Problem effectiveness in a course using problem-based learning

Dolmans, Diana; Gijselaers, Wim; Schmidt, Henk G.; Meer, Skadi van der

doi:10.1097/00001888-199303000-00013

Cited by 95 publications

(58 citation statements)

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“…95212;Fax: 95148;E-mail: haqwia@ksau-hs.edu.sa;alhaqwi@gmail.com Students, under the guidance of a tutor, conduct the PBL sessions according to predetermined process. This process involves clear role for every members of the group, known steps of discussion, and concluding learning objectives from the discussed problem (Dolmans et al 1993(Dolmans et al , 2001.…”

Section: Practice Pointsmentioning

confidence: 99%

Problem-based learning in undergraduate medical education in Saudi Arabia: Time has come to reflect on the experience

et al. 2015

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Background: Problem-based learning (PBL) is being increasingly used in many undergraduate medical schools worldwide due to its recognized advantages. Objectives: To explore views of medical students in the Kingdom of Saudi Arabia (KSA) about the appropriateness of the PBL concepts and process. Differences in students' views were examined as well.Methods: This is a cross-sectional, questionnaire-based study conducted in two medical colleges in Riyadh, Saudi Arabia, during the period from April to June 2012. Results: One hundred seventy four undergraduate medical students participated in the study. Majority of the participants supported the concept of PBL and thought it is a beneficial learning strategy. However, only about half of them consider the problems used in tutorials are relevant for the local setting. Significant differences have been identified between the gender, schools, and study level of participants and their views on the process of PBL tutorials. About 35% of participants either undecided or will not recommend medical schools that adopt PBL curriculums for their friends. Conclusions:The majority of participants were satisfied with PBL approach and valued its importance in their learning process. Specific concerns have been expressed about relevance of some aspects of PBL. Underlying factors should be further explored in order to improve the outcomes of PBL curriculum in the local Saudi setting.

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Section: Practice Pointsmentioning

confidence: 99%

Problem-based learning in undergraduate medical education in Saudi Arabia: Time has come to reflect on the experience

et al. 2015

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“…Students can become angry and confused when the facilitator does not provide enough information (Alavi 1995). Alternatively, too much intervention can be stifling for the students, leading to discrepancies between the learning objectives identified by students and the recommendations made by the tutor (Dolmans et al 1993). Frost (1996) outlined the role of the facilitator in the tutorial group to encourage the students to explore and reflect on existing knowledge to develop learning objectives.…”

Section: Introductionmentioning

confidence: 99%

Problem-based learning within health professional education. What is the role of the lecturer? A review of the literature

Haith-Cooper

2000

Nurse Education Today

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Problem-based learning within health professional education.What is the role of the lecturer? A review of the literature …The profile of an effective facilitator has been likened to that of a saint, unfazed by ambiguity, undaunted by student irritation or personal frustration … (Katz 1995, p 52).With the increasing popularity of using problem-based learning (PBL) within health professional curricula, it could be argued that the health lecturer's role in education is changing. As a lecturer, I have only recently become involved in using PBL. With increasing exposure to the process and through reviewing the literature, I have come to realise that the role of the lecturer is fraught with difficulty. The literature is often conflicting with PBL meaning different things to different people (Barrows 1986). It provides no consistent guidelines as to how the lecturer should adapt to undertake this new role. This article explores the issues around the role of the lecturer within PBL and through reviewing the literature, investigates the level of intervention the lecturer should provide when students are undertaking the PBL process. Suggestions will be made to 'facilitate' the lecturer into facilitating an effective teaching strategy.

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“…Some studies have shown no difference and sometimes lower content knowledge scores for PBL students. Students exhibit gaps in their knowledge base created by PBL activities that do not cover all the required course content [31,32]. PBL has not gained significant popularity in engineering due to concerns over content knowledge gaps as well as the large time scale necessary to solve a significant engineering problem [33].…”

Section: Problem-based Learning In Undergraduate Engineering Educationmentioning

confidence: 99%

Mechanical Engineering Education: Preschool to Graduate School

Hunt¹,

Lockwood-Cooke²,

Pantoya³

2012

Mechanical Engineering

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Problem effectiveness in a course using problem-based learning

Cited by 95 publications

References 0 publications

Problem-based learning in undergraduate medical education in Saudi Arabia: Time has come to reflect on the experience

Problem-based learning in undergraduate medical education in Saudi Arabia: Time has come to reflect on the experience

Problem-based learning within health professional education. What is the role of the lecturer? A review of the literature

Mechanical Engineering Education: Preschool to Graduate School

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