Challenges Regarding Transition from Case-Based Learning to Problem-Based Learning: A Qualitative Study with Student Nurses

Phage, Ramoipei J.; Molato, Boitumelo Joy; Matsipane, Molekodi

doi:10.3390/nursrep13010036

Cited by 2 publications

(2 citation statements)

References 29 publications

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“…PBL requires lecturers to be flexible, adaptable, and responsive to students' needs and feedback. This ongoing engagement can help lecturers to improve their teaching skills and keep up-to-date with the latest teaching methods and trends [1,5,18].…”

Section: Impact On Lecturersmentioning

confidence: 99%

Problem Based Learning in Engineering Course in Malaysia

Hadibarata

Hidayat

Kwabena

2023

Acta Pedagogia Asia

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Problem-based learning (PBL) is an effective educational approach that promotes critical thinking, collaboration, and creativity. The study aimed to review an implementation of PBL in engineering course in Malaysia. PBL has been shown to be effective in engaging students in the learning process by presenting them with complex, open-ended problems that require critical thinking and creativity to solve. Through this process, students develop their critical thinking skills, including their ability to analyze information, evaluate arguments, and make sound judgments. PBL also helps students to develop their problem-solving skills, which are essential in the real world. Despite its benefits, implementing PBL in the classroom can also have some challenges and limitations. It can be time-consuming, difficult to assess, challenging to implement in large classes, and may not be suitable for all students. Thus, careful planning and preparation are required before implementing PBL in a university setting. In an engineering course, PBL provides students with opportunities to develop their critical thinking and problem-solving skills, as well as to enhance their collaboration and communication abilities. It also allows students to see the relevance of the knowledge and skills they are learning and to take ownership of their learning. Therefore, implementing PBL in a university requires identifying appropriate learning objectives and designing a problem or scenario that aligns with those objectives. The problem or scenario should be complex and open-ended, requiring students to draw on knowledge and skills from multiple subject areas. The implementation of PBL should also involve ongoing evaluation and refinement to ensure its effectiveness.

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Section: Impact On Lecturersmentioning

confidence: 99%

Problem Based Learning in Engineering Course in Malaysia

Hadibarata

Hidayat

Kwabena

2023

Acta Pedagogia Asia

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“…With instructor guidance and reflection space, student groups analyze issues, reference literature, team discussion, and presentation preparation. Groups subsequently share via presentation, resolving the case issues through peer discussion, instructor facilitation, enabling creative Problem-Based Learning (PBL) [4] [5]. From this course the scientific knowledge, thinking methods and analytical skills lay the foundation for later clinical studies and even academic doctors.…”

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confidence: 99%

Factors affecting implementation of integrated medical basic course “Molecules, Cells and Tissues” for international students

Regmi,

Qian,

Yang

et al. 2024

Preprint

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An integrated course system centered on organs and systems became a mainstream model among the medical schools in China and especially those in Shanghai Jiao Tong University School of Medicine. International students in China attended the integrated courses independently. Here we will just put focus on the integrated medical basic course “Molecules, Cells and Tissues” for international students. This research mainly focused on the factors affecting the implementation of the integrated course, including the factors before enrollment and those after enrollment. The factors before enrollment included Chinese language level and subjects taken in high school. The factors after enrollment included online and offline courses; Case Based Learning (CBL) and Team Based Learning (TBL) and the learning attitude of undergraduate students. This research did studies to explore international students' academic engagement in China. Using data generated by a study involving 213 international undergraduate students from five different grades at Shanghai Jiao Tong University School of Medicine. The international student research taken helps to understand and enhance international undergraduate students' learning experiences in Chinese Universities. Although located in China, this research holds implications for practitioners in broader contexts striving for the sustainable development of international student education.

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Challenges Regarding Transition from Case-Based Learning to Problem-Based Learning: A Qualitative Study with Student Nurses

Cited by 2 publications

References 29 publications

Problem Based Learning in Engineering Course in Malaysia

Problem Based Learning in Engineering Course in Malaysia

Factors affecting implementation of integrated medical basic course “Molecules, Cells and Tissues” for international students

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