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Journal articles on the topic 'Teaching Problem-based learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Dombe, Dattatray Digambarrao, and T. Anitha. "INTRODUCTION OF PROBLEM BASED LEARNING AS A TEACHING–LEARNING TOOL IN ANATOMY TEACHING." International Journal of Anatomy and Research 4, no. 4.2 (November 30, 2016): 3148–52. http://dx.doi.org/10.16965/ijar.2016.424.

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ISHIDE, Tadateru. "Trials of the Teaching Material for Problem-based learning." International Conference on Business & Technology Transfer 2010.5 (2010): 44–48. http://dx.doi.org/10.1299/jsmeicbtt.2010.5.0_44.

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R., Poornima, and Ashok L. "Problem Based Learning a Shift from Teaching Paradigm to the Learning Paradigm." Indian Journal of Dental Education 10, no. 1 (2017): 47–51. http://dx.doi.org/10.21088/ijde.0974.6099.10117.6.

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N.Ye., Dmitrenko, and Dolia I.V. "PROBLEM-BASED LEARNING: IMPLEMENTATION OF PBL IN TEACHING FOREIGN LANGUAGE." Modern Information Technologies and Innovation Methodologies of Education in Professional Training: Methodology, Theory, Experience, Problems 465, no. 52 (2018): 137–41. http://dx.doi.org/10.31652/2412-1142-2018-52-137-141.

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Choi, Mi Hwa. "Problem－Based Learning as a Teaching Method in Accounting Education." Journal of Finance and Accounting Information 17, no. 2 (June 30, 2017): 47–78. http://dx.doi.org/10.29189/kaiajfai.17.2.3.

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Choi, Mi－Hwa. "Problem－Based Learning as a Teaching Method in Financial Accounting Education." Korean Journal of Accounting Research 23, no. 3 (August 31, 2018): 353–93. http://dx.doi.org/10.21737/kjar.2018.08.23.3.353.

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Schettino, Carmel. "Teaching Geometry through Problem-Based Learning." Mathematics Teacher 105, no. 5 (December 2011): 346–51. http://dx.doi.org/10.5951/mathteacher.105.5.0346.

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Fineout-Overholt, Ellen, Susan B. Stillwell, and Bridie Kent. "Teaching EBP through Problem-Based Learning." Worldviews on Evidence-Based Nursing 5, no. 4 (December 2008): 205–7. http://dx.doi.org/10.1111/j.1741-6787.2008.00142.x.

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Silva, Anielson Barbosa Da, Ana Carolina Kruta de Araújo Bispo, Danilo Goncalves Rodriguez, and Francisco Ialyson Felipe Vasquez. "Problem-based learning." Revista de Gestão 25, no. 2 (April 16, 2018): 160–77. http://dx.doi.org/10.1108/rege-03-2018-030.

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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.

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Wang, Li Na, and Mei Fang Du. "Self-Learning and Problem-Based Learning in Database Design." Advanced Materials Research 962-965 (June 2014): 3041–44. http://dx.doi.org/10.4028/www.scientific.net/amr.962-965.3041.

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Along with the new-time society to change the talent demand and teaching the concept of change, the teaching method to students as the main line of imperative, it is to train the students' ability of learning and autonomous learning based on. Based on the introduction of a variety of teaching methods, emphasis on independent learning and learning to promote effective in database design courses.

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Kvapil. "Teaching Archaeological Pragmatism through Problem-Based Learning." Classical Journal 105, no. 1 (2009): 45. http://dx.doi.org/10.5184/00098353.105.1.45.

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Abou-Elhamd, K. A., U. M. Rashad, and A. I. Al-Sultan. "Applying problem-based learning to otolaryngology teaching." Journal of Laryngology & Otology 125, no. 2 (September 27, 2010): 117–20. http://dx.doi.org/10.1017/s0022215110001702.

