Effective Learning Behavior in Problem-Based Learning: a Scoping Review

Ghani, Azril Shahreez Abdul; Rahim, Asma; Yusoff, Muhamad Saiful Bahri; Hadie, Siti Nurma Hanim

doi:10.1007/s40670-021-01292-0

Cited by 46 publications

(35 citation statements)

References 73 publications

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“…A 3-day face-to-face centralized refresher course was incorporated into the regular training. The focus on small group problem-based learning (PBL) and peer learning during the refresher course enhanced collaboration and communication within and between members of the group [ 40 ]. More structured mentorship visits were initiated.…”

Section: Methodsmentioning

confidence: 99%

“Building palliative care capacity in cancer treatment centres: a participatory action research”

et al. 2022

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Introduction There is a significant lack of palliative care access and service delivery in the Indian cancer institutes. In this paper, we describe the development, implementation, and evaluation of a palliative care capacity-building program in Indian cancer institutes. Methods Participatory action research method was used to develop, implement and evaluate the outcomes of the palliative care capacity-building program. Participants were healthcare practitioners from various cancer institutes in India. Training and education in palliative care, infrastructure for palliative care provision, and opioid availability were identified as key requisites for capacity-building. Researchers developed interventions towards capacity building, which were modified and further developed after each cycle of the capacity-building program. Qualitative content analysis was used to develop an action plan to build capacity. Descriptive statistics were used to measure the outcomes of the action plan. Results Seventy-three healthcare practitioners from 31 cancer treatment centres in India were purposively recruited between 2016 and 2020. The outcome indicators of the project were defined a priori, and were audited by an independent auditor. The three cycles of the program resulted in the development of palliative care services in 23 of the 31 institutes enrolled in the program. Stand-alone palliative care outpatient services were established in all the 23 centres, with the required infrastructure and manpower being provided by the organization. Morphine availability improved and use increased in these centres, which was an indication of improved pain management skills among the participants. The initiation and continuation of education, training, and advocacy activities in 20 centres suggested that healthcare providers continued to remain engaged with the program even after the cessation of their training cycle. Conclusion This program illustrates how a transformational change at the organizational and individual level can lead to the development of sustained provision of palliative care services in cancer institutes.

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Section: Methodsmentioning

confidence: 99%

“Building palliative care capacity in cancer treatment centres: a participatory action research”

et al. 2022

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“…Since its inception, the PBL methodology has been positioned to involve students in their learning process and as a strategy to link real-world situations as a starting point for the acquisition and integration of new knowledge [7].…”

Section: Problem-based Learningmentioning

confidence: 99%

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

et al. 2021

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Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG).

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“…The practice of problem-based learning was first implemented in the medical school of McMaster University in the mid-twentieth century (Barrows, 1996). PBL is accepted by various communities and spreads internationally and has grown so significantly (Ghani, Rahim, Yusoff, & Hadie, 2021) that multiple definitions and approaches have emerged (Beddoes, Jesiek, & Borrego, 2010). PBL begins when students are confronted with open, unstructured, authentic (real-world) problems and work in teams to identify learning needs and develop viable solutions.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Problem-Based Learning on Learning Outcomes of Pendidikan Agama Islam

Rahman¹,

Zamili

Munawwaroh³

2021

jpii

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This study aimed to analyze and describe instructions applying problem-based learning in school. The research design is a systematic literature review conducted in seven steps. Data searched and retrieved from google scholar. Eligibility criteria for selected studies are articles published between 2017-2021 and written in the Indonesian language. This study concluded that applying problem-based learning in instruction positively affects learning outcomes, especially problem solving and critical thinking ability. PBL steps commonly used in classrooms are the teacher planning the lesson, stating the learning objectives, explaining the subject matter, dividing the group, students carrying out investigations, the teacher providing feedback. These steps are more of a learning activity than a sequence of learning activities.

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Effective Learning Behavior in Problem-Based Learning: a Scoping Review

Cited by 46 publications

References 73 publications

“Building palliative care capacity in cancer treatment centres: a participatory action research”

“Building palliative care capacity in cancer treatment centres: a participatory action research”

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

The Effect of Problem-Based Learning on Learning Outcomes of Pendidikan Agama Islam

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