Problem-based Learning Teaching Method Applied to Pharmaceutical Engineering Experiment Teaching Based on the Outcome-based Education Theory

Jiang, Chengjun; Guilin, C

doi:10.5530/ijper.55.1.8

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…The difference between the groups was statistically significant (P < 0.05), which shows that the application effect of PBL teaching method in clinical emergency teaching is positive. This may be attributed to the advantages of PBL teaching method [8][9][10] :…”

Section: Discussionmentioning

confidence: 99%

Research on the Application of Problem-Based Learning (PBL) Teaching Method in Clinical Emergency Teaching

Liu

2023

JCER

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Objective: To explore the application advantages of problem-based learning (PBL) teaching method in clinical emergency teaching. Methods: Two classes of students in the five-year clinical medicine major of our university were selected as the research subjects and divided into two groups according to different teaching methods. Among them, 50 students who received the traditional teaching method constituted the control group, while 52 students who received the PBL teaching method constituted the observation group. After one semester, an exam was conducted to assess their theoretical knowledge and first-aid practical skills, and evaluate their clinical thinking skills. At the same time, a teaching satisfaction questionnaire was distributed to evaluate the teaching satisfaction. Results: The results of the t-test showed that the observation group was significantly higher than the control group in terms of theoretical assessment, first aid practical assessment, and clinical thinking skills, and the differences were statistically significant (P < 0.05). The results of the χ2 test showed that the difference in teaching satisfaction between the observation group and the control group was statistically significant (P < 0.05), and the teaching satisfaction in the observation group was significantly higher than the control group. Conclusion: Compared with traditional teaching methods, applying PBL teaching method in clinical emergency teaching can achieve more significant teaching effects. Students’ mastery of theoretical knowledge, first aid practical skills, and clinical thinking skills can be effectively strengthened, and it is conducive to improving teaching satisfaction.

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Section: Discussionmentioning

confidence: 99%

Research on the Application of Problem-Based Learning (PBL) Teaching Method in Clinical Emergency Teaching

Liu

2023

JCER

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“…This simplistic method of assessment cannot evaluate the real professional level of students [3]. Outcome-based education (OBE) is an outcome-oriented educational philosophy derived from behaviorist learning theory and proposed by an American academic in 1981 [4]. This concept places a higher weight on the students' ability to output knowledge and results after learning the course.…”

Section: Introductionmentioning

confidence: 99%

New Teaching Model of Professional Big Data Courses in Universities Based on an Outcome-Oriented Educational Concept

Lv,

Liu

2023

Int. J. Emerg. Technol. Learn.

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Most traditional Big Data courses focus on the cultivation of students’ professional theoretical knowledge but neglect the training of students’ programming skills. To test the effectiveness of students’ programming learning, the study constructed a classification algorithm based on the TCNN model from the perspective of program identification for identifying programs written by students on their own. To improve the convergence speed and to retain more data features of the programs, the study used the Softplus-Relu combined activation function. To avoid overfitting the model, a dropout strategy was also introduced to optimize the existing TCNN model. The experimental results show that the TCNN model with the Softplus-Relu activation function converges faster, and the classification accuracy obtained is higher than 95%. The loss values and classification accuracies obtained with the TCNN-Dropout model are better than those of the GIST-KNN algorithm. The former has a loss value close to 0 and an accuracy rate of 98.9%. Thus, this indicates that the improved TCNN model proposed in the study has advantages in the identification procedure and can be used as a teaching aid for the training of big data professionals.

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“…17,18 Some of these include the selection of good teaching and learning strategies, the application of innovative learning, the use of media and multimedia, learning based on blended learning and e-learning, the application of new learning models, and other learning methods. [19][20][21][22] One of the strategies used to optimize students' learning independence is to utilize innovative learning resources that are obtained through project-based learning innovations. 23 A project-based learning (PjBL) is designed to carry out investigations through complete research activities.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Project-based Learning Innovation to Develop Students’ Critical Thinking Skills as a Strategy to Achieve Analytical Chemistry Competencies

Situmorang¹,

Sinaga²,

Sitorus³

et al. 2022

IJPER

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Background:The ability to think critically is one of the life skill targets that pharmacists and scientists want to achieve in learning, therefore it is necessary to do project-based learning innovations to guide students to learn actively and independently in developing critical thinking skills. Objectives: This study aims to implement project-based learning to facilitate active and independent learning through project implementation to build students' critical thinking skills and at the same time to facilitate students to achieve competencies in the analytical chemistry required by pharmaceutical and chemical scientists. Materials and Methods: Research includes the development of project packages and the integration of information technology on the topic of Distillation, standardization of learning resources, and implementation of Analytical Chemistry teaching. Results: An innovative project-based learning resource package was successfully developed for the Distillation topic. Implementation of learning resource packages effectively guides students to carry out their own projects in separating target compound contextually through distillation method. The learning facilities available in the learning package have proven to be able in guiding students to design project assignments suit to target analyte. The learning potential of students has been optimized. Students' knowledge and skills in separating target analytes by distillation have been fully mastered as desired in the competency-based curriculum. The results of the assessment showed that the students' critical thinking skills were very good (M = 84.51±7.41). Student learning outcomes based on the portfolio value of the project proposal (M = 88.46±6.74) and project reports (M = 92.85±1.98), and from the objective score of the formative exam (M = 85.59±3.09) are all classified very good, namely the competence in the analytical field is achieved. Conclusion: Project-based learning innovations are very effective in improving critical thinking skills as well as increasing student competence in the field of analytical chemistry. Recommendation: Project-based learning is suitable for implementation in teaching other subjects to achieve the competencies required by scientists. This learning model is effective in building student competence in a normal learning atmosphere, or when social restrictions are imposed during the COVID-19 pandemic.

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Problem-based Learning Teaching Method Applied to Pharmaceutical Engineering Experiment Teaching Based on the Outcome-based Education Theory

Cited by 4 publications

References 1 publication

Research on the Application of Problem-Based Learning (PBL) Teaching Method in Clinical Emergency Teaching

Research on the Application of Problem-Based Learning (PBL) Teaching Method in Clinical Emergency Teaching

New Teaching Model of Professional Big Data Courses in Universities Based on an Outcome-Oriented Educational Concept

Implementation of Project-based Learning Innovation to Develop Students’ Critical Thinking Skills as a Strategy to Achieve Analytical Chemistry Competencies

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