The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis

Manuaba, Ida Bagus Putra; -No, Yi; Wu, Chien-Chih

doi:10.1371/journal.pone.0277339

Cited by 22 publications

(11 citation statements)

References 23 publications

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“…Therefore, it has become apparent that to improve critical thinking educators should shift focus from the educator to the learner by incorporating into their lessons active learning methods (problem-based learning, case studies, reflective writing, etc.) (Christodoulakis et al, 2022;Manuaba et al, 2022). Nevertheless, educators are often inefficiently trained in the incorporation of such methods into their lessons, and thus underutilize them (Zlamal et al, 2022).…”

Section: Barriers During Teaching/lessonsmentioning

confidence: 99%

Suggestions for overcoming the barriers to critical thinking in nursing

Christodoulakis

Zografakis-Sfakianakis

Tsiligianni

2023

Japan Journal Nursing Sci

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Nurses strive to provide the best quality of care to their patients in a stressful and constantly changing environment. Critical thinking (CT) could help nurses provide better quality of care to their patients. However, studies have shown that nurses either have low levels of CT or underutilize it during clinical practice. A possible explanation could be that nurses experience barriers during the development and/or utilization of CT. Since CT can be cultivated during university, nurse educators could utilize methods that improve CT. However, nurse educators do not sufficiently develop the CT of their students, since they usually rely on teacher‐centered methods and not active learning methods. On the other hand, during clinical practice nurses cope with several barriers that inhibit their ability to use CT, such as: lack of teamwork, high levels of stress, time constraints, and understaffing. All these barriers decrease the utilization of CT and the quality of care that nurses provide. The present commentary suggests a simple strategy that could be used by educators and assist graduate nurses overcome the barriers to utilize CT during clinical practice. This strategy consists of three distinct components, namely: individual, interdisciplinary, and administrative. Each component could be used individually to improve the CT of nurses depending on the available resources and facilities. Nevertheless, educators by improving the CT of nurses could assist them in providing better quality of care.

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Section: Barriers During Teaching/lessonsmentioning

confidence: 99%

Suggestions for overcoming the barriers to critical thinking in nursing

Christodoulakis

Zografakis-Sfakianakis

Tsiligianni

2023

Japan Journal Nursing Sci

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“…Despite SDL being regarded as an intuitive activity, it is evident that not all learners act effectively in this way (Lapidow & Walker 2022). As the broader discourse on PBL has shown, PBL can improve critical thinking skills, problem-solving and the development of SDL (Manuaba, No & Wu 2022). Consequently, the proposed approach in this book relating to PBL is essential for the 21st-century classroom and the skills required in this dynamic and evolving context.…”

Section: Ewie Erasmusmentioning

confidence: 99%

Mathematics education for relevance, responsiveness, and viability in Africa within the Fourth Industrial Revolution era

Maoto

2023

Pythagoras

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Introduction 2 Historical development of problem-based learning 2 Definition of problem-based learning 3 Key features of problem-based learning 3 The problem-based learning process 4 Problem-based learning formats 5 Problem-based learning and self-directed learning 5 The role of facilitators and students in problem-based learning tutorials 6 Scaffolds in problem-based learning environments 8 Assessment in problem-based learning 8 Different types of problem-based learning problems 9 The design of problems 10 Advantages and challenges of the implementation of problem-based learning 12 Problem-based learning and pedagogies of play 14 Conclusion 16 Contents viii

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“…In summary, integrating the PBL teaching model into hepatobiliary surgery clerkship courses represents a significant leap forward in medical education. It nurtures a student-centered learning environment and significantly enhances students' clinical reasoning, problem-solving abilities, and teamwork skills [4,5]. The study contributes valuable insights into the evolution of teaching methodologies in medical education, offering a solid framework for active learning and engagement.…”

Section: Introductionmentioning

confidence: 99%

Implementing PBL Teaching in Hepatobiliary Surgery Clerkship Courses

2024

edu

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The medical education landscape has transformed from traditional lecture-based methods to more student-centered learning approaches. This shift is essential for meeting the evolving needs of students and the healthcare environment. Problem-based learning (PBL) stands out among various innovative methods due to its unique educational philosophy and methodology, which have gained widespread recognition and adoption. This paper focuses on applying the PBL teaching model in hepatobiliary surgery clerkship courses, aiming to introduce fresh perspectives and methodologies into medical education. The study's primary objective is to explore the effectiveness of the PBL teaching model in hepatobiliary surgery clerkship courses and its role in fostering a student-centered learning environment. The PBL model emphasizes student engagement and active learning, which is crucial for developing critical clinical reasoning, problem-solving abilities, and teamwork skills. By incorporating the PBL model into the curriculum, the study aims to enhance students' capabilities in handling complex clinical scenarios, thereby improving their overall learning experience. The research methodology includes a comprehensive retrospective analysis of previous literature and experiences from past implementations of the PBL model in medical education. This approach provides a deep understanding of the model's impact, identifying best practices and areas for improvement. The following results were obtained. Findings highlight the significant positive effects of the PBL teaching model on students' clinical reasoning, problem-solving abilities, and teamwork skills in hepatobiliary surgery clerkship courses. Students exposed to the PBL model show substantial improvements in analyzing and solving complex clinical problems, working effectively in teams, and applying theoretical knowledge in practical settings. These results affirm the PBL model's effectiveness in promoting student-centered learning and its potential to significantly enhance students' clinical capabilities. Moreover, the study reveals that the PBL model creates a more engaging and interactive learning environment, encouraging active participation and inquiry-based learning. This shift is instrumental in preparing students for the dynamic nature of clinical practice. In conclusion, applying the PBL teaching model in hepatobiliary surgery clerkship courses significantly advance medical education. It fosters a student-centered learning environment and substantially enhances students' clinical reasoning, problem-solving, and teamwork skills. The study offers valuable insights into the evolution of teaching methodologies in medical education, providing a robust framework for active learning and engagement. The PBL model promises to shape the future of medical education, ensuring it remains responsive to student's needs and the broader healthcare landscape.

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The effectiveness of problem based learning in improving critical thinking, problem-solving and self-directed learning in first-year medical students: A meta-analysis

Cited by 22 publications

References 23 publications

Suggestions for overcoming the barriers to critical thinking in nursing

Suggestions for overcoming the barriers to critical thinking in nursing

Mathematics education for relevance, responsiveness, and viability in Africa within the Fourth Industrial Revolution era

Implementing PBL Teaching in Hepatobiliary Surgery Clerkship Courses

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