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Literatura académica sobre el tema "PBL effectiveness"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 14 de febrero de 2022

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Artículos de revistas sobre el tema "PBL effectiveness"

Colliver, Jerry A. "Effectiveness of PBL curricula." Medical Education 34, no. 11 (2000): 959–60. http://dx.doi.org/10.1046/j.1365-2923.2000.0818a.x.

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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 (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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Newman, Mark. "Researching the effectiveness of PBL." Medical Education 35, no. 2 (2008): 183. http://dx.doi.org/10.1111/j.1365-2923.2001.00878.x.

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Newman, Mark. "Researching the effectiveness of PBL." Medical Education 35, no. 2 (2001): 183. http://dx.doi.org/10.1046/j.1365-2923.2001.00878.x.

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Hardiyanto, Wahyu, and Rusgianto Heri Santoso. "Efektivitas PBL setting TTW dan TPS ditinjau dari prestasi belajar, berpikir kritis dan self-efficacy siswa." Jurnal Riset Pendidikan Matematika 5, no. 1 (2018): 116. http://dx.doi.org/10.21831/jrpm.v5i1.11127.

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Penelitian ini bertujuan untuk mendeskripsikan keefektifan pendekatan problem-based learning (PBL) setting think talk write (TTW) dan problem-based learning (PBL) setting think pair share (TPS) serta mendeskripsikan perbedaan keefektifan antara PBL setting TTW dan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Penelitian ini merupakan penelitian eksperimen semu. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar, tes kemampuan berpikir kritis dan angket self-efficacy siswa. Data yang dikumpulkan dianalisis dengan menggunakan one sample t-test, dan analisis multivariat (MANOVA). One sample t-test dilakukan untuk menguji keefektifan pendekatan PBL setting TTW dan keefektifan pendekatan PBL setting TPS, sedangkan analisis multivariat (MANOVA) dilakukan untuk menguji perbedaan keefektifan antara kedua treatment tersebut ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Hasil analisis menunjukkan bahwa pendekatan PBL setting TTW dan pendekatan PBL setting TPS efektif ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. Selain itu hasil analisis multivariat menunjukkan bahwa tidak terdapat perbedaan keefektifan yang signifikan antara pendekatan PBL setting TTW dengan pendekatan PBL setting TPS ditinjau dari prestasi belajar, kemampuan berpikir kritis dan self-efficacy siswa. The Effectiveness of PBL Setting TTW and TPS Seen from Students Learning Achievement, Critical Thinking and Self-Efficacy AbstractThis study aims to describe the effectiveness of problem-based learning (PBL) setting think talk write (TTW) and PBL setting think pair share (TPS) and describe the difference of the effectiveness between PBL setting TTW and PBL setting TPS in terms of learning achievements, critical thinking ability and self-efficacy of grade students. This research is quasi-experimental research. The research instruments to collect the data are a learning achievement test, a test to examine the ability to think critically and a self-efficacy questionnaire. One sample t-test was conducted to examine the effectiveness PBL setting TTW and PBL setting TPS. Meanwhile, multivariate test (MANOVA) was carried out to determine the difference between PBL setting TTW and PBL setting TPS. The results show that both PBL setting TTW and PBL setting TPS are effective in terms of students learning achievements, critical thinking ability, and self-efficacy and there is no significant difference between the effectiveness of PBL setting TTW and the effectiveness of PBL setting TPS in terms of learning achievements, critical thinking ability and student self-efficacy.

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Masud, Mahyunah, Dr Norhasnida Nordin, and Prof Dr Mohamed Ibrahim Abu Hassan. "Motivating Factors and Effectiveness of Problem-based Learning in Dental Education." International Journal for Innovation Education and Research 6, no. 10 (2018): 314–23. http://dx.doi.org/10.31686/ijier.vol6.iss10.1194.

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Problem-based learning (PBL) is a learning approach that involves the use of interdisciplinary problems to trigger learning. The process of PBL encouraged students to be familiar with methods of search for knowledge creating new sets of learning needs which may not have been covered in the traditional teaching and learning (T&L). The result of review on available researches that compares PBL with traditional methods of medical education showed the superiority of PBL approach. However, in another critical review of published articles on PBL revealed no convincing evidence that it improves knowledge acquisition and clinical performance over traditional methods of T&L. Thus this study was carried to assess motivating factors in PBL and its effectiveness in creating student centred learning for clinical dental undergraduates. PBL triggers were introduced during the first of the three, two hours sessions for ninety one clinical students of year 3, 4 and 5 of the Faculty of Dentistry, Universiti Teknologi MARA, Malaysia. Sixteen questions were given to students during the third session and motivating factors and effectiveness of PBL were analysed. The results showed that majority of students perceived solving problems together was interesting and stimulate learning. Sharing of new information broaden their learning approach, critical thinking, creativity and communication skills. PBL is effective in internalising deep learning approach for dental undergraduates and encourage them towards active, interesting team participation in knowledge gain. PBL also motivated students to seek scientific knowledge independently towards achieving the desired learning outcomes. Knowledgeable, constructive and dedicated facilitators made the T&L experience interesting, stimulating and interactive for the students. Keywords: PBL, Motivating Factors, Effective SCL (Student-centred learning)

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Valdez, Joseph, and Melfei Bungihan. "Problem-based learning approach enhances the problem solving skills in Chemistry of high school students." Journal of Technology and Science Education 9, no. 3 (2019): 282. http://dx.doi.org/10.3926/jotse.631.