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AbstractObjectives:Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods.Methods:We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week).Conclusion:From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

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Goldman, Karen Denard, and Kathleen Jahn Schmalz. "Medical Student Teaching Rx: Problem-Based Learning." Health Promotion Practice 1, no. 2 (April 2000): 114–15. http://dx.doi.org/10.1177/152483990000100204.

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Hitchcock, Maurice A., and Zoi-Helen "Elza" Mylona. "Teaching Faculty To Conduct Problem-Based Learning." Teaching and Learning in Medicine 12, no. 1 (January 2000): 52–57. http://dx.doi.org/10.1207/s15328015tlm1201_8.

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Burrow, Angela K. "Teaching Introductory Ecology with Problem-Based Learning." Bulletin of the Ecological Society of America 99, no. 1 (January 2018): 137–50. http://dx.doi.org/10.1002/bes2.1364.

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Tsai, Meng-Hsiun, and Ya-Chun Tang. "Learning attitudes and problem-solving attitudes for blended problem-based learning." Library Hi Tech 35, no. 4 (November 20, 2017): 615–28. http://dx.doi.org/10.1108/lht-06-2017-0102.

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Purpose The purpose of this paper is to present the design and implementation of a blended problem-based learning (PBL) teaching model and corresponding teaching materials for a university-level bioinformatics course. The effects of this teaching model on student performance in terms of problem solving and learning attitudes were investigated. Design/methodology/approach Students in both groups completed assessments of problem-solving attitudes and learning attitudes both one week both before and after experimental instruction. Collected data were analyzed using one-way ANCOVA. Group discussions and student interviews were recorded and treated as part of the data analysis. Findings The study produced the following findings: the experimental group was found to perform better than the control group in terms of learning attitudes, but the results were not statistically significant; the experimental group was found to outperform the control group in terms of problem-solving attitudes, and the difference was statistically significant; lesson plan contents need to be designed based on problem-based learning theory, and reflect real-world conditions; participants in the experimental group approved of the blended PBL and group discussion approach. Originality/value Results are expected to provide a useful reference for educators and researchers. These findings can be applied to relevant instructional fields to enhance learner motivation and engagement, thus improving learning outcomes.

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Sari, Dwi Rosita. "PROBLEM BASED LEARNING." Lingual: Journal of Language and Culture 9, no. 1 (May 31, 2020): 39. http://dx.doi.org/10.24843/ljlc.2020.v09.i01.p07.

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The aims of research are (1) The implementation of Problem Based Learning strategy to teach speaking descriptive text (2) To find the problems of Problem Based Learning strategy to teach speaking descriptive text (3) To know the solutions of the Problem Based Learning strategy to teach speaking descriptive text. The type of this research is descriptive qualitative research and researcher uses case study in answering the problem of the research. This research takes the seventh grade students of SMPN 1 Bendo, Kabupaten Magetan in term 2018/2019. The results of research show that the implementation Problem Based Learning strategy to teach speaking descriptive text are (1) by explaining the materials while the students do the task in pair and (2) by giving steps in teaching learning process (pre-activities,whislt-activities and post-activities). The problem of Implementation of PBL strategy are (1) some students are difficult to translate from Indonesian into English and (2) some students need more time to do the task. Meanwhile, solution of the implementation of PBL strategy to teach speaking are (1) The teacher gives more time to the students doing the task; (2) Students cooperate each other with friends; (3) The students use the real thing.

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Visconti, Colleen F. "Problem-Based Learning: Teaching Skills for Evidence-Based Practice." Perspectives on Issues in Higher Education 13, no. 1 (June 2010): 27–31. http://dx.doi.org/10.1044/ihe13.1.27.

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Problem-based learning (PBL) is a pedagogical method that requires students to learn how to locate new information, work cooperatively with others and find solutions to practical problems. PBL teaches students to critically analyze a situation or problem, determine what information is needed, seek out appropriate resources, and create a solution. These skills are the beginning skills need to incorporate evidence-based practice (EBP) into clinical experiences. This chapter will discuss PBL, how to create your own PBLs, the effect PBL has on learner outcomes, and how to link PBL to EBP.

