Essentials of problem-based learning

Walton, H. J.; Matthews, Martin

doi:10.1111/j.1365-2923.1989.tb01581.x

Cited by 316 publications

(184 citation statements)

References 58 publications

(10 reference statements)

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“…Several authors e.g. (Barrows, 1986;Refai, 2012;Savin-Baden, 2003;Walton & Matthews, 1989) stressed the importance of delivering education 'into' enterprise across the discipline, and incorporating it as part of schools' teaching and learning strategy in order to improve the value of skills developed, as opposed to delivering it in a non-ubiquitous manner that is limited to academics who are personally interested in applying such education. In the latter case, academics can become quite frustrated for not seeing how their efforts could be developed throughout the programme, leading to students' skills being developed out of context in an unstructured manner at most times (Refai, 2012;SavinBaden, 2003).…”

Section: Developing Enterprise Skills Through Eementioning

confidence: 99%

Using Enterprise Education to Prepare Healthcare Professional Graduates for the Real World

Refai¹,

Thompson²

2014

Industry and Higher Education

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This paper reports an investigation of the extent to which enterprise education (EE) is used in professional health schools at HEIs to develop graduates' ‘soft’ and ‘functional’ enterprise skills, and assesses the effectiveness of the process of delivering this education. A qualitative research study was carried out, using personal interviews with employers and academics, and thematic analysis was used to identify themes and codes. It was found that although experiential and interactive learning approaches are often used in pharmacy schools, the emphasis is typically on discipline-related material and therefore only ‘soft’ enterprise skills are developed. There appears to be resistance to developing ‘functional’ enterprise skills in pharmacy disciplines. Suggestions are offered for facilitating the development of healthcare graduates who are more enterprising, while highlighting the importance of raising the awareness of academics in this regard and embedding EE as part of a school's philosophy.

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Section: Developing Enterprise Skills Through Eementioning

confidence: 99%

Using Enterprise Education to Prepare Healthcare Professional Graduates for the Real World

Refai¹,

Thompson²

2014

Industry and Higher Education

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“…PBL emphasizes an integrative way of learning through small group, self-directed study with a faculty member who acts as a facilitator [18]. The SIM-PBL was able to present these essential PBL attributes successfully.…”

Section: Discussionmentioning

confidence: 92%

The problem-based learning integrated with simulation to improve nursing students’ self-efficacy

Sohn¹,

Ahn²,

Lee³

et al. 2013

OJN

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Introduction: The purposes of this study were to describe the simulation integrated with problem-based learning (SIM-PBL) module to educate the nursing process for clients with hypertension and to evaluate its effectiveness on nursing students' self-efficacy (SE). Methods: This study was a one group pre-and posttest design. Twenty five students received a 5-hour SIM-PBL program focused on nursing care of clients with hypertension. A newly developed self-report questionnaire was used to assess SE in four areas of the nursing process with a scale of 0 (not at all confident) to 10 (totally confident). The four areas were subjective data assessment, physical examination, prioritizing nursing care and health promotion advices. Results: At baseline, students' SE ranged from 5.5 ± 1.4 (prioritizing nursing care) to 7.6 ± 1.4 (subjective data assessment). After SIM-PBL education, all areas of nursing process presented statistically significant improvements of SE. The improvements were most noticeable in prioritizing nursing care. Conclusion: The SIM-PBL module was effective in improving the students' self-efficacy in the nursing process for patients with hypertension. Further studies are recommended in developing SIM-PBL modules for diverse nursing topics and evaluating their effectiveness in various aspects of students' competency.

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“…It has been argued [45] that problem-based learning is an educational strategy that required three components to be differentiated:…”

Section: Attacking Expectationsmentioning

confidence: 99%

Educating 'Agents of Change'

Armarego

2005

18th Conference on Software Engineering Education &Amp; Training (CSEET'05)

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Essentials of problem-based learning

Cited by 316 publications

References 58 publications

Using Enterprise Education to Prepare Healthcare Professional Graduates for the Real World

Using Enterprise Education to Prepare Healthcare Professional Graduates for the Real World

The problem-based learning integrated with simulation to improve nursing students’ self-efficacy

Educating 'Agents of Change'

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