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The study aimed to investigate the effectiveness of problem-based learning (PBL) approach in enhancing the problem solving skills in Chemistry of Grade 9 students in a public high school in the Philippines. The level of problem solving skills of the students in the non-PBL and PBL group before and after their exposure to non-PBL and PBL approaches was determined respectively. The comparison of their levels before and after the intervention was done to determine the effectiveness of the non-PBL and PBL approaches. Then comparison of the effectiveness of non-PBL and PBL approach was assessed. Using the descriptive-comparative and pretest-posttest experimental design in processing the data from 96 students, the following revelations were obtained: (1) the level of problem solving skills before and after their exposure to non-PBL approach is generally very low; (2) the level of problem solving skills was initially very low but was comparatively increased to low after exposure to PBL; (3) there was a significant difference in the level of problem solving skills of the students in the PBL group; (4) between these two approaches in this study, the PBL approach of teaching the chemistry concepts to Grade 9 students was proven more effective than the non-PBL approach.

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Shitarukmi, Savitri, Siti Rokhmah Projosasmito, and Herma Roebertsen. "The Effectiveness of PBL Problems from Students and Tutors Perspectives." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 6, no. 1 (2017): 31. http://dx.doi.org/10.22146/jpki.25364.

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Background: PBL problems are used as a starting point to students in attaining learning objectives. Students are expected to discuss the problems according the principles of collaborative learning, constructive learning, contextual learning, and self-directed learning. A continuous monitoring, evaluating, and improving the PBL problems should be done systematically. Nevertheless, the problems are lacking monitoring and evaluation. The aim of this study is to evaluate the effectiveness of PBL problem by providing an evaluation tool. The evaluation involved students and tutors.Method: A survey by using questionnaire based on six factors of an effective PBL problem was conducted to obtain students and tutors perception towards the effectiveness of 6 PBL problems used in tutorial session. The questionnaire for each scenario distributed to four randomly selected group tutorials (total samples per scenario is 40 students and four tutors). The perceptions were then analysed by using descriptive statistic. Four open ended questions included in the questionnaire were used to get better understanding and explanation of quantitative result.Results: A total of 198 (82.5% response rate) students and 23 (95% response rate) tutors filled the questionnaire. Students and tutors gave their score for the overall quality of each PBL problems. Some differences among students and tutors in rating the overall quality on each problem were found. The strength and the weakness of each problem were also obtained from students’ and tutors’ rate for the six factors in the questionnaire. Each group of participants had their own concern regarding the most important factor for an effective PBL problem.Conclusion: The result of this evaluation could reflect the effectiveness of PBL problems in achieving students’ learning objectives from different viewpoints: students and tutors. This valuable information can be used by problem designers and their institutions to monitor and improve the quality of PBL problems continuously.

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Laili, Husnul. "Keefektifan Pembelajaran dengan Pendekatan CTL dan PBL Ditinjau dari Motivasi dan Prestasi Belajar Matematika." PYTHAGORAS: Jurnal Pendidikan Matematika 11, no. 1 (2016): 25. http://dx.doi.org/10.21831/pg.v11i1.9679.

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Penelitian ini bertujuan untuk mendeskripsikan keefektifan pembelajaran dengan pendekatan Contextual Teaching and Learning (CTL) dan Problem Based Learning (PBL) ditinjau dari motivasi dan prestasi belajar matematika siswa, serta membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL ditinjau dari motivasi dan prestasi belajar matematika siswa. Penelitian ini merupakan penelitian eksperimen semu, yang menggunakan dua kelompok eksperimen. Untuk mengetahui keefektifan pembelajaran dengan pendekatan CTL dan PBL digunakan uji one sample t-test pada taraf signifikansi 5%. Untuk membandingkan keefektifan pembelajaran dengan pendekatan CTL dan PBL, data dianalisis secara multivariat menggunakan T2 Hotelling dengan taraf signifikansi 5% dan dianalisis lanjut menggunakan uji t univariat dengan kriteria Bonferoni. Hasil penelitian menunjukkan bahwa pembelajaran dengan pendekatan CTL dan PBL efektif ditinjau dari motivasi dan prestasi belajar matematika siswa, dan pembelajaran dengan pendekatan PBL lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari prestasi belajar matematika siswa, tetapi pembelajaran dengan pendekatan PBL tidak lebih efektif dibanding dengan pembelajaran dengan pendekatan CTL ditinjau dari motivasi belajar matematika siswa.Kata kunci: CTL, PBL, motivasi, prestasi belajar. The Effectiveness of the CTL and PBL Approaches Viewed from Students’ Motivation and Achievement in Mathematics Learning AbstractThis study aimed to describe the effectiveness of the Contextual Teaching Learning (CTL) and Problem Based Learning (PBL) approaches viewed from students’ motivation and achievement in mathematics learning, and to compare the effectiveness of the CTL and the PBL approach in mathematics learning viewed from students’ motivation and achievement. This study was a quasi-experimental research and used two experimental groups. To find out the effectiveness of the CTL and PBL approach in each variable, the data were analyzed using one-sample t-test what the significance level of 5%. To compare the effectiveness of the CTL and PBL approaches, the data were analyzed using the multivariate T2 Hotelling with the significance level of 5% and followed up by the univariate analysis using the Bonferoni criterion. The results of the study show that the CTL and PBL approaches were effective viewed from students’ motivation and achievement in mathematics learning and the PBL approach was more effective than CTL approach viewed from students’ achievement in mathematics but the PBL approach is not more effective than CTL approach viewed from students’ motivation in mathematics learning.Keywords: CTL, PBL, motivation, learning achievement.

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Kelly, Dervla, Mary O'Neill, Bisola Salaja, Kieran O'Mahony, and Mark Dixon. "Acceptability and effectiveness of a 3D virtual reality cardiovascular lesson." International Paramedic Practice 9, no. 3 (2019): 67–74. http://dx.doi.org/10.12968/ippr.2019.9.3.67.