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Kuznetsova, Olga Yu, Ludmila N. Degtyareva, and Irina E. Moiseeva. "Innovative teaching methods. Problem-based learning and distance-learning technologies." Russian Family Doctor 23, no. 2 (August 8, 2019): 27–34. http://dx.doi.org/10.17816/rfd2019227-34.

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The article describes modern methods of education, the most effective in teaching of clinical disciplines. Outlines the basic principles of problem-oriented learning compared with traditional methods of teaching. The characteristic of distance learning technologies is given. The role of the student in the process of mastering knowledge and practical skills is emphasized. It justifies the need to use innovative technologies in medical education, especially when development of new competencies by doctors who have their own clinical experience, particularly, in geriatrics training.

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Wood, D. F. "ABC of learning and teaching in medicine: Problem based learning." BMJ 326, no. 7384 (February 8, 2003): 328–30. http://dx.doi.org/10.1136/bmj.326.7384.328.

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El-Khalili, Nuha H. "Teaching Agile Software Engineering Using Problem-Based Learning." International Journal of Information and Communication Technology Education 9, no. 3 (July 2013): 1–12. http://dx.doi.org/10.4018/jicte.2013070101.

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Many studies have reported the utilization of Problem-Based Learning (PBL) in teaching Software Engineering courses. However, these studies have different views of the effectiveness of PBL. This paper presents the design of an Advanced Software Engineering course for undergraduate Software Engineering students that uses PBL to teach them Agile software development methods- particularly Scrum. The course also aims to develop entrepreneurial skills needed for software engineering graduates to better prepare them for the software industry. The assessment process designed for this course is illustrated. The paper shows that Scrum practices correlate with the characteristics of the PBL approach, which has resulted in a successful experience of PBL as reported by students in an end of a semester survey.

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Tonra, Ben. "Teaching EU Foreign Policy via Problem-Based Learning." Journal of Contemporary European Research 16, no. 1 (March 20, 2020): 13–24. http://dx.doi.org/10.30950/jcer.v16i1.1134.

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Kouamé, Saouré, Gokhan Turgut, and Serge Poisson De Haro. "Strategy Teaching With Hybrid Problem Based Learning Method." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 15122. http://dx.doi.org/10.5465/ambpp.2019.15122abstract.

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Tshibwabwa, Eli Tumba, Jenifer Cannon, James Rice, Michael G. Kawooya, Reza Sanii, and Robert Mallin. "Integrating Ultrasound Teaching into Preclinical Problem-based Learning." Journal of Clinical Imaging Science 6 (September 20, 2016): 38. http://dx.doi.org/10.4103/2156-7514.190897.

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Objectives:The aim is to provide students in the preclinical with ultrasound image interpretation skills. Research question: Are students in smaller groups with access to a combination of lectures and hands-on patient contact most likely to have better ultrasound image interpretation skills, than students in larger groups with only interactive didactic lectures?Methodology:First-year students at the preclinical Program of the College of Medicine, participated in two 2-h introductory interactive ultrasound sessions. The study comprised two cohorts: 2012/2013 students, who were offered large group teaching (LGT) sessions (control group), and 2013/2014 students, who received the intervention in small group learning problem-based learning (PBL) sessions (experimental group). The overall learning objectives were identical for both groups. The success of the module was evaluated using pre- and post-tests as well as students’ feedback.Results:The students in the experimental group showed significantly higher scores in interpretations of images than those in the control group. The experimental group showed achievement of learning outcomes along with higher levels of satisfaction with the module compared to the latter.Conclusion:Posttest knowledge of the basics of ultrasound improved significantly over the pretest in the experimental group. In addition, students’ overall satisfaction of the ultrasound module was shown to be higher for the PBL compared to the LGT groups. Small groups in an interactive and PBL setting along with opportunities for hands-on practice and simultaneous visualization of findings on a high definition screen should enhance preclinical student learning of the basics of ultrasound. Despite the potential of ultrasound as a clinical, teaching and learning tool for students in the preclinical years, standardized recommendations have yet to be created regarding its integration into the curricula within academic institutions and clinical medicine. The interactive and PBL is here to stay at the college of medicine. Further research would be carried out to see if this trend persists in the upcoming vertical system-based curriculum of the college of medicine.

