Problem based learning in the clinical setting – A systematic review

Williams, Suzanne; Beattie, Heather

doi:10.1016/j.nedt.2007.03.007

Cited by 37 publications

(18 citation statements)

References 26 publications

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“…They concluded that the advantages of PBL are difficult to quantify because of the difficulty in identifying appropriate outcome measures that apply across studies, of differences in study designs, of the relatively short follow-up periods, and of the difficulty in objectively evaluating some important professional characteristics, such as team-work and life-long learning. These conclusions were consistent with those of earlier reviews of PBL outcomes (Belland, French, & Ertmer, 2009;Vernon & Blake, 1993;Williams & Beattie, 2008). These reviews suggested that the relationship between PBL outcomes and clinical performance requires more extensive and controlled research.…”

Section: Introductionsupporting

confidence: 89%

Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice

Whitehill

Ciocca

2013

Clinical Linguistics & Phonetics

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The purpose of the study was to identify if performance of speech-language pathology students in problem-based learning (PBL) tutorials could predict subsequent clinical performance evaluated through (a) a non-standardized, custom clinical evaluation form (HKU form) and (b) a standardized competency assessment for speech pathology developed in Australia (COMPASS®). Students' scores from PBL tutorial performance were correlated with scores in clinical placement on both the HKU form and the COMPASS. Significant correlations were found between students' PBL tutorial performance (reflective journals and participation in the tutorial process) and their clinical performance (treatment and interpersonal skills) on the HKU clinical evaluation form. Significant correlations were also found between (a) PBL tutorial performance (participation in the tutorial process) and their clinical performance (all generic and occupational competencies, and the overall score) on the COMPASS, (b) PBL tutorial performance (reading forms) and two occupational competencies on the COMPASS, (c) PBL tutorial performance (reflective journals) and four occupational competencies and the overall score on the COMPASS. The results highlighted the need for validating the assessment for the learning process in PBL tutorials with empirical evidence and the advantage of assessing clinical performance through COMPASS in Hong Kong. Tutors, clinical supervisors and students should be given clear behavioral descriptors for expected performance in PBL tutorials and clinical practice at different year levels.

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Section: Introductionsupporting

confidence: 89%

Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice

Whitehill

Ciocca

2013

Clinical Linguistics & Phonetics

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“…Rather, the descriptive literature supports the importance of the preceptor/mentor role as complementary to the role of the academic educator [30]. The role of the preceptor has been particularly well explored, and studies confirm the need for preceptors to develop skills in clinical teaching, identification of student learning needs, assessment of student learning, and prioritizing and time management [31,32]. …”

Section: Resultsmentioning

confidence: 99%

An integrative review and evidence-based conceptual model of the essential components of pre-service education

Johnson¹,

Fogarty²,

Fullerton³

et al. 2013

Hum Resour Health

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BackgroundWith decreasing global resources, a pervasive critical shortage of skilled health workers, and a growing disease burden in many countries, the need to maximize the effectiveness and efficiency of pre-service education in low-and middle-income countries has never been greater.MethodsWe performed an integrative review of the literature to analyse factors contributing to quality pre-service education and created a conceptual model that shows the links between essential elements of quality pre-service education and desired outcomes.ResultsThe literature contains a rich discussion of factors that contribute to quality pre-service education, including the following: (1) targeted recruitment of qualified students from rural and low-resource settings appears to be a particularly effective strategy for retaining students in vulnerable communities after graduation; (2) evidence supports a competency-based curriculum, but there is no clear evidence supporting specific curricular models such as problem-based learning; (3) the health workforce must be well prepared to address national health priorities; (4) the role of the preceptor and preceptors’ skills in clinical teaching, identifying student learning needs, assessing student learning, and prioritizing and time management are particularly important; (5) modern, Internet-enabled medical libraries, skills and simulation laboratories, and computer laboratories to support computer-aided instruction are elements of infrastructure meriting strong consideration; and (6) all students must receive sufficient clinical practice opportunities in high-quality clinical learning environments in order to graduate with the competencies required for effective practice. Few studies make a link between PSE and impact on the health system. Nevertheless, it is logical that the production of a trained and competent staff through high-quality pre-service education and continuing professional development activities is the foundation required to achieve the desired health outcomes. Professional regulation, deployment practices, workplace environment upon graduation and other service delivery contextual factors were analysed as influencing factors that affect educational outcomes and health impact.ConclusionsOur model for pre-service education reflects the investments that must be made by countries into programmes capable of leading to graduates who are competent for the health occupations and professions at the time of their entry into the workforce.

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“…In PBL, there is a clinical reasoning process which develops problem-solving skills including hypothesis generation, questioning, analysis, problem synthesis and decision-making. [18] It encourages students to learn new materials and concepts when solving problems. It unites theory with practice, as it allows students both to merge their old knowledge with new knowledge and to develop their judging skills in a specific discipline environment.…”

Section: Introductionmentioning

confidence: 99%

The effect of problem-based learning on nursing students' decision making skills and styles

Thabet

Taha²,

Abood³

et al. 2017

JNEP

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Decision making skill is deemed to be a key feature of the nurse's role in today's health care organizations. Thus, educators should use innovative teaching strategies that grow students' competence in problem-solving and decision making skills like problem-based learning (PBL). The aim of this study is to determine the effect of problem-based learning on nursing students' decision making skills and styles. A quasi-experimental research design was utilized. The sample consisted of 84 students from the fourth year in the Faculty of Nursing, Minia University. Two tools were used: Nursing Students' Decision Making Skills Scale and Nursing Students' Decision Making Style. This study revealed that the mean scores of decision making skills in the study group students increased before and after applying PBL (before: 71 + 8.5, after: 116.3 + 10.4) with a statistical significant difference (p = .001). There was no statistical significant differences between the study and control groups (p = 1.000) before intervention. The most dominant decision-making style among the study and control groups in relation to before and after applying PBL was a behavioral decision style with no statistical significant differences. This study concluded that using PBL has a curial role in developing and improving nursing students' decision making skills; however, it has no effect on decision-making style.

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Problem based learning in the clinical setting – A systematic review

Cited by 37 publications

References 26 publications

Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice

Performance of speech-language pathology students in problem-based learning tutorials and in clinical practice

An integrative review and evidence-based conceptual model of the essential components of pre-service education

The effect of problem-based learning on nursing students' decision making skills and styles

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