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Introduction: The aim is to describe a preliminary pilot incorporating 3D virtual reality (VR) into a cardiovascular problem-based learning (PBL) lesson. Methods: A paramedic cohort of students (n=19) took part in a 12-lesson anatomy and physiology module. Multiple choice question results from the cardiovascular PBL lesson were compared with the multiple choice question results from other organ system PBL lessons. In addition, a questionnaire was answered by 15 students assessing acceptability of the lesson. Results: The authors found that when students used VR materials, they achieved significantly better results compared with the non-VR lessons. Over 80% of students thought that VR-based PBL exercises brought the cardiovascular anatomy to life and was a useful learning tool. Conclusion: The use of VR in a PBL learning environment has a significant positive effect on the performance of the students and is valued by students as useful. It may therefore be beneficial to integrate VR-based learning into emergency medicine training.

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Tesis sobre el tema "PBL effectiveness"

Pagander, Lisa, and Jason Read. "Is Problem-Based Learning (PBL) An Effective Teaching Method? : A Study Based on Existing Research." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107712.

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Abstract The purpose of this paper is to examine the empirical research supporting the effectiveness, orineffectiveness of PBL as a teaching method. Secondly, if PBL is an effective method, what does researchsay about the relevance of PBL in connection to the Swedish secondary school curriculum. We took an indepth,critical look at the existing research to find any commonalities or any major contradictory findings.Results show that there is contradictory evidence regarding the effectiveness of PBL as a teachingmethod with the majority of support for PBL coming from the educational medicine field. Results also showthat very little research exists concerning how PBL relates to the guidelines set out in the Swedish Schoolcurriculum (GY11).After presenting the results we discuss the implications that PBL present as a teaching method, aswell as major problems encountered, and how these findings relate to the teaching profession in Sweden.Lastly, we discuss how further research could be beneficial to support the use of PBL.

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Jackson, Yvette Marie. "An Exploration of the Effectiveness of Problem-Based Learning in Nursing Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2490.

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Critical-thinking is an essential skill that graduate nurses need to make sound clinical decisions. While traditional lecturing is the method most commonly used in nursing education, incorporating problem-based learning (PBL) into nursing curricula has been suggested as a better option for students' learning of theory and practice. The purpose of this study was to explore the difference in critical-thinking and problem-solving skills between nursing students taught using PBL versus those taught with traditional classroom lectures. A quasi-experimental approach, with cognitive learning theory as the foundation, was used to compare the results of an Assessment Technologies Institute (ATI) Comprehensive Predictor posttest in the control group, taught using the traditional learning method, and the experimental group, taught using PBL. Two-way ANOVA was used to analyze the effect of 2 independent variables: archived ATI Fundamentals Nurse exam proxy pretest scores, divided into low and high groups, and control or experimental group assignment, on the posttest scores of 192 nursing students at the study site. The results of the study showed that the main effect of the treatment, PBL vs. non-PBL, was significant, F(1, 191) = 116.77, p < .001, and the main effect for pretest groups was significant, F(1, 191) = 121.79, p < .001. The interaction effect was also significant, F(1, 191) = 8.04, p = .005, indicating that the effect of PBL was greater for nursing students in the low pretest group. The results of this study provide the premise for recommendations for nurse educators regarding the use of alternative teaching methods. The study may promote social change by providing preliminary research results to the local site that may contribute to improving the quality of nurse education.

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Gao, Mingyi. "A theoretical model for the effectiveness of project-based learning in engineering design education." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/9563.

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The main focus of this thesis is on the effectiveness of project-based learning (PBL) in engineering design. The literature review has shown that there is much confusion and ongoing arguments concerning the implementation of PBL in engineering design, and there lacks consensus on its effectiveness. Little research has been done on providing measurable metrics of PBL effectiveness, not to mention discovering the optimal PBL and its underlying mechanisms based on solid educational theories and rigorous research methodology. In this thesis, the measurement of the optimal PBL effectiveness (effect) is studied and a theoretical model of PBL is built in order to identify parameters (cause) controlling the effectiveness and to study the interplay between effectiveness and the parameters. The model is built through three main phases, with a combination of qualitative and quantitative research methods. In phase one, the effectiveness of PBL is studied from the perspectives of the engineering design lecturers and engineering graduates by interviews, which is used to represent effect (Y axis) of the model. In phase two, on the basis of self-directed learning theory (SDL) and learner engagement theory,two key parameters of PBL, i.e. SDL and learner engagement, are identified and quantified respectively to represent cause (X axis) of the model. With the key parameters of PBL (X axis) and PBL effectiveness (Y axis) obtained, a theoretical model of PBL is proposed. The model is verified by means of experiments (student self-reported surveys). A specified Moving Average Method (MAM) is used for data analysis and findings demonstrate different trends of the relations between SDL and PBL effectiveness, and between learner engagement and PBL effectiveness. Consequently, a 3D model of PBL is built by combining the data in aforementioned 2D models,through which the optimal PBL effectiveness in 3D are identified and measured and the interplay between different parameters are found. In phase three, in order to find out more delicate features in PBL ignored by MAM, the dynamic interaction of individual differences in PBL teamwork is explored by the ethnological method (including participant observations and interviews), which is conducted as a supplement to the model of PBL. The theoretical model of PBL effectiveness proposed in this thesis is novel and groundbreaking. Firstly, a series of 2D and 3D models are presented and the relations between SDL, learner engagement and PBL effectiveness are revealed for the first time, which provides guidance for the optimal PBL measurement and implementation. Secondly, a qualitatively-quantitatively-combined strategy is used to discover the mechanisms controlling optimal PBL at different scales. Thirdly, the experiments verifying the model provide fresh quantitative insight into optimal PBL. In summary, the research in this thesis opens up a new research methodology for studying PBL effectiveness, which makes contribution to the educational field as well. Keywords: Project-based learning, Self-directed learning, Learner engagement, Optimal PBL effectiveness, 3D model, Individual differences, Engineering design, Pedagogy.

