10.18282/l-e.v10i8.3069.

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Objective: To analyze the clinical teaching characteristics of breast surgery and discuss the effect and practical value of CBL (Case-Based Learning) and PBL (Problem-Based Learning) teaching methods. Method: According to study, we brought into labelling and exclusion criteria and 100 breast surgery patients admitted to our hospital were selected as research objects from January 2020 to December 2021. Twenty interns who received clinical teaching were selected as the research objects. The two groups of subjects were randomly divided into 10+50 groups. There were 10 interns and 50 patients in t

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Wang, Jiajia, Yunyun Zhan, Biyun Sun, et al. "Flipped classroom-based application of Peyton’s four-step approach in standardized training of ultrasound residents for thyroid and cervical lymph node zoning." PeerJ 12 (December 18, 2024): e18633. https://doi.org/10.7717/peerj.18633.

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Background To investigate whether combining the flipped classroom approach with Peyton’s four-step method can enhance teaching effectiveness in ultrasound (US) zoning of the thyroid and cervical lymph nodes for standardized residency training. Methods A total of 66 resident training students were randomly divided into a control group and an observation group. The control group received traditional teaching methods, including “see one, do one” learning, lecture-based learning (LBL), and case-based learning (CBL). The observation group was taught using Peyton’s four-step teaching method, the fli

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Woell, Christof. "Harmony through Order: Unveiling the Pivotal Role of Structural Precision in Assembling Phthalocyanines and Porphyrins." ECS Meeting Abstracts MA2024-01, no. 14 (2024): 1150. http://dx.doi.org/10.1149/ma2024-01141150mtgabs.

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This presentation will focus on the strategic creation of 'Designer Solids' using chromophoric building blocks, in particular porphyrins and phthalocyanines. By employing the MOF-approach, suitable photoactive compounds are assembled into crystalline materials. Highlighted will be the latest advancements in the creation of MOF-based devices, covering a range of technologies such as electrochemical, photoelectrochemical, photovoltaic, and sensing applications, again emphasizing the use of porphyrin and phthalocyanine linkers. The talk will also explore the innovative use of internal interfaces

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Zhan, He-Qin, Xiao-Xun Zhang, Rong Qin, Jun Fei, Gui-Yin Dong, and Jia-Hu Hao. "Application of integrated problem-based learning combined with lecture-based classroom teaching in undergraduate medical education: An effective teaching model in a Medical School in China." Medicine 102, no. 34 (2023): e34792. http://dx.doi.org/10.1097/md.0000000000034792.

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The problem-based learning (PBL) is increasingly used in undergraduate education. However, the application of integrated PBL to medical undergraduate education has not been well assessed. An observational study was designed to compare integrated PBL combined with lecture-based classroom (LBC) with traditional LBC teaching in 2 semesters of a Medical School in China. This study was conducted from March 2021 to July 2022. A total of 118 undergraduates majoring in clinical medicine were randomly allocated in 2 groups, 1 group receiving the integrated PBL + LBC teaching (experimental group, n = 60

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Agustin, Mubiar, Ruli Setiyadi, and Ryan Dwi Puspita. "BURNOUT PROFILE OF ELEMENTARY SCHOOL TEACHER EDUCATION STUDENTS (ESTES): FACTORS AND IMPLICATION OF GUIDANCE AND COUNSELING SERVICES." PrimaryEdu - Journal of Primary Education 4, no. 1 (2020): 38. http://dx.doi.org/10.22460/pej.v4i1.1640.

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This study departs from the discovery of the phenomenon of the burnout of learning experience of students, especially those who are already in the fourth or fifth semester of lecture activities. Symptoms of burnout experienced by students are in four areas, namely physical, emotional, intellectual, and low motivation. This study aims to find the profile of students' learning burnout, the underlying factors and their implications for guidance services. The method in this study uses a quantitative approach with descriptive analytic. The sample in this study was 53 randomly assigned ESTES. The in

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Huang, Tianlong, Shun Zhou, Qiaoyan Wei, and Chun Ding. "Team-, case-, lecture- and evidence-based learning in medical postgraduates training." BMC Medical Education 24, no. 1 (2024). http://dx.doi.org/10.1186/s12909-024-05650-5.

