The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment

Chian, Monaliza Maximo; Bridges, SM; Lo, Edward Chin Man

doi:10.7771/1541-5015.1813

Cited by 10 publications

(22 citation statements)

References 27 publications

(35 reference statements)

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“…Several types of assessments have been employed in higher education with some limitations. Some examples of these assessment tools are tripartite, 39 case‐based, 7 portfolios, 40 reflective journal, viva‐voce (oral exams), and TJA 38 . In our study we used the TJA based on the ‘Cogwheel model’ of assessment developed at our university where communication was the central cogwheel that connected the other four cogwheels: knowledge, application of knowledge, clinical skills, and understanding the need for referral.…”

Section: Discussionmentioning

confidence: 99%

“…In spite of TJAs popularity as a newer and better tool for PBL assessment, TJA has been seldom used in dental curriculums 38,43 . In a PBL curriculum, TJA provides formative and summative assessments and has been shown to be a valid and reliable assessment tool 38 .…”

Section: Discussionmentioning

confidence: 99%

“…Treatment planning (conceptualization) and probing questions formats used in our assessments tested student's critical thinking as previously described 44 . Oral examination has been helpful in assessing student knowledge and application of knowledge 38 . We too experienced that the oral exam format was helpful to demonstrate a wide range of mastery on management of dental trauma including referral when needed.…”

Section: Discussionmentioning

confidence: 99%

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Evaluation of problem‐based learning in dental trauma education: An observational cohort study

Puranik

Pickett

Peralta

2023

Dental Traumatology

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Background/AimProblem‐based learning (PBL) allows higher thinking among dental students and has improved first‐time pass‐rates in predoctoral pediatric dentistry education. The aim of this retrospective observational cohort study was to evaluate the impact of PBL‐based, traumatic dental injuries case discussions on predoctoral dental trauma education.Materials and MethodsStudent performance and perceptions after receiving dental trauma curriculum with or without PBL‐based dental trauma case discussions were evaluated. All the students challenged their simulated patient‐based assessments. Three recall‐based, objective structured clinical examinations, and critical thinking competencies assessed student knowledge about management of traumatic injuries affecting primary or permanent dentition including avulsion. The scores and number of attempts for each competency were compared between the study cohorts using t‐tests. Student's self‐perceived learning outcomes were measured through a voluntary, five‐question survey. Mantel–Haenszel ordinal Chi‐square tests were used to assess for differences in rates of agreement on survey responses from the students. Linear regression was used to assess effect of training on scores adjusting for student type (predoctoral or advanced standing). Pearson's correlations were used to assess association between scores. Significance was set at 0.05.ResultsFor the PBL cohort, there was a significant (p > 0.05) improvement in the first‐time pass‐rates and scores in three out of four competencies. A higher proportion of students in the PBL cohort perceived that their dental trauma education improved their radiographic and diagnostic skills compared to the cohort that did not receive PBL (p > 0.05). There was no correlation between recall‐memory versus critical thinking competencies (r < 0.5).ConclusionThe PBL‐based dental trauma case discussion had a positive impact on predoctoral student learning and perceived benefits while managing simulated traumatic dental injuries. Due to a lack of correlation between recall‐memory and critical thinking assessments, evaluation of predoctoral student's dental trauma competencies should involve multi‐model assessment.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Evaluation of problem‐based learning in dental trauma education: An observational cohort study

Puranik

Pickett

Peralta

2023

Dental Traumatology

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“…More hybrid forms of PBL integrating scaffolding may be more suited to institutions that "want to benefit from the advantages of PBL methodology but do not want a complete reform to switch to an entirely PBL-based curriculum" (Mar et al, 2016, p. 1). They may also assist in addressing concerns practitioners may have about reconciling PBL with existing curricula and assessment demands by offering a compromise in terms of introducing PBL into an existing curricula and assessment framework (Chian, Bridges & Lo, 2019).…”

Section: Hybridizationmentioning

confidence: 99%

A Model for Implementing Problem-Based Language Learning: Experiences from a Seven-Year Journey

Al-Busaidi

Yusuf

Reinders

2021

IJLTER

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The purpose of this paper is twofold. First, it aims to identify the challenges and barriers experienced in implementing problem-based Learning (PBL) in a language program at Sultan Qaboos University in the Sultanate of Oman. Second, it proposes a working model for integrating PBL into an existing program. The research was conducted using a case study approach underpinned by design-based research principles. The proposed model came as a result of tracing the development of the program over a period of seven years with a total of 14 instructors and 2800 students. The model consists of a number of elements which include the use of hybridizing courses, the careful scaffolding of teachers and students, and the development of a PBL culture of collaboration and interdependence. Each of these elements is described from a process perspective, detailing how we attempted to implement them and how they reacted to challenges along the way. Even though the model was designed for a specific language learning and teaching context, it can be adapted to suit local needs. The model is unique in that it creatively integrates the relevant PBL and linguistic aspects that are often missing in PBL designs but are essential for a successful implementation. The skills training and the scaffolding that the model proposes can offer one means of working around rigid institutional and curricula requirements that often face PBL adoption. It is hoped that the model may support future implementations of successful PBL.

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“…Nargundkar, Samaddar and Mukhopadhyay (2014) determined that Problem-based learning effectively enhances essential thinking of business school students. Chian, Bridges and Lo (2019) referred to the triple jump in Problem-Based Learning. Sullivan (2019) reported the challenge of Problem-based learning, while Purichia (2019) determined the inquiry approach to based learning.…”

Section: Teaching In the Problem-based Learningmentioning

confidence: 99%

Teaching the Law of Cosines in Advanced 10th Grade Geometry Textbook by Way of Problem-Based Learning in Vietnam

Nguyen¹

2019

IJLTER

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The law of Cosines is an essential theorem in mathematics in particular and in science in general. The Cosine Rule allows us to calculate the length of one side of a triangle when we know two sides and the angle between the other two sides. This theorem is one of the first theorems when people want to build trigonometric systems. Because of such importance, many people studied the Law of Cosines. In Vietnam, they taught the Law of Cosines in the 10 th -grade Geometry program. It appears in Basic and Advanced sections, after having learned some concepts about vector operations. Although it is a famous theorem, there are not many documents mentioning how to teach the Law of Cosines effectively. We need to understand the relationship between mathematics and other fields expressed by the Law of Cosines, as well as to apply the method of problem-based learning in teaching this theorem.

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The Triple Jump in Problem-Based Learning: Unpacking Principles and Practices in Designing Assessment for Curriculum Alignment

Cited by 10 publications

References 27 publications

Evaluation of problem‐based learning in dental trauma education: An observational cohort study

Evaluation of problem‐based learning in dental trauma education: An observational cohort study

A Model for Implementing Problem-Based Language Learning: Experiences from a Seven-Year Journey

Teaching the Law of Cosines in Advanced 10th Grade Geometry Textbook by Way of Problem-Based Learning in Vietnam

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