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Fritz, James B. "Telecommunication System for Bachelor Officers Quarters: Cost-Effectiveness and Lease / Purchase Analysis." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA232104.

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Thesis (M.S. in Telecommunication Systems Management)--Naval Postgraduate School, June 1990.
Thesis Advisor(s): Gates, William R. Second Reader: Suh, Myung W. "June 1990." Description based on title screen as viewed on March 24, 2010. DTIC Identifier(s): Cost Benefit Analysis, Cost Effectiveness Analysis, Vendor Proposals, Telecommunications, Net Present Value, PBX, Theses. Author(s) subject terms: Telecommunications, PBX, Cost-effectiveness, Net Present Value. Includes bibliographical references (p. 40). Also available in print.

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Roberts, Suzanne Emily. "The effectiveness of pursed lips breathing in the management of breathlessness in stable chronic obstructive pulmonary disease." Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/6453.

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Introduction: This dissertation aims to explore, in a clinical setting, the effectiveness of pursed lips breathing (PLB), in the management of dyspnoea in stable COPD. Methodology: A mixed methodology that comprised a randomised controlled trial (RCT), a predominantly qualitative follow-up (FU) study and two measurement studies was used. The RCT intervention group was taught PLB at home over 8 weeks. Primary outcome measures were the Self Report Chronic Respiratory Disease Questionnaire (CRQ-SR) dyspnoea and mastery domains and Endurance Shuttle Walk Test (ESWT). The FU study investigated the long-term experience of PLB in a subset of RCT participants through telephone interview, focus group and observation of PLB technique at home visit. Prior to the RCT a study using limits of agreement (LoA) methodology was conducted to investigate reliability of hand-held spirometric measurement of inspiratory capacity (IC) with a view to using it as an outcome measure. Following the RCT a retrospective analysis of data collected from the ESWT was performed comparing a 1-walk protocol with the published 2-walk protocol. Results: Forty-one patients with COPD were recruited to the RCT (PLB n = 22, control n =19); mean age 68 years (SD 11), mean FEV1% predicted 47% (SD 15.80) and 13 were approached to participate in the FU; 11 of 13 agreed to telephone interview, 5 to attend the focus group and 6 to home visit. The median time since learning PLB was 17 months (6 - 23). The RCT found no statistically significant difference between groups in the primary outcome measures and in retrospect was insufficiently powered. Post hoc analysis found effect sizes for primary outcome measures were: CRQ-SR dyspnoea 0.05, CRQ-SR mastery 0.48 and ESWT 0.44. For secondary outcome measures the PLB group showed a significant (p = 0.02) improvement in oxygen saturation on ESWT. Long-term follow-up found 9 of 11 still used PLB, 8 reported definite benefit. Those using PLB used it for breathlessness with four themes identified: use of PLB with physical activity (8/11), to increase confidence and reduce panic (4/11), as an exercise (3/11), at night (3/11). Discontinuation of PLB (2/11) was due to no benefit. Hand-held spirometric measurement of IC found LoA for same-day IC measurement in healthy volunteers (n = 20) ± 0.630L (95%CI ± 0.255) and over 3 weeks (n = 11) ± 0.560L (95%CI ± 0.326). In COPD, same day LoA (n = 26) were ± 0.582L (95%CI ± 0.169) and over 6 weeks (n = 8) ± 0.486L (95%CI ± 0.302). Retrospective analysis of ESWT data identified that completion rates improved by 17% for the 1-walk protocol but that the ceiling-effect was 12.2% compared to 7.3% for the 2-walk protocol. LoA between protocols when measuring change over time (n = 31) was ±80% (95%CI 25.56); less than the difference described as "somewhat better" (113%) following pulmonary rehabilitation (PR) but greater than the m.c.i.d. of 68%. Conclusions: LoA for IC exceeded the clinically significant reported 0.3L; the protocol tested here was not sufficiently reliable for use as an outcome measure. Analysis of ESWT data showed the 1-walk protocol was adequate for identify change in clinical practice but, for research purposes the 2-walk protocol should be retained. From the RCT learning PLB resulted in reduced physiological stress with respect to oxygen desaturation when performing ESWT compared to the control group. Long-term follow-up showed that, in severe COPD perceived benefits persisted in 62% of patients.

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Coleman, Jennifer A. "Examining PTSD Symptoms and the Effectiveness of Group Therapy Among African American and Caucasian Veterans." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4672.