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Abstract Background The aim of this study was to evaluate the effectiveness of team-, case-, lecture-, and evidence-based learning (TCLEBL) methods in cultivating students’ clinical and research abilities, as compared to traditional lecture-based learning (LBL) approaches. Methods Forty-one medical postgraduates were divided into two groups, a TCLEBL group and an LBL group. Teaching effectiveness was evaluated through student- and teacher-feedback questionnaires, scores from theoretical examinations and written literature reviews, and student learning burdens. Results Compared to the LBL appro

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Khalil, Aamna, Ammarah Afreen, Sadaf Amjad, Zara Afreen, Muhammad Omer Siddiqui, and Qudsia Iqbal. "Comparison of Perception and Academic Outcome of Final Year BDS Students Regarding Lecture-Based Learning and Problem-Based Learning." Pakistan Journal of Health Sciences, January 31, 2025, 136–41. https://doi.org/10.54393/pjhs.v6i1.1972.

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This study explores the differences in student perception and academic outcomes between traditional lecture-based learning and problem-based learning methods in an educational setting. Objective: To find the effectiveness of Problem-Based Learning (PBL) versus Lecture-Based Learning (LBL) in enhancing academic performance and student satisfaction. Methods: Comparative cross-sectional study was carried out among final year BDS students at Watim Medical and Dental College Rawalpindi. The study evaluated lecture-based learning (LBL) versus problem-based learning (PBL) in Prosthodontics and Operat

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AlShaikh, G., G. Ibrahim, S. Shahzad, et al. "Effect of Teaching Strategies on Academic Performance of Junior Medical Students." October 28, 2019. https://doi.org/10.19070/2572-7451-1900023.

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Objective: To evaluates the effectiveness of problem-based learning (PBL) versus lecture based learning (LBL) as a learning tool in terms of retention, recall and reproducibility of knowledge among junior medical students. Methodology: This Post-test experimental study was conducted on 2nd year medical students (n=54) of College of Medicine, Princess Nourah bint Abdul rahman University, Riyadh, KSA. Ten topics taught each by PBL and lectures with comparable scientific content and complexity levels, selectedfrom the five blocks of first year. Two multiple choice questions exams were developed,

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Ma, Xingming, Yanping Luo, Jingqiu Wang, et al. "Comparison of student perception and performance between case-based learning and lecture-based learning in a clinical laboratory immunology course." LaboratoriumsMedizin 40, no. 4 (2016). http://dx.doi.org/10.1515/labmed-2016-0026.

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AbstractBackground:Case-based learning (CBL), an educational method of problem-based learning, provides students with a venue to relate content learned in the classroom to performance in professional practice. This study compared CBL in the teaching of a clinical laboratory immunology (CLI) course to lecture-based learning (LBL), and evaluated the effect on students regarding the CBL.Methods:Data were collected from senior students (n=85; 46% males, 54% females) at Lanzhou University in China. The students were divided into two groups, one group was offered CBL, while the other LBL as a teachi

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Zheng, Qi-Ming, Yuan-Yuan Li, Qing Yin, et al. "The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis." BMC Medical Education 23, no. 1 (2023). http://dx.doi.org/10.1186/s12909-023-04531-7.

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Abstract Background This meta-analysis was conducted to systematically evaluate the impact of problem-based learning (PBL) and lecture-based learning (LBL) teaching models on students’ learning in surgical education. Methods We systematically searched the publications related to the application of PBL and LBL in surgical courses in PubMed, Embase, Web of Science and Cochrane Library databases, the last retrieval time is September 20, 2022. After screening the literature according to the inclusion and exclusion criteria, extracting data and evaluating the methodological treatment of the include

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Zhang, Qin, Xiumei Tang, Yanjie Zhao, and Zhoufeng Wang. "Team-based learning vs. lecture-based learning in nursing: A systematic review of randomized controlled trials." Frontiers in Public Health 10 (January 4, 2023). http://dx.doi.org/10.3389/fpubh.2022.1044014.

