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Full-Text Articles in Education
Editor's Introduction, Michael M. Grant
Editor's Introduction, Michael M. Grant
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.
A Qualitative Study On How Health Professional Students And Their Pbl Facilitators Perceive The Use Of Mobile Devices During Pbl, Lap Ki Chan, Susan M. Bridges, Iain Doherty, Manwa L. Ng, Jun Jin, Neel Sharma, Nam Kiu Chan, Henrietta Yan Yu Lai
A Qualitative Study On How Health Professional Students And Their Pbl Facilitators Perceive The Use Of Mobile Devices During Pbl, Lap Ki Chan, Susan M. Bridges, Iain Doherty, Manwa L. Ng, Jun Jin, Neel Sharma, Nam Kiu Chan, Henrietta Yan Yu Lai
Interdisciplinary Journal of Problem-Based Learning
Mobile devices are increasingly being used by undergraduate students to access online information in the problem-based learning (PBL) process, initially in the self-directed phase, and more recently within face-to-face tutorials. This qualitative study across three undergraduate health professional programs used semi-structured interviews to investigate facilitators’ and students’ perceptions of mobile device usage in PBL tutorials. Transcribed interviews were analyzed thematically, drawing on the principles of grounded theory. Implications for future practice were identified. Students perceived that mobile devices are useful and convenient for instant access to various sources of information, for note taking, and for visually sharing their research and …
The Use Of Pbl In An Interprofessional Education Course For Health Care Professional Students, Kristine M. L'Ecuyer, David Pole, Sheila A. Leander
The Use Of Pbl In An Interprofessional Education Course For Health Care Professional Students, Kristine M. L'Ecuyer, David Pole, Sheila A. Leander
Interdisciplinary Journal of Problem-Based Learning
A problem-based learning (PBL) framework was utilized in a series of six interprofessional team seminars (IPTS) for postbaccalaureate students from seven health professions. The goal of IPTS was to develop a collaborative practice-ready workforce prepared to respond to patient care needs through use of concrete examples, skills development, critical thinking, and problem solving in safe, faculty-facilitated small groups. The collaborative nature of PBL closely correlates with teaching methodologies of the IPTS series. This study analyzed critical reflection assignments of nursing students in accelerated programs to determine the effectiveness of IPTS at preparing students for interprofessional collaborative practice. Findings indicated that …