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Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Keyword
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- Interprofessional education (2)
- Problem-based learning (2)
- Accelerated nursing curricula (1)
- Argumentation (1)
- Classroom discourse analysis (1)
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- Collaborative practice (1)
- Critical reflection (1)
- Health professional education (1)
- Hypothetico-deductive reasoning (HDR) (1)
- Ill-structured problem solving (1)
- Interdisciplinary education (1)
- PBL (1)
- Problem-based learning (PBL) (1)
- Reflective learning (1)
- Self-regulation (1)
- Social interaction in PBL (1)
Articles 1 - 4 of 4
Full-Text Articles in Social and Behavioral Sciences
The Role Of Argumentation In Hypothetico-Deductive Reasoning During Problem-Based Learning In Medical Education: A Conceptual Framework, Hyunjung Ju, Ikseon Choi
The Role Of Argumentation In Hypothetico-Deductive Reasoning During Problem-Based Learning In Medical Education: A Conceptual Framework, Hyunjung Ju, Ikseon Choi
Interdisciplinary Journal of Problem-Based Learning
One of the important goals of problem-based learning (PBL) in medical education is to enhance medical students’ clinical reasoning—hypothetico-deductive reasoning (HDR) in particular—through small group discussions. However, few studies have focused on explicit strategies for promoting students’ HDR during group discussions in PBL. This paper proposes a novel conceptual framework that integrates Toulmin’s argumentation model (1958) into Barrows’s HDR process (1994). This framework explains the structure of argumentation (a claim, data, and a warrant) contextualized in each phase of HDR during PBL. This paper suggests four instructional strategies—understanding argument structures, questioning, elaborating on structural knowledge, and assessing argumentation—for promoting medical …
Detangling The Interrelationships Between Self-Regulation And Ill-Structured Problem Solving In Problem-Based Learning, Xun Ge, Victor Law, Kun Huang
Detangling The Interrelationships Between Self-Regulation And Ill-Structured Problem Solving In Problem-Based Learning, Xun Ge, Victor Law, Kun Huang
Interdisciplinary Journal of Problem-Based Learning
One of the goals for problem-based learning (PBL) is to promote self-regulation. Although self-regulation has been studied extensively, its interrelationships with ill-structured problem solving have been unclear. In order to clarify the interrelationships, this article proposes a conceptual framework illustrating the iterative processes among problem-solving stages (i.e., problem representation and solution generation) and self-regulation phases (i.e., planning, execution, and reflection). The dynamics of the interrelationships are further illustrated with three ill-structured problem-solving examples in different domains (i.e., information problem solving, historical inquiry, and science inquiry). The proposed framework contributes to research and practice by providing a new lens to examine …
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 …
Students’ Experiences In Interdisciplinary Problem-Based Learning: A Discourse Analysis Of Group Interaction, Rintaro Imafuku, Ryuta Kataoka, Mitsuori Mayahara, Hisayoshi Suzuki, Takuya Saiki
Students’ Experiences In Interdisciplinary Problem-Based Learning: A Discourse Analysis Of Group Interaction, Rintaro Imafuku, Ryuta Kataoka, Mitsuori Mayahara, Hisayoshi Suzuki, Takuya Saiki
Interdisciplinary Journal of Problem-Based Learning
Interdisciplinary problem-based learning (PBL) aims to provide students with opportunities to develop the necessary skills to work with different health professionals in a collaborative manner. This discourse study examined the processes of collective knowledge construction in Japanese students in the tutorials. Analyses of video-recorded data elicited from three multidisciplinary cohorts and their learning portfolios provided insights into their participation and introspection during the discussions. The results indicate there were two patterns of knowledge construction: (a) co-constructions between students from different disciplines and (b) elaborations between students from the same discipline. Their learning processes were mediated by their cultural assumptions, professional …