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Dods, Richard F. "A Problem-Based Learning Design for Teaching Biochemistry." Journal of Chemical Education 73, no. 3 (March 1996): 225. http://dx.doi.org/10.1021/ed073p225.

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Subramaniam, RM, P. Scally, and R. Gibson. "Problem-based learning and medical student radiology teaching." Australasian Radiology 48, no. 3 (September 2004): 335–38. http://dx.doi.org/10.1111/j.0004-8461.2004.01317.x.

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Grasas, Alex, and Helena Ramalhinho. "Teaching distribution planning: a problem-based learning approach." International Journal of Logistics Management 27, no. 2 (August 8, 2016): 377–94. http://dx.doi.org/10.1108/ijlm-05-2014-0075.

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Purpose – The purpose of this paper is to present a problem-based learning (PBL) activity that uses a decision support system (DSS) to teach one of the most fundamental topics in distribution planning: vehicle routing. Design/methodology/approach – The authors describe their teaching experience in a logistics and supply chain management (LSCM) course. In the PBL activity proposed, students need to solve a typical vehicle routing case with no previous theoretical background taught. The paper is written as a teaching guide for other instructors, detailing how the activity may be carried out in class. Findings – The PBL activity involved students from the very beginning, challenging them to solve a rather complicated problem. Its acceptance was very positive according to the student feedback survey conducted after the activity. Only when struggling with the difficulties of the case proposed, did students really appreciate the potential value of a DSS for making better decisions. Moreover, this activity raised concerns about how DSSs must be adapted for implementation in every business scenario. Originality/value – Teaching logistics management goes beyond lecturing on elemental concepts and tools; it is also about applying this knowledge to manage things. Although several PBL initiatives have been reported to be successful in the field of LSCM, this one incorporates a web-based DSS. The main issue in PBL activities is finding authentic and representative problems to develop transferable skills, and currently most logistics problems are solved using DSS.

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Shelton, J. B., and R. F. Smith. "Problem‐based Learning in Analytical Science Undergraduate Teaching." Research in Science & Technological Education 16, no. 1 (May 1998): 19–29. http://dx.doi.org/10.1080/0263514980160102.

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Williams, Karl, and Gareth Pender. "Problem-Based Learning Approach to Construction Management Teaching." Journal of Professional Issues in Engineering Education and Practice 128, no. 1 (January 2002): 19–24. http://dx.doi.org/10.1061/(asce)1052-3928(2002)128:1(19).

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Gallardo Pérez, H. J., M. Vergel Ortega, and J. P. Rojas Suárez. "Teaching the wave concept through problem-based learning." Journal of Physics: Conference Series 1672 (October 2020): 012017. http://dx.doi.org/10.1088/1742-6596/1672/1/012017.

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Tysinger, J. W., L. K. Klonis, J. Z. Sadler, and J. M. Wagner. "Teaching ethics using small-group, problem-based learning." Journal of Medical Ethics 23, no. 5 (October 1, 1997): 315–18. http://dx.doi.org/10.1136/jme.23.5.315.

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Kwan, Chiu-Yin. "Problem-based learning and teaching of medical pharmacology." Naunyn-Schmiedeberg's Archives of Pharmacology 366, no. 1 (July 1, 2002): 10–17. http://dx.doi.org/10.1007/s00210-002-0561-y.

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Jafarpour, Akram, Mojtaba Khajehazad, Fariba Mahamed, and Fatemeh Tabatabaie. "Contingency Teaching Based on the Teaching-Learning Strategies: Application of Lecture, Problem Solving and Problem-Based Learning in Graduate Parasitology." Journal of Teacher Education and Research 13, no. 1 (2018): 1. http://dx.doi.org/10.5958/2454-1664.2018.00001.0.