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Millions of Americans have served in the military, and improved survival rates in wars have increased the percentage of those who return home. Posttraumatic stress disorder (PTSD) is one of the most prevalent mental health diagnoses for veterans. Although few studies have examined the link, previous research as well as the minority stress model and transgenerational trauma theories, suggest that race may be associated with PTSD, particularly in military samples. The current study examined whether there were differences in PTSD symptomology (global and symptom cluster-specific) based on veterans’ race and whether group therapy effectively reduced symptoms of PTSD. Data were collected from male veterans who identified as non-Hispanic Caucasian or non-Hispanic African American (N = 450) and participated in a 10-week, combat-related, group therapy PTSD Recovery Program between 2010 and 2014. Participants completed the Posttraumatic Stress Disorder Checklist- Military version (PCL-M) measure at three time points (intake, pre-treatment, and post-treatment). Global PTSD symptoms and three of the four symptom clusters did not differ between African American and Caucasian participants at intake. However, the symptom cluster of re-experiencing was higher for African Americans compared to Caucasians at intake. Additionally, the Recovery Program led to a reduction in PCL-M scores. This symptom reduction occurred regardless of race, with neither racial group improving more than the other. Moreover, dropout rates for the Recovery Program were on par or better than those for other trauma-focused therapies. Although the overall racial and ethnic composition of groups was not related to most outcomes, the percentage of racial/ethnic minority members in groups was negatively associated with the number of sessions attended for Caucasians. Findings also indicated that the PCL-M demonstrated good psychometric properties in an African American sample. One implication from this study is that the current conceptualization and measurement of PTSD may be insufficient. It may be more helpful to examine specific PTSD symptom clusters, especially when assessing differences by race. The effectiveness of the PTSD Recovery Program supports alternative options to treating veterans with PTSD in the VA system. Last, it is important for therapists to consider the composition of groups when conducting group therapy.

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Stegall, Stacy L. "Separation of Transition and Heavy Metals Using Stationary Phase Gradients and Chelation Thin Layer Chromatography / Evaluation of the Effectiveness of POGIL-PCL Workshops." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4779.

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Gradient surfaces exhibit a variation in functionality along the length of the surface. One method for preparing gradients is controlled-rate infusion (CRI). In Part 1 of this work, CRI was used to prepare gradients for the purpose of separating transition and heavy metals. Initial work on this project was focused on controlling the retention of the metal ions by varying the number of amine groups, aminoalkoxysilane concentration, and the infusion time. The retention factors of four metal ions varied predictably with increasing number of amine groups, increasing aminoalkoxysilane concentration, and increasing infusion time, producing small but useful changes in the retention factors. The continuation of this project involved the preparation of two-dimensional multi-component gradients on TLC plates, which were used to separate six transition and heavy metals. The retention, and thus the separation, was affected by the presence or absence of a gradient and the direction of the gradient. Part 2 of this work focused on understanding the factors that motivated instructors in the early and late stages in the process of change. Instructors who attended the POGIL-PCL (Process-Oriented Guided Inquiry Learning in the Physical Chemistry Laboratory) workshops were asked to complete online surveys. The goals of the first survey were to understand the factors that initially interested instructors in POGIL-PCL, to determine if instructors enter the implementation stage, and to understand the factors that affect how instructors implement POGIL-PCL. Later surveys were designed to explore the development of the POGIL-PCL network and assess whether implementation is sustained over time.

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Aydin, Ozlem. "In Situ, In Vitro And In Vivo Evaluation Of Effectiveness Of New Treatment Approaches Involving Controlled Drug Delivery Systems In Cartilage Degenerations." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613470/index.pdf.

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Osteoarthritis (OA) is a degenerative joint disease which has yet no complete treatment with medication. Doxycycline, a well-known antibiotic, has been shown to prevent matrixmetallopreoteinases-MMPs, indicating potency on OA treatment. However, long term systemic use can cause side effects on other tissues. This study aimed to develop controlled drug delivery systems of doxycycline/doxycycline-chondroitin sulfate (D/D-CS) in the form of PCL microspheres for providing a better and new treatment approach via local application. After optimization studies for size, loading efficiency, surface/structure and release properties, microspheres of low Mw PCL (14 kDa) was decided to be more suitable than those of high Mw (65 kDa). The release profile of former was also more compatible with diffusion model than that of latter. The bio-effectiveness of the microspheres was evaluated with three-dimensional in vitro model
osteoarthritic-rabbit chondrocytes embedded in agarose and subjected to interleukin-1&beta
throughout incubations. In vitro treatments with D/D-CS microspheres showed significant reduction in MMP-13 activity compared with untreated OA controls for 15 and 24-day incubations. Although collagen and GAG analysis results showed no enhancement of synthesis with MS treatments, significant decrease in GAG and collagen release from D/D-CS MS treated groups and from D MS treated ones respectively. Overall evaluations of the efficacy using in vivo rabbit OA model showed better radiographic scores and histological outcomes for D/D-CS MS groups compared to only hyaluronan injected and/or untreated controls in 8 weeks. The ex-vivo biomechanical properties of cartilages demonstrated improved hardness with values comparable to healthy group upon application of D-CS MS.

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Balló, Peña Elisabet. "Validesa del Sistema d’Informació pel Desenvolupament de la Investigació a Atenció Primària en l'estudi de malalties vasculars i estudi de l'efectivitat de les estatines en la reducció de mortalitat i malalties vasculars en la població major de 74 anys." Doctoral thesis, Universitat de Girona, 2020. http://hdl.handle.net/10803/670063.

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Electronic Health Record are legal documents where all the bio-psycho-social information of care received by the healthcare system is recorded throughout their lives. The first causes of death in Spain are cardiovascular diseases. The main risk factors associated with these diseases are hypertension, diabetes mellitus, dyslipidemia, smoking and obesity, .These pathologies are more prevalent in elderly population (> 74 years). The results obtained demonstrate that EHR is a good quality tool to be used in research, and that statins used as primary prevention in people over 74 are useful, as they reduce the appearance of cardiovascular disease and all-cause mortality, but only in those patients with type 2 diabetes mellitus and between 75 and 85 years of age. Statin use in people over the age of 74 does not show an apparent increase in adverse effects
La Història Clínica Electrònica és el document legal on es registra tota la informació bio-psico-social dels pacients atesos al sistema sanitari. La primera causa de mort a Espanya són les malalties cardiovasculars; els factors de risc associat són: hipertensió, diabetis mellitus, dislipèmia, tabaquisme, obesitat. Patologies amb elevada prevalença en població >74 anys. Una població on no existeixen estudis en prevenció primària amb presència d’un o més factors de risc per evitar la morbimortalitat de malalties cardiovasculars. Els resultats obtinguts són: la Història clínica electrònica és una eina de qualitat per ser utilitzada en recerca. Les estatines utilitzades en prevenció primària en majors de 74 anys són útils per la reducció d’aparició de malalties cardiovasculars i la mortalitat per totes les causes en pacients diabètics tipus 2 d’entre 75 i 85 anys. I que l’ús de les estatines en majors de 74 anys no presenta un augment aparent d’efectes adversos