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IntroductionOur study aims to identify, appraise, and summarize randomized controlled trials (RCT) on the effectiveness of team-based learning (TBL) versus lecture-based learning (LBL) in nursing students.MethodsWe searched PubMed, Ovid, Embase, Cochrane, CBM, VIP, CNKI, and Wan Fang databases from inception to 22nd July 2022 to enroll RCTs that compared TBL versus LBL. The studies reporting the performance of nursing students receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were to be analyzed. Scores of academic or nursing abilities were considered

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Wang, Man, Shanshan Liang, and Tao Jiang. "Comparison of case-based and lecture-based learning in dental fluorosis diagnostic ability with visual analog scale assessment." BMC Medical Education 24, no. 1 (2024). http://dx.doi.org/10.1186/s12909-024-05695-6.

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Abstract Objective This study aimed to compare the impact of case-based learning (CBL) versus lecture-based learning (LBL) on dental students' clinical decision-making regarding DF severity using Visual Analog Scale (VAS) scoring. Methods Eighty first-year graduate dental students were randomly assigned to either the CBL (n = 38) or LBL (n = 42) groups. Both groups received instruction on DF diagnosis, with CBL involving small group sessions analyzing real cases and LBL involving traditional lectures. Effectiveness was assessed by presenting 32 dental fluorosis cases with Thylstrup-Fejerskov I

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Ulfa, Yunefit, Yukari Igarashi, Kaori Takahata, Eri Shishido, and Shigeko Horiuchi. "A comparison of team-based learning and lecture-based learning on clinical reasoning and classroom engagement: a cluster randomized controlled trial." BMC Medical Education 21, no. 1 (2021). http://dx.doi.org/10.1186/s12909-021-02881-8.

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Abstract Background The lecture-based learning (LBL) implemented in most Indonesian nursing/midwifery schools underlies the students’ lack of ability in clinical reasoning. Team-based learning (TBL) was proposed to improve the students’ ability in clinical reasoning as it is applying a course concept of real complex scenarios. In this study, we aimed to assess and compare the effects of TBL and LBL of postpartum hemorrhage topics on the clinical reasoning and classroom engagement of midwifery students in Indonesia. Methods We conducted a cluster randomized controlled trial to compare the effec

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Chen, Lin, Xiao-Jiao Tang, Xin-Ke Chen, Ning Ke, and Qin Liu. "Effect of the BOPPPS model combined with case-based learning versus lecture-based learning on ophthalmology education for five-year paediatric undergraduates in Southwest China." BMC Medical Education 22, no. 1 (2022). http://dx.doi.org/10.1186/s12909-022-03514-4.

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Abstract Background To investigate the effect of the bridge-in, objective, preassessment, participatory learning, post assessment, and summary (BOPPPS) model combined with case-based learning (CBL) on ophthalmology teaching for five-year paediatric undergraduates. Methods The effects of the BOPPPS model combined with CBL (BOPPPS-CBL) and traditional lecture-based learning (LBL) on ophthalmology teaching were compared among students in a five-year programme. The questionnaire surveys of the students were collected and statistically analysed after the class. The final examination scores, includi

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Lu, Zihua, Jiangtao Zhu, and Cheng Chen. "Performance of flipped classroom teaching method during hemodialysis training of nurses." Revista da Escola de Enfermagem da USP 58 (2024). https://doi.org/10.1590/1980-220x-reeusp-2024-0276en.

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ABSTRACT Objective: To compare the effectiveness of flipped classroom (FC) model with traditional lecture-based learning (LBL) model in the education of hemodialysis nurses. Method: Enrolled were 46 nurses who had received training from the hemodialysis center. These nurses were randomly assigned to FC or LBL groups, with 23 nurses in each group. FC group received the FC method, while LBL group was trained via the traditional LBL. After training, all nurses were examined for their theoretical knowledge, clinical practice skills and self-learning abilities. Furthermore, their satisfaction with

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Li, Zi-Zhan, Hao Lin, Yuan-Ming Xu, et al. "Application of PRI-E–a combined learning method in oral and maxillofacial oncology education." Scientific Reports 14, no. 1 (2024). http://dx.doi.org/10.1038/s41598-024-58878-y.

