Exploring consistency within a problem-based learning context: Perceptions of students and faculty

Landeen, Janet; Jewiss, Tracey; Vajoczki, Susan; Vine, Michelle M.

doi:10.1016/j.nepr.2013.03.013

Cited by 16 publications

(14 citation statements)

References 31 publications

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“…Clinical practice in a PBL curriculum (e.g., Heading, Fuller, Lyle, & Madden, 2007;Shankar, Palaian, Gyawali, Mishra, & Mohan, 2007); 3. PBL curriculum in general (e.g., Bearn & Chadwick, 2010;Green-Thompson et al, 2012;Landeen, Jewiss, Vajoczki, & Vine, 2013;Spiers et al, 2014); 4. The bridging or transitioning between classroom theory and clinical practice (e.g., Gunn, Hunter, & Haas, 2012;Prince, van de Wiel, Scherpbier, van der Vleuten, & Boshuizen, 2000); and 5.…”

Section: Participants' Experiences Of Pblmentioning

confidence: 99%

“…The majority of these studies elicited student perceptions (e.g., Larin, Buccieri, & Wessel, 2010;L'Ecuyer, Pole, & Leander, 2015;Solomon & Crowe, 2001), with the remainder providing insights from both students/trainees and facilitators/ staff (e.g., Landeen et al, 2013;Lekalakala-Mokgele, 2010), in addition to graduates (e.g., Lohfeld, Neville, & Norman, 2005;O'Neill et al, 2003;Spiers et al, 2014). The emerging body of research using video recordings and transcripts (Clouston, 2007;Legg, 2007;Visschers-Pleijers, Dolmans, Wolfhagen, & van der Vleuten, 2004;Woodward-Kron & Remedios, 2007;Yew & Schmidt, 2009) has begun to examine real-time interactional processes more closely to better understand the learning dynamic as it evolves within contexts and over the duration of a tutorial or problem cycle.…”

Section: Participants' Experiences Of Pblmentioning

confidence: 99%

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Qualitative Research in PBL in Health Sciences Education: A Review

Jin¹,

Bridges²

2016

Interdisciplinary Journal of Problem-Based Learning

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CONTEXT Qualitative methodologies are relatively new in health sciences education research, especially in the area of problem-based learning (PBL). A key advantage of qualitative approaches is the ability to gain in-depth, textured insights into educational phenomena. Key methodological issues arise, however, in terms of the strategies of inquiry, data collection methods, and analytical approaches. This review aims to identify and appraise the current applications of qualitative studies in PBL and indicate possible new methodological directions. METHODS Two computerized databases, Educational Resources Information Center (ERIC) and PubMed, were screened for solely qualitative studies of PBL in health sciences education between 2000 and 2015. Selected articles were grouped for systematic description, critical analysis, and evaluation, with a key focus on identifying methodological trends. RESULTS The number of recent qualitative research studies of PBL in health sciences education is small but growing, with 61 solely qualitative articles identified in the review period. Four main research issues in PBL were identified for qualitative investigation: (1) participants' experiences or perceptions; (2) facilitation; (3) assessment; and (4) educational technologies. Participants' experiences or perceptions of PBL have drawn the most research attention to date. Methodological approaches included: self-reported studies using interview data (n = 29); studies analyzing video recordings of PBL tutorials (n = 9); introspective studies analyzing written reflections (n = 6); and studies using multiple qualitative methods (n = 17). Of the 61 identified studies, the majority are perception studies, with only a limited number focused on PBL processes or interactional analyses. CONCLUSIONS This review presented and analyzed current practices in qualitative studies of PBL in health sciences education and indicated new directions. Research designs are expanding beyond an initial focus on post-hoc perception studies to explore innovative, in situ qualitative inquiries and methodologies.

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Section: Participants' Experiences Of Pblmentioning

confidence: 99%

Section: Participants' Experiences Of Pblmentioning

confidence: 99%

Qualitative Research in PBL in Health Sciences Education: A Review

Jin¹,

Bridges²

2016

Interdisciplinary Journal of Problem-Based Learning

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“…In considering different facilitation styles for IBL, Landeen, Jewiss, Vajoczki, & Vine, (2013) conclude that more experienced facilitators and their students had higher 'tolerance of ambiguity' (p.277) which helped them to work through some of the more chaotic stages of the process. This certainly is my experience of the process, and this tolerance of ambiguity links strongly to the ideas of learning for an unknown future (Barnett, 2012) for which inquiry-based learning is surely apt.…”

Section: Table 1 Goes About Herementioning

confidence: 99%

Mighty Negatrons and Collective Knitting: Academic Educators’ Experiences of Collaborative Inquiry-Based Learning

Prowse¹

2014

Innovations in Higher EducationTeaching and Learning

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“…[10][11][12][13][14] The aim of establishing PBL was to promote students' integration of knowledge and make medical education enjoyable. [10] In the mid-80s, the Panel on the General Professional Education of Physicians (GPEP) and College Preparation for Medicine recommended that medical education should include teaching and learning methods that would support students' independent and self-directed learning and problem solving, and limit the use of a didactic approach.…”

Section: Introductionmentioning

confidence: 99%

“…Key concerns that faculty have reported about student-centered learning include: worry about their loss of control over students' depth of learning and application of knowledge [31] and student interpretation about faculty variation in their approach to facilitating group learning. [13] Some students report dissatisfaction with studentcentered learning at the start of their first course or program but this concern often decreases over time. [18,32,33] According to published research, learning through group work, [17] lack of consistency in group experience and the faculty approach to facilitation, [13] and a perceived lack of adequate orientation to the student-centered approach [18] are important student concerns related to their initial exposure to a student-centered curriculum.…”

Section: Introductionmentioning

confidence: 99%

Nursing faculty and student transition to a context–based learning curriculum

Puplampu

Ross

2017

JNEP

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Background: Context-based learning (CBL) a student-centered teaching and learning approach (STL) is used at the study site to teach undergraduate nursing theory. While it is widely accepted that transition to STL can be difficult, little is known about the perception of nursing faculty and students transition to CBL. The purpose of this study was to describe nursing faculty and students' perception about their transition to CBL. Methods: An exploratory-descriptive qualitative design was undertaken to understand and describe the perception of nursing faculty and students transition to CBL as a teaching and learning strategy for undergraduate nursing theory courses. Results: Five themes emerged from the students' data: throwing someone into an ocean, sink or swim, turning point, just doing it, and valuing. Four themes emerged from the faculty data on transition to CBL: an adaptation, trusting the CBL process, a maturing process for students, and controversies about CBL. While the transition was uncomfortable for students and faculty, over time both understood the benefits of CBL. Conclusions: Nursing as a practice discipline will best be served using a variety of teaching and learning strategies in the undergraduate education of nursing students. Based on the findings of this study, recommendations have been made to smooth the transition for faculty members and students not previously exposed to the STL approach using CBL.

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Exploring consistency within a problem-based learning context: Perceptions of students and faculty

Cited by 16 publications

References 31 publications

Qualitative Research in PBL in Health Sciences Education: A Review

Qualitative Research in PBL in Health Sciences Education: A Review

Mighty Negatrons and Collective Knitting: Academic Educators’ Experiences of Collaborative Inquiry-Based Learning

Nursing faculty and student transition to a context–based learning curriculum

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