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Neves, Ana Catarina Moiteiro das. "Innovating in education: effectiveness of PBL on students' skills." Master's thesis, 2016. http://hdl.handle.net/10362/18596.

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The purpose of this study was to assess the impact of project-based learning on students’ motivation and critical thinking, considering the importance of preparing students for a knowledge-based economy. The research analysed 113 students from four schools were the project Mentes Empreendoras was implemented. Pre and post-test analyses and a matching procedure were conducted to guarantee comparability. The study suggests positive evidences of project-based learning in the motivation and critical thinking skills of students, indicating that an educational approach that fosters self-discovery might be well suited to engage and motivate students and promote their critical thinking.

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Libros sobre el tema "PBL effectiveness"

United States. Congress. Senate. Committee on the Judiciary. Subcommittee on Technology, Terrorism, and Government Information. Id theft: When bad things happen to your good name : hearing before ... 106th Congress, 2nd session, on examining the effectiveness and funding for the Identity Theft and Assumption Deterrence Act (P.L. 105-318), March 7, 2000. U.S. G.P.O., 2001.

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Affairs, United States Congress House Committee on Natural Resources Subcommittee on Native American. American Indian Religious Freedom Act: Oversight hearing before the Subcommittee on Native American Affairs of the Committee on Natural Resources, House of Representatives, One Hundred Third Congress, first session, on effectiveness of P.L. 95-346--the American Indian Religious Freedom Act of 1978 (AIRFA). U.S. G.P.O., 1993.

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United States. Congress. House. Committee on Natural Resources. Subcommittee on Native American Affairs. American Indian Religious Freedom Act: Oversight hearing before the Subcommittee on Native American Affairs of the Committee on Natural Resources, House of Representatives, One Hundred Third Congress, first session, on effectiveness of P.L. 95-346--the American Indian Religious Freedom Act of 1978 (AIRFA). U.S. G.P.O., 1993.

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United States. Congress. Senate. Committee on the Judiciary. Subcommittee on Technology, Terrorism, and Government Information. ID theft: When bad things happen to your good name : hearing before the Subcommittee on Technology, Terrorism, and Government Information of the Committee on the Judiciary, United States Senate, One Hundred Sixth Congress, second session, on examining the effectiveness and funding for the Identity Theft and Assumption Deterrence Act (P.L. 105-318), March 7, 2000. U.S. G.P.O., 2001.

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Mosby. Mosby's Communication in Nursing Videotape Series: Communicating with Clients and Colleagues: Effectiveness in the Caring Environment - Pal Videotape. C.V. Mosby, 1995.

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Shulman, Ryan, Adrian Wilson, and Delia Peppercorn. Magnetic resonance imaging of the knee. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199550647.003.008003.

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♦ ACL tear: abnormal fibres, tibial translation, PCL/patella tendon buckling, bone bruising♦ Meniscal tear: signal change to free edge♦ Bone bruising:• Reticular—not continuous subarticular bone• Geographic—extends to subarticular bone♦ Posterolateral corner:• Oblique slices through fibular head• Consists of lateral collateral ligament, popliteus, popliteofibular ligament, and arcuate complex.Magnetic resonance imaging (MRI) has revolutionized the investigation and treatment of the painful knee. It is non-invasive and avoids patient exposure to ionizing radiation. MRI has the advantage of establishing diagnoses in a painful knee without the morbidity of surgical intervention. It is now widely available and has moved from a simple diagnostic adjunct into a key planning tool. It offers improved management of theatre resources and it allows for more accurate planning of postoperative rehabilitation.The role of MRI in management of the injured knee is determined by its cost-effectiveness and its ability to augment the diagnostic accuracy of clinical examination. Accuracy of clinical examination by specialist orthopaedic surgeons is comparable to MRI when interpreted by specialist radiologists (Table 8.3.1). Increasingly, MRI has been shown to be cost neutral. Whilst costs are high, diagnostic information reduces the need for unnecessary surgery.

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Capítulos de libros sobre el tema "PBL effectiveness"

Sardeson, K. E., A. Haramati, and M. PreJean. "A Qualitative Comparison of Student and Faculty Effectiveness as PBL Tutors." In Advances in Medical Education. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4886-3_159.

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Correa, E. S., and J. L. Shapiro. "A Study of the Effectiveness of Detailed Balance in Avoiding Convergence in PBIL." In Applications and Science in Soft Computing. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-45240-9_35.

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Strobel, Johannes, and Angela van Barneveld. "PBL EFFECTIVENESS, TENSIONS, AND PRACTITIONER IMPLICATIONS." In Essential Readings in Problem-Based Learning. Purdue University Press, 2015. http://dx.doi.org/10.2307/j.ctt6wq6fh.27.

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Rojas, J. I., X. Prats, A. Montlaur, M. Valero, and E. García-Berro. "Effectiveness of Problem Based Learning for Engineering Curriculum." In Cases on Technological Adaptability and Transnational Learning. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-779-4.ch017.