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Douvlou, Elena. "Effective Teaching and Learning: Integrating Problem-based Learning in the Teaching of Sustainable Design." Transactions 3, no. 2 (September 2006): 23–37. http://dx.doi.org/10.11120/tran.2006.03020023.

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Malik, Khizar Ansar. "Perception of students about Team-based learning (TBL) Problem-based learning (PBL)." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 18–23. http://dx.doi.org/10.53708/hpej.v3i1.90.

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Abstract Background: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning, problem based learning (PBL) and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd year MBBS students in Pharmacology department, who are also practicing PBL in 2nd year. Aim: The aim of the study was to know student’s perception about TBL and PBL. Methods: Students were asked to fill the questionnaire regarding each teaching strategy anonymously using both, open and closed ended questions. The data was analyzed by using SPSS version 21. Results: A total of 120 students filled the questionnaire regarding their perception about TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback effective for their learning in TBL. While for PBL, students found that different point of views were respected by group members and there is better integration among different disciplines in PBL. Conclusion: It is the need of the hour to include new strategies in our curriculum which promotes team work and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students responses in our study.

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Haniffa, Mohamed Ali, Mohan Rathakrishnan, Salmah Omar, and Nor Hanani Ismail. "PROBLEM-BASED LEARNING IN THE TEACHING AND LEARNING OF THE MALAYSIAN NATIONHOOD COURSE AT UNIVERSITI UTARA MALAYSIA." International Journal of Education, Psychology and Counseling 4, no. 32 (September 15, 2019): 351–66. http://dx.doi.org/10.35631/ijepc.4320030.

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This study discusses the implementation of Problem Based Learning (PBL) in teaching and learning the Malaysian Nationhood course at Universiti Utara Malaysia (UUM). This course is a core course and should be taken as a prerequisite in the process of graduation. However, the significant challenge faced by instructors of the course is the course itself which is tedious and uninteresting. The number of students in classrooms and the traditional teaching approach caused students to feel bored and uninterested. PBL is a Student-Centered Learning (SCL) based model and it is able to produce a conducive learning environment. Aware of the constraints facing in delivering this course, the PBL model is applied to increase students’ interests and enhance the level of students’ achievement for this course. This study is a simple descriptive-analytical approach using information gathering through observation, SCL-focused activities and focuses group discussion. The study found that the method of SCL is able to increase the interest and level of achievement of the students in the Malaysian Nationhood course at UUM.

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Ioannou, Andri, Christina Vasiliou, and Panayiotis Zaphiris. "Problem-Based Learning in Multimodal Learning Environments." Journal of Educational Computing Research 54, no. 7 (July 26, 2016): 1022–40. http://dx.doi.org/10.1177/0735633116636755.

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In this study, we enhanced a problem-based learning (PBL) environment with affordable, everyday technologies that can be found in most university classrooms (e.g., projectors, tablets, students’ own smartphones, traditional paper–pencil, and Facebook). The study was conducted over a 3-year period, with 60 postgraduate learners in a human–computer interaction course, following a PBL approach to teaching and learning. First, this article contributes a detailed description of how PBL can be enacted in a multimodal, technology-rich classroom. Second, the study presents evaluation data on learners’ technology adoption experience while engaging in PBL. Overall, the participants positively endorsed the learning environment, rating their experience highly on scales of communication and interaction, reflection, perceived learning, and satisfaction. In addition, quantitative content analysis of Facebook use documented how the physical and digital tools in the environment, coupled with the capability of Facebook as a recordkeeping and communication tool, were integral part of the PBL process.

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Hasman, A., and H. P. A. Boshuizen. "Medical Informatics and Problem-based Learning." Methods of Information in Medicine 40, no. 02 (2001): 78–82. http://dx.doi.org/10.1055/s-0038-1634468.

