Validating a problem-based learning process assessment tool

Upadhyay, Shambhu Kumar; Bhandary, Shital; Ghimire, Satish Raj

doi:10.1111/j.1365-2923.2011.04123.x

Cited by 6 publications

(5 citation statements)

References 1 publication

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“…In 1969, McMaster University School of Medicine in Canada piloted a new teaching method, i.e., problem-based learning (PBL). Unlike traditional teaching methods, the PBL teaching process takes students as the main component of the teaching process and uses relevant questions as clues, thus allowing students to study, discuss and cooperate independently in groups as well as to ask questions and find answers actively, rather than accepting them passively [ 4 , 5 ]. In the process of analysing and solving problems, students’ autonomous learning ability and logical thinking ability are cultivated [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

Application of the combination of three-dimensional visualization with a problem-based learning mode of teaching to spinal surgery teaching

et al. 2022

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Objective To explore the application of the combination of three-dimensional visualization technology with a problem-based learning mode of teaching in clinical teaching related to spinal surgery. Methods A total of 106 5-year undergraduate students who majored in clinical medicine were selected as research subjects, and practiced in the Orthopaedics Department of the Affiliated Hospital of Xuzhou Medical University in 2021. These students were randomly divided into an experimental group and a control group, with 53 students in each group. The experimental group received a combination of three-dimensional visualization technology with the PBL teaching mode, while the control group was treated with the traditional teaching method. The teaching effects exhibited by these two groups were compared using tests and questionnaires that were administered after the teaching was completed. Results The theoretical test total scores of students in the experimental group were higher than those of students in the control group. The students in the two groups self-rated their classroom achievements, and the results attained by students in the experimental group were higher than those obtained by students in the control group (P < 0.05). The scores reported by students in the experimental group for interest in learning, classroom atmosphere, classroom interaction and teaching satisfaction were higher than those reported by students in the control group (P < 0.05). Conclusion The application of a combination of 3D visualization technology with the PBL teaching mode to spinal surgery teaching can improve students’ learning efficiency and interest and is conducive to cultivating students’ clinical thinking.

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Section: Introductionmentioning

confidence: 99%

Application of the combination of three-dimensional visualization with a problem-based learning mode of teaching to spinal surgery teaching

et al. 2022

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“…These generic skills are consistent with the predefined PAHS Graduate Attributes (Morgan, 2009). PAHS decided to incorporate their measurement into formative assessment but, most importantly, into summative assessment too in the setting of PBL (Upadhyay et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Validating a Problem-Based Learning Process Assessment Tool in a Nepalese Medical School

Upadhyay

Bhandari

Ghimire

et al. 2017

SE Asian Jnl Med Educ

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Introduction: The newly established Patan Academy of Health Sciences (PAHS) has incorporated measurement of non-cognitive skills and behaviours into the summative assessment in the setting of problem based learning (PBL). This study aims to validate a PBL process assessment tool for PAHS. Methods: A list of 72 items of student behaviours observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials. Results: The internal-consistency of the TAS-Tool was very high (Cronbach's α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%). Conclusion: TAS-Tool was found to be a reliable and valid instrument and applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.

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“…5 PAHS decided to incorporate their measurement into formative assessment but, most importantly, into a summative assessment too in the setting of PBL. 6 Implementation of PBL varies with the setting 7,8 and PBL process assessment is largely confined only to formative purposes. 9,10 Moreover, no locally validated PBL assessment tool was available.…”

Section: Introductionsmentioning

confidence: 99%

Validating a problem-based learning process assessment tool in a Nepalese medical school

Upadhyay

Bhandary²,

Ghimire³

et al. 2017

J Patan Acad Health Sci

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Introductions: The newly established Patan Academy of Health Sciences (PAHS) has incorporated the measurement of non-cognitive skills and behaviors into the summative assessment in the setting of problem based learning (PBL). This study was conducted to validate a PBL process assessment tool for PAHS. Methods: A list of 72 items of student behaviors observable in PBL tutorials was compiled from literature review. They were categorized under ten broad dimensions consistent with predefined PAHS Graduate Attributes. A series of PBL project committee meetings and expert inputs refined the list of 72 items to 47 and categorized them under eight dimensions. These 47 items, each with a 4-point rating scale, formed the Tutor Assessment of Student Tool (TAS-Tool). Twenty-four trained faculty members used the TAS-Tool to evaluate the performance of 41 senior high school students in PBL tutorials. Results: The internal-consistency of the TAS-Tool was very high (Cronbach’s α = 0.954). Removal of two inconsistent items further increased it to 0.975. Principal components analysis with varimax rotation applied to the remaining 45 items gave seven components and explained 69.47% of the variation between the components. These seven components (% variation) were: Immersed in the Tutorial Process (20.16%); Professional (12.71%); Communicator and Team Leader (11.25%); Critical Thinker (8.77%); Reflector (6.22%); Creative (5.95%), and Sensitive (4.41%). Conclusions: TAS-Tool was found to be reliable and valid instrument deemed applicable in formative PBL process assessment at PAHS starting with the pioneer cohort of medical students. Further validation of TAS-Tool through longitudinal study with PAHS students is required for summative purpose.

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Validating a problem-based learning process assessment tool

Cited by 6 publications

References 1 publication

Application of the combination of three-dimensional visualization with a problem-based learning mode of teaching to spinal surgery teaching

Application of the combination of three-dimensional visualization with a problem-based learning mode of teaching to spinal surgery teaching

Validating a Problem-Based Learning Process Assessment Tool in a Nepalese Medical School

Validating a problem-based learning process assessment tool in a Nepalese medical school

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