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The main purpose of this case is to describe the process by which an initially limited-range practical experience, within the frame of a given course in an aerospace engineering degree, might be expanded to become the mother-course itself. Particularly, the practical experience is a Model Rocket Workshop (MRW), where students design, simulate, build, test and launch a small model rocket. The workshop is a Problem Based Learning (PBL) experience that covers a wide spectrum of educational aspects, ranging from theoretical disciplines, such as fluid dynamics and rocket dynamics, to topics more related to experimental work and hardware utilization like the certification of the rockets, as well as the rocket altitude measurements. Students get rapidly involved in the project, and acquire several practical and transversal abilities, while developing a solid knowledge of the physics underlying aerospace engineering. The case study shows some problems and improvements, academic results and lessons learned from the PBL approach. Finally, a series of new ideas related to MRW and to the course it belongs to are presented. The objective is to expand the MRW so that it embraces the totality of the activities that constitute this mother-course. As a consequence, the former would then become a new course entirely based on PBL. The strategy aims at enabling an optimum transition from conventional learning to PBL.

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Sohmen, Victor S. "Project-Based Learning (PBL) in a Higher Education Project." In Handbook of Research on Adult Learning in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1306-4.ch005.

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A Senior Design course in an urban Engineering Technology (ET) program was examined to propose an Accelerated Project-Based Learning (A-PBL) model, guided by three research questions: (1) What is the extent to which Self-directed Learning (SDL) skills were applied by final-year ET students using PBL, as determined quantitatively through the Self-directed Learning Readiness Scale (SDLRS-A®)?; (2) How are Self-directed Learning (SDL) skills, Project Management (PM) efficiencies, and Change Leadership (CL) effectiveness applied in implementing ET capstone projects?; and, (3) What are the best practices to accelerate PBL by employing SDL skills, PM efficiencies, and CL effectiveness? This mixed-methodology research resulted in an accelerated PBL model geared to significant time, cost, and quality efficiencies in rapidly evolving, technological environments for optimal outcomes in 21st century higher education. The study concluded that this A-PBL model could also minimize the employment gap, fuel self-motivation, enable skill-building, and instill a deep commitment to lifelong learning.

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"Problem-based Learning: Effectiveness, Drivers, and Implementation Challenges." In Research on PBL Practice in Engineering Education. Brill | Sense, 2009. http://dx.doi.org/10.1163/9789087909321_005.

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"Gauging the Effectiveness of Design Projects in Engineering Education." In Research on PBL Practice in Engineering Education. Brill | Sense, 2009. http://dx.doi.org/10.1163/9789087909321_008.

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Tee, Wee Jing. "Project-Based Learning for Building Work and Life Skills in Line With TGC and Purpose Learning." In Preparing the Next Generation of Teachers for 21st Century Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4080-9.ch007.

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In this chapter, the author has conducted a research project to examine student learning experiences and outcomes in higher education with project-based learning (PBL) approach in order to assist the students to acquire work and life skills. A successful case study of PBL has been implemented at Taylor's University. The problem statement here is there is a gap between the academic learning outcomes at university and actual demands in industry. Thus, Taylor's University is redefining teaching and learning in higher education through implementation of blended learning, purpose learning, and Taylor's graduate capabilities (TGC) in order to meet the ever-changing and rigorous demands of industry, society, and globalization. The research findings provided insight into how faculty conceptualization of PBL in line with TGC and purpose learning drove implementation and showed that purpose learning via PBL in higher education could contribute to the effectiveness in students' learning of work and life skills and achieve greater social impact.

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Assaf, Wael, Gianluca Elia, Ayham Fayyoumi, and Cesare Taurino. "Collaborative Learning Experiences in Teaching of e-Business Management." In Cases on Interactive Technology Environments and Transnational Collaboration. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-909-5.ch015.

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In the context of the e-Business Management Section (eBMS) of the Scuola Superiore ISUFI at University of Salento (Italy), the case of the International Master in e-Business Management (IMeBM) is discussed here which is aimed to contribute pragmatically to create e-Business Capabilities in Mediterranean Countries. This chapter presents the results obtained in the Laboratory Phase of the first two years of Master’s editions, i.e. 2006 and 2007 editions. This phase has been designed on blended (on-line and off-line) learning experience. Specifically, it has been structured by mixing the delivery of some Web learning courseware with face-to-face meetings with mentors and e-Business experts. The technological platform designed, developed and adopted for the Web learning activities is called the “Virtual eBMS” that represents the collaborative learning environment of the Mediterranean School. The pedagogical approach adopted by the School, named (“Learning-in-Action”) together with some considerations on the effectiveness and the implications of the Problem-Based Learning (PBL) strategy are also deliberated upon. It also presents how the whole case of the International Master in e-Business Management generated intellectual capital assets, described in terms of Human Capital (competences developed in the e-Business context), Social Capital (networks and cooperation with local institutions and companies) and Structural Capital (research projects).

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Swartz, Louis B., Michele T. Cole, and Daniel J. Shelley. "Measuring Effectiveness in Online Instruction." In Web-Based Education. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch016.