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AbstractProblem-based learning (PBL) is an educational method that can be considered as an alternative to the traditional, discipline-based, approach to teaching. In this paper the characteristics of both approaches are discussed and compared. Some background knowledge concerning the principles that determine the success of instructional methods is presented. Finally, it is discussed how medical informatics can be taught in a PBL environment.

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Costa, José Roberto Bittencourt, Valéria Ferreira Romano, Rosane Rodrigues Costa, Andréia Patrícia Gomes, and Rodrigo Siqueira-Batista. "Active teaching-learning methodologies: medical students' views of problem-based learning." Revista Brasileira de Educação Médica 35, no. 1 (March 2011): 13–19. http://dx.doi.org/10.1590/s0100-55022011000100003.

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The prevailing undergraduate medical training process still favors disconnection and professional distancing from social needs. The Brazilian Ministries of Education and Health, through the National Curriculum Guidelines, the Incentives Program for Changes in the Medical Curriculum (PROMED), and the National Program for Reorientation of Professional Training in Health (PRO-SAÚDE), promoted the stimulus for an effective connection between medical institutions and the Unified National Health System (SUS). In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO) established a teaching plan in 2005 using active methodologies, specifically problem-based learning (PBL). Research was conducted through semi-structured interviews with third-year undergraduate students at the UNIFESO Medical School. The results were categorized as proposed by Bardin's thematic analysis, with the purpose of verifying the students' impressions of the new curriculum. Active methodologies proved to be well-accepted by students, who defined them as exciting and inclusive of theory and practice in medical education.

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Affeldt, Fabrício Sobrosa, and Fábio Ferraz Fernandez. "Problem-Based Learning: A Teaching and Learning Model for Organization Theory." Revista Ibero-Americana de Estudos em Educação 13, esp1 (April 30, 2018): 436–50. http://dx.doi.org/10.21723/riaee.nesp1.v13.2018.11437.

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Arumugam, Balaji, and K. R. S. Sivapriya. "Hybrid problem based learning: An innovative teaching learning method – Reflective experience." Journal of Education Technology in Health Sciences 8, no. 2 (August 15, 2021): 68–73. http://dx.doi.org/10.18231/j.jeths.2021.014.

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The concept of Problem-based Learning (PBL) was first introduced at McMaster University in the late 1960s and was subsequently accepted widely by the medical schools throughout the world. hPBL has been intuitively viewed by many as a cocktail curriculum of McMaster style of small group discussion PBL (generally referred to as “pure PBL”) with the blending of variable amounts of traditional lectures, practical sessions and case-studies. Objectives: The study was done as an introduction of innovative teaching learning method and its learning experiences by students and faculty involved. The innovative teaching learning method was adapted during the year July – October - 2019 when the students were posted in the department of community medicine for four weeks. The TL methods included were blended lectures; case scenarios (clinico social case pertaining to community medicine subject), pre test and post test MCQs, case presentation and in small group discussion were done. The experiences were obtained as the reflective writing from the students and the faculty involved in implementation of h-PBL. Majority of the students expressed that the learning was useful, interactive, thought provoking, interesting and the group discussion paved the way for communication skill development among the peers. The students said that the learning happened actively and scope for self directed learning was also incorporated in the implementation of h-PBL. Faculties involved were very enthusiastic especially during the group discussions, because the sociogram was excellently represented that almost all the students took part in the discussion. The h-PBL can be a part of the regular curriculum during the clinical postings which can include case based learning with blended lectures.

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Priedols, Valdis, and Armands Grickus. "Importance of data acquisition in problem based learning." Environment. Technology. Resources. Proceedings of the International Scientific and Practical Conference 3 (June 16, 2015): 155. http://dx.doi.org/10.17770/etr2015vol3.176.

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This research paper demonstrates untraditional learning and teaching method that is developed from combination of experimentation, usage of computer simulations and problem based learning. Taking all previously mentioned methods together there can be created very successful learning environment which provides students to master electromagnetism more effectively. Research focuses on proper use of data acquisition modules and computer simulations in PBL teaching method. Based on the results of the research experimental PBL in various cases provides better learning outcomes, but there are also a few occasions where the results aren’t so pleasing. Overall PBL provides results that are at least as promising as results of other teaching and learning methods. Therefore this method will be utilized in Liepaja University to teach physics, especially electromagnetism.