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AbstractThe traditional lecture-based learning (LBL) method is facing great challenges due to its low efficiency and single proceeding form. We designed a PRI-E learning mode that combined and modified problem-based, case-based, and evidence-based learning with a step-by-step approach. We evaluated the practical learning outcomes of using the PRI-E mode by comparing it with traditional lecture-based learning in oral and maxillofacial oncology education. “PRI-E” consists of the first letters of the English words Passion, Research, Innovation, and Education, and it means “the best Education”. Th

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Santhosh, Varkey Nadakkavukaran, David Coutinho, Anil V. Ankola, Yuvarani Kandasamy Parimala, Siva Shankkari, and Kavitha Ragu. "Effectiveness of spaced repetition learning using a mobile flashcard application among dental students: A randomized controlled trial." Journal of Dental Education, May 2024. http://dx.doi.org/10.1002/jdd.13561.

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AbstractBackgroundDental education in India predominantly relies on traditional lecture‐based learning (LBL), which may hinder student engagement and learning outcomes. To address these limitations, innovative learning methodologies, such as spaced repetition learning (SRL), are imperative. SRL prioritizes active recall and can enhance long‐term knowledge retention. This study aims to assess the effectiveness of SRL delivered through a mobile flashcard application, in enhancing knowledge retention among dental undergraduates.MethodsThis single‐blind randomized controlled trial (CTRI/2023/10/05

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Chen, Chao, Shengfeng Yang, Xinglong Xiong, Yewei Shi, Zhenyan Zhu, and Jing Shi. "Evaluation of the effectiveness of GASMAN anesthesia simulation software combined with case-based learning versus traditional lecture-based learning in inhalation anesthesia education." Frontiers in Medicine 11 (January 6, 2025). https://doi.org/10.3389/fmed.2024.1472404.

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ObjectiveTo evaluate the effectiveness of integrating GASMAN anesthesia simulation software with case-based learning (IGC) compared to traditional lecture-based learning (LBL) in teaching inhalation anesthesia to undergraduate anesthesiology students.MethodsFourth-year students from two academic years (2022, n = 110; 2023, n = 131) enrolled in a five-year anesthesiology program were assigned to either traditional lecture-based learning (LBL) or IGC groups. The LBL group received traditional lectures using PowerPoint slides, while the IGC group engaged with GASMAN anesthesia simulation software

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Lin, Zi-mei, Yu-rong Hong, Chun-mei Liu, et al. "PBL teaching in ultrasonography resident standardization training in the COVID-19 pandemic." BMC Medical Education 22, no. 1 (2022). http://dx.doi.org/10.1186/s12909-022-03555-9.

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Abstract Objective To study the effect of the problem-based learning (PBL) method in ultrasonography (US) resident standardization training during the COVID-19 pandemic. Methods Fifty residents were divided into two groups to participate in a 30-day US training program. The residents in the observation group underwent PBL combined with the lecture-based learning (LBL) method, while the residents in the control group experienced the LBL method alone, with 25 residents in each group. A basic theoretical test, practical examination, and questionnaire were used to evaluate the teaching effect of t

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Kaeedi, Azam, Ahmad Esfahani, Fereydoon Sharifian, and Saeed Moosavipour. "The Quantitative and Qualitative Study of the Effectiveness of the Problem-based Learning Approach in Teaching Research Methods." Journal of University Teaching and Learning Practice 20, no. 5 (2023). http://dx.doi.org/10.53761/1.20.5.06.

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Research methods is an essential ingredient of postgraduate programs across a wide range of social science disciplines. The purpose of this study was to compare the effectiveness of problem-based learning (PBL) and lecture-based learning (LBL) approaches to teaching research methods through a mixed-methods approach in an explanatory sequential design. The quantitative data were collected following a quasi-experimental design whereby two classes of research methods in a postgraduate program randomly received either an LBL or a PBL treatment. To assess students’ academic achievement, a final exa

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Varma, Beena, Vineetha Karuveettil, Ritin Fernandez, et al. "Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review." Journal of Education and Health Promotion 14, no. 1 (2025). https://doi.org/10.4103/jehp.jehp_510_24.

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To evaluate the effectiveness of case-based learning (CBL) versus alternate learning methods on learning competencies and student satisfaction among healthcare students. A systematic search of the PubMed, SCOPUS, CINAHL, and Cochrane CENTRAL databases was conducted from database inception to December 31, 2021. The grey literature, Google Scholar, and hand searching were also conducted. The keywords used were “case-based learning,” “case learning,” “traditional learning,” “problem-based learning,” “simulation-based learning,” “learning competenc*,” “competenc*,” “student satisfaction,” “satisfa

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