Comparison Between Problem-Based Learning and Lecture-Based Learning: Effect on Nursing Students’ Immediate Knowledge Retention [Response To Letter]

Solomon, Yonatan

doi:10.2147/amep.s305514

Cited by 1 publication

(2 citation statements)

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“…Problem-and-lecture-based learning (PLBL) was designed as a novel instructional method in large classes (Figure 1), combining complementary strengths of PBL in reasoning under minimal guidance (Jiménez-Saiz & Rosace, 2019) and LBL in immediate retention of fundamental knowledge (Solomon, 2021) for students. Student discussion is essential in PBL, and classic PBL requires a small number of 7-10 students to be efficient (Jiménez-Saiz & Rosace, 2019).…”

Section: Pedagogical Frameworkmentioning

confidence: 99%

“…Also, the advantages of PLBL over IPBL or LBL suggested the complementarity of IPBL and LBL. Likewise, a recent study reported that students unfamiliar with clinical practice had preferred LBL because of its remarkable effect on immediate knowledge retention over PBL (Solomon, 2021). A systematic review supported an eclectic system in which the pedagogical tools from LBL and PBL were used cooperatively in the best interest of education and satisfaction of students (Jiménez-Saiz& Rosace, 2019).…”

Section: Reflectionsmentioning

confidence: 99%

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Improved PBL Hybrid with LBL is Benificial to Fundamental Knowledge Acquisition in a Large Class Prior to Medical Internship

Li,

Wang,

et al. 2023

JPBLHE

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Since pre-internship medical students appeared inefficient in acquiring fundamental knowledge in large classes, a hybrid instructional method of problem-and-lecture-based learning (PLBL) was designed to leverage the complementary strengths of PBL in reasoning under minimal guidance and LBL in immediate knowledge retention. We improved PBL (IPBL) in its instructional process and grading in a way that’s feasible in large classes, divided in IPBL almost 50 students into 7-10 squads as a figure simulating student counts in classic PBL class to strive for each squad member to achieve the same level of knowledge, and applied IPBL to about half of the instructional contents while LBL to another half for their complementary strengths. In this case, PLBL led to more number of test questions correctly answered by all students in a class, more students in higher test score buckets, and higher student perception scores on the methodology. PLBL facilitates fundamental knowledge acquisition in large classes within 50 students prior to medical internships.

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Section: Pedagogical Frameworkmentioning

confidence: 99%

Section: Reflectionsmentioning

confidence: 99%