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Eksteen, C. A., and J. A. Slabbert. "Problem based curricula and problem based learning in physiotherapy: A critical review." South African Journal of Physiotherapy 57, no. 4 (November 30, 2001): 23–28. http://dx.doi.org/10.4102/sajp.v57i4.520.

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Introduction: Problem based curricula and problem based learning are used extensively to facilitate learners to become effective learners and through that, effective professional problem solvers. The basic characteristics of the problem based curriculum and the processes of the problem based learning are described in the literature but many variations of problem based learning and the problem based curriculum exist. Research findings are also contradictory regarding the effectiveness of these approaches. The aim of this article is to discuss the theoretical foundation of these approaches and to identify the core issues that must be addressed in order to optimize their effect on learners.Methodology: A literature search was done by using the following keywords: problem based curriculum, problem based learning, clinical decision making, clinical problem solving, clinical judgement, physiotherapy, medicine, health care, and health care education.Discussion: There is a lack of research in the literature that shows evidence that the problem based curricula and problem based learning is more beneficial for students’ learning or mastering specific competencies than learning in a traditional curriculum. Papers on problem based curriculum and problem based learning describe the process and state the desired effects of the teaching approaches without explicitly describing the contextual and transactional environments, as well as the internal (departmental) environment in which the change in teaching approach took place and how it was adapted to their situation. Furthermore, no research could be found on ways to address the negative outcomes of problem based learning. There is thus a need for well designed research protocols to show the best evidence of physiotherapy educational practice.

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Bevinakoppa, Savitri, Biplob Ray, and Fariza Sabrina. "Effectiveness of Problem-Based Learning Implementation." International Journal of Quality Assurance in Engineering and Technology Education 5, no. 3 (July 2016): 46–58. http://dx.doi.org/10.4018/ijqaete.2016070104.

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Problem-Based Learning (PBL) exercises have been proven to be an effective teaching method for preparing the students as work ready graduates. Students work on a real world industry based problem of relevant discipline. It also help students to improve their capability of critical analysis. PBL has been adopted in educational practise in many disciplines. In this paper, the authors explore the various existing PBL practices, develop, implement a model and analyse the effectiveness of the implementation. This paper explains few exemplars of PBL, their implementation method and analysis of students' feedback. Paper concludes with the direction of the authors' future work.

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Costantino, Tracie E. "Problem-Based Learning: A Concrete Approach to Teaching Aesthetics." Studies in Art Education 43, no. 3 (2002): 219. http://dx.doi.org/10.2307/1321086.

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Havens, Laura, Aileen Linn, and James Boyle. "Teaching digital professionalism: a role for problem-based learning?" Clinical Teacher 13, no. 6 (November 15, 2016): 463. http://dx.doi.org/10.1111/tct.12559.

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Lee, Robert D. "Problem-based Learning in the Teaching of Hospitality Law." Journal of Hospitality & Tourism Education 15, no. 1 (January 2003): 17–26. http://dx.doi.org/10.1080/10963758.2003.10696756.

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Goodyear, H. M. "Problem based learning in a junior doctor teaching programme." Archives of Disease in Childhood 90, no. 3 (March 1, 2005): 275–78. http://dx.doi.org/10.1136/adc.2003.037630.

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Shankar, P. Ravi. "Problem-Based Learning: The Right Direction for Medical Teaching?" Medical Principles and Practice 17, no. 2 (2008): 171–72. http://dx.doi.org/10.1159/000112976.

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Adams, Matthew, and Martin Jordan. "Taking a Problem-Based Learning Approach to Teaching Ecopsychology." Ecopsychology 4, no. 2 (June 2012): 87–93. http://dx.doi.org/10.1089/eco.2012.0003.

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