Cooperative learning: a new application of problem-based learning in mental health training

Abstract

Interaction in problem-based learning (PBL) tutorials is not necessarily cooperative, which may account for variation in learning outcomes. Therefore, a cooperative assessment structure was introduced in a PBL course and the difference examined between this method and individual, lecture-based learning in mental health training. Experimental student groups gained more knowledge between pre- and post-test than did control groups, and the experimental students who scored low on the pre-test made the greatest gains. Groups that reported greater cooperation tended to have higher achievement scores. Experimental students felt that cooperation helped them learn but it also took more time and was sometimes chaotic.

The Effect of Problem-Based Learning With Cooperative-Learning Strategies in Surgery Clerkships

“…10 In the current study, a comparison was made with conventional PBL and PBL-STL, but it did not lead to any difference in achievement score. PBL and traditional lecture-based methods in itself are based on different approaches and implications.…”

“…Students work together to learn and are responsible for their group mates' learning as well as their own. 10 …”

“…9,11 Over the past century a large number of studies have been conducted to compare the cooperative learning strategies in promoting productivity and achievement. Cooperative study and assessment methods have been shown to increase achievement scores, 3,4,10,12,13 promote the development of critical thinking and reasoning, increase positive attitudes toward learning, increase interpersonal skills, and increase self-confidence. 14 In this study, we questioned whether any achievement difference occurs between conventional PBL and PBL with a cooperative learning component (cooperative PBL).…”

“…8 But PBL does not demand that students work together until all master the material or share the rewards for their work together. 10 In cooperative learning, individuals perceive that they can reach their goals if and only if the other group members do so also. 9,11 Over the past century a large number of studies have been conducted to compare the cooperative learning strategies in promoting productivity and achievement.…”

The implication of integrated training program for medical history education

“…[8][9][10] In association with medical museum to create an educational program, students work together to find out and solve problems, share experiences and responsibilities, and practice for successful achievement of the group and their own further. [10,11] The instructors played a supportive role to facilitate learning in the entire process.…”