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Articles 1 - 6 of 6
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Online Searching In Pbl Tutorials, Jun Jin, Susan M. Bridges, Michael G. Botelho, Lap Ki Chan
Online Searching In Pbl Tutorials, Jun Jin, Susan M. Bridges, Michael G. Botelho, Lap Ki Chan
Interdisciplinary Journal of Problem-Based Learning
This study aims to explore how online searching plays a role during PBL tutorials in two undergraduate health sciences curricula, Medicine and Dentistry. Utilizing Interactional Ethnography (IE) as an organizing framework for data collection and analysis, and drawing on a critical theory of technology as an explanatory lens, enabled a textured understanding of student practices and beliefs regarding online searching during face-to-face PBL tutorials. Two event maps trace key transitions in learning regarding online searching in one cycle of problem-based learning in each program. From a critical perspective, analysis of students’ stimulated recall interviews indicated that the use of students’ …
Facilitating Facilitators: Enhancing Pbl Through A Structured Facilitator Development Program, Francine D. Salinitri, Sheila M. Wilhelm, Brian L. Crabtree
Facilitating Facilitators: Enhancing Pbl Through A Structured Facilitator Development Program, Francine D. Salinitri, Sheila M. Wilhelm, Brian L. Crabtree
Interdisciplinary Journal of Problem-Based Learning
With increasing adoption of the problem-based learning (PBL) model, creative approaches to enhancing facilitator training and optimizing resources to maintain effective learning in small groups is essential. We describe a theoretical framework for the development of a PBL facilitator training program that uses the constructivist approach as the program’s guiding philosophy. The structured, pedagogically sound program was designed for a multidisciplinary pool of basic and social/administrative scientists, clinical faculty, practicing pharmacists, and post-graduate residents enrolled in a teaching certificate program. The training program employs the PBL experience, along with interactive technology, case-based and debriefing sessions with small groups and experienced …
The Validation Of The Active Learning In Health Professions Scale, Rebecca Kammer, Laurie Schreiner, Young K. Kim, Aurora Denial
The Validation Of The Active Learning In Health Professions Scale, Rebecca Kammer, Laurie Schreiner, Young K. Kim, Aurora Denial
Interdisciplinary Journal of Problem-Based Learning
There is a need for an assessment tool for evaluating the effectiveness of active learning strategies such as problem-based learning in promoting deep learning and clinical reasoning skills within the dual environments of didactic and clinical settings in health professions education. The Active Learning in Health Professions Scale (ALPHS) instrument captures three elements of active learning: activities that have elements of novel access to information, observing or participating in experiences focused on learning, and reflective practices about the learning process. In order to assess the criterion-related validity of the ALHPS, a Structural Regression Model was created in which the latent …
Social Constructivism And Case-Writing For An Integrated Curriculum, Alison F. Doubleday, Blase Brown, Philip A. Patston, Pamela Jurgens-Toepke, Meaghan Driscoll Strotman, Anne Koerber, Colin Haley, Charlotte Briggs, G. William Knight
Social Constructivism And Case-Writing For An Integrated Curriculum, Alison F. Doubleday, Blase Brown, Philip A. Patston, Pamela Jurgens-Toepke, Meaghan Driscoll Strotman, Anne Koerber, Colin Haley, Charlotte Briggs, G. William Knight
Interdisciplinary Journal of Problem-Based Learning
Case-writing within an integrated, systems-based health professions education curriculum presents many unique challenges. Specifically, case-writing in this context must consider integration of multidisciplinary learning objectives and synthesis of biomedical and clinical sciences. Establishing an effective process for content integration and determining who should be involved in the case-writing process can be a daunting task and this specific context requires a new model for effective casewriting. This paper provides a model for the cycle of case development, implementation, evaluation and modification in an integrated, systems-based health professions curriculum. We highlight how this collaborative case-writing model parallels the social constructivist approach promoted …
The Purpose And Value For Students Of Pbl Groups For Learning, Vicki J. Skinner, Annette Braunack-Mayer, Tracey A. Winning
The Purpose And Value For Students Of Pbl Groups For Learning, Vicki J. Skinner, Annette Braunack-Mayer, Tracey A. Winning
Interdisciplinary Journal of Problem-Based Learning
Groups are central to problem-based learning (PBL) and educational and professional outcomes relevant to clinical education. However, PBL groups in practice may differ from theoretical conceptions of groups. Therefore, this study explored students’ understandings of the purpose and value of PBL groups for their learning. We conducted a naturalistic study with novice (first-year) students at two dental schools (Australia, Ireland), using observation and interviews analyzed thematically. Students constructed PBL learning as individual knowledge gain, and group purpose as information gathering and exchange; few students acknowledged the learning potential of group processes. Group value depended on assessment and curriculum context. Findings …
Guest Editors’ Introduction: Special Issue On Problem-Based Learning In Health Professions Education/Toward Advancement Of Problem-Based Learning Research And Practice In Health Professions Education: Motivating Learners, Facilitating Processes, And Supporting With Technology, Xun Ge, Lourdes G. Planas, Kun Huang
Guest Editors’ Introduction: Special Issue On Problem-Based Learning In Health Professions Education/Toward Advancement Of Problem-Based Learning Research And Practice In Health Professions Education: Motivating Learners, Facilitating Processes, And Supporting With Technology, Xun Ge, Lourdes G. Planas, Kun Huang
Interdisciplinary Journal of Problem-Based Learning
No abstract provided.