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To remain competitive, expand access to education, and meet the needs of students, institutions of higher education are offering larger numbers of online courses. Asonline instruction increases, educational institutions, students and society need to make sure that onlinecourses and programs are as effective as traditional classroom courses and educational programs. To address this need, this paper focuses on the question, “Are onlinecourses and programs as effective as those taught in the classroom?” Numerous authors have addressed the question of the effectiveness of online classes (Keegan, D., 1996; Russell, T., 1999; Schulman, A.H. and Sims, R.L., 1999; Harasim, L. 2000; Ryan, R.C. 2000; Rivera, J.C. and Rice, M.L., 2002; Bernard, R.M., et al, 2004; Frantz, P.L. and Wilson, A.H., 2004; Suanpang, P., Petocz, P. and Kalceff, W., 2004; Fjermestad, Hiltz, S. and Zhang, Y. 2005; Weaver-Kaulis, A. and Crutsinger, C., 2006). Most studies center on student satisfaction and/or student learning. The studies have produced mixed results. This paper provides a summary of a number of important studies on theeffectiveness of online courses and educational programs. It synthesizes the results from the studies and presents possible reasons for the differences in findings. It concludes with a discussion of future trends and suggestions for areas of further study.

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Actas de conferencias sobre el tema "PBL effectiveness"

Khanna, Sanjeev K., Robert A. Winholtz, David H. Jonassen, Andrew Tawfik, and Holly Henry. "Effectiveness of Introducing Problem Based Learning in the Undergraduate Engineering Curriculum." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-89559.

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Problem solving is the primary intellectual activity of engineers. Therefore, enhancing problem-solving skills is essential for preparing engineering students for practice in the profession. A powerful approach for enhancing problem-solving skills is the problem-based learning (PBL) method. This paper presents the design and construction of a PBL-based course in materials science at the junior level in a mechanical & aerospace engineering (MAE) department. We assess the ability of a PBL course based on longer complex problems to enable students to learn both fundamental knowledge of the subject matter and also problem solving skills and contrast it with outcomes in a traditional lecture based course. The issues and challenges faced in assessing and implementing PBL are discussed.

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Cheng, Chew Swee, and Chris Beaumont. "Evaluating the effectiveness of ICT to support globally distributed PBL teams." In the 9th annual SIGCSE conference. ACM Press, 2004. http://dx.doi.org/10.1145/1007996.1008011.

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"EFFECTIVENESS OF WEB BASED PBL USING COURSE MANAGEMENT TECHNOLOGIES: A CASE STUDY." In 1st International Conference on Software and Data Technologies. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0001321501700176.

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May, Ming-Der, Hsiang-Yuan Lin, Ying-Tzu Tseng, and Cheng-Min Sung. "Application of PBL in ERP Textbook Design and Technical University Students Learning Effectiveness Study." In 2020 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2020. http://dx.doi.org/10.1109/educon45650.2020.9125177.

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Pordeus, Paulo, Carla Bezerra, and Emanuel Coutinho. "ReqStore: Um Repositório de Requisitos de Projetos de Software como Apoio a Metodologia PBL." In XI Simpósio Brasileiro de Sistemas de Informação. Sociedade Brasileira de Computação, 2015. http://dx.doi.org/10.5753/sbsi.2015.5866.

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With the growth of the Information Technology market (IT), a strong demand for different ways to develop software quality has arisen, and therefore a demand for qualified professionals. To enable these professionals, an effective teaching model is necessary for the development and improvement of skills and competencies oriented to the development of real projects with similar complexity to those found in the labor market. For this, the method of teaching Problem based Learning (PBL) has been applied in different market areas. The PBL use problems designed to initiate, motivate and focus in the acquisition of knowledge through practice, and encourage the development of skills, needed in a professional context. This study aims to develop a tool, called ReqStore, to help the teacher while using the PBL methodology with a project requirements repository. As a result of this work, we carried out an experiment in a class of Programming Fundamentals of discipline to validate tthe effectiveness of tool with use of PBL methodology.

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Risnawati, Zubaidah Amir, Mana Samin Lubis, Muhammad Syafri, and Dedek Andrian. "The Effectiveness of Problem Based Learning (PBL) in Increasing Student Creative Thinking and Self-efficacy." In The Second International Conference on Social, Economy, Education, and Humanity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009096701520156.

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Nurhidayati, Nurhidayati, Ali Maksum, Muhammad Alfan, Umi Machmudah, and Muhd Zulkifli Bin Ismail. "Effectiveness of Problem-Based Learning Model (PBL) to Improve Listening Skill in Arabic Language Courses." In International Conference on Learning Innovation 2019 (ICLI 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200711.023.

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Karmila, Nila, Insih Wilujeng, and Hadiid Sulaiman. "The Effectiveness of Problem Based Learning (PBL) Assisted Google Classroom to Scientific Literacy in Physics Learning." In 6th International Seminar on Science Education (ISSE 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210326.064.

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Arwendria, Arwendria, Mawardi Effendi, Ahmad Fauzan, and Darmansyah Darmansyah. "The Effectiveness of the Problem-based Learning- Internet Information Literacy (PBL-IIL) Model in Minimizing Plagiarism among Students." In Proceedings of the 1st International Conference on Innovation in Education (ICoIE 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icoie-18.2019.112.

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Nasr, Karim J., Bassem Ramadan, and Prashant Ahire. "Development of Problem-Based Learning Modules for Engineering Thermodynamics." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61989.

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Problem-Based Learning (PBL) is an instructional approach that fosters active learning, supports knowledge construction, integrates disciplines, and naturally combines classroom learning with real-life applications. This approach can be described as student-centered and concept-embedded. This paper presents the development of curricular materials in Engineering Thermodynamics that are founded on PBL, supported by technology through simulations, and target higher levels of Bloom’s Taxonomy of Learning. Thermodynamics is restructured as modules presenting practical applications first whereas principles are introduced just-in-time and as encountered. Theoretical information is presented to support the understanding of knowledge as students apply inquiry-based learning. These modules are carefully designed to reflect traditional concepts but made more exciting as students discover the need for the laws and principles. The classroom format is interactive, cooperative and revolves around students’ needs. Formative and summative assessment tools are designed to examine the effectiveness of created modules.

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