Interdisciplinary Journal of Problem-Based Learning最新文献

Introduction to Special Issue “Research Methodologies for Studying Problem-based and Project-based Learning 基于问题和项目的学习研究方法 "特刊导言

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2024-04-19 DOI: 10.14434/ijpbl.v17i2.37874

Woei Hung

引用次数: 0

Design and Implementation of a Problem-Based Learning Module in a Clinical Radiography Course to Foster Image Critique Skills: An Evaluative Case Study 在临床放射学课程中设计和实施基于问题的学习模块，以培养图像评论技能：评估性案例研究

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2024-01-18 DOI: 10.14434/ijpbl.v17i1.35150

Vesna Balac, Gamze Ozogul

{"title":"Design and Implementation of a Problem-Based Learning Module in a Clinical Radiography Course to Foster Image Critique Skills: An Evaluative Case Study","authors":"Vesna Balac, Gamze Ozogul","doi":"10.14434/ijpbl.v17i1.35150","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.35150","url":null,"abstract":"Numerous studies have been conducted to examine the effectiveness of problem-based learning (PBL) in higher education programs that prepare health professionals for their clinical careers, such as undergraduate nursing programs. Even though undergraduate nursing education and radiography education have similarities, studies that focus on the effectiveness of PBL in radiography have not been documented in the literature. While the nature of the nursing and radiography disciplines may lead radiography educators to believe that PBL use in radiography education may be appropriate, based on existing research in nursing, its effectiveness and student attitudes need to be researched before curriculum-wide PBL implementation is planned. A mixed methods evaluative case study was conducted to investigate if a PBL module had an effect on radiography students’ image critique skills and their perceptions. Quantitative data collection instruments consisted of a pretest and a posttest to assess students’ image critique skills before and after PBL. Qualitative data collection instruments included a pre- and post-PBL survey, as well as structured reflections after the PBL module. The results showed a statistically significant difference between the pretest and the posttest, suggesting that the PBL module improved image critique skills in radiography students. In addition, students reported to feel significantly better prepared for image critique after PBL, and perceived working in a group as a good way to practice critiquing images. Difficulties reported were related to working in a group and transitioning to PBL, most likely due to being accustomed to lecture-based instruction. ","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Active civic education using project-based learning and attitudes towards civic engagement 利用基于项目的学习开展积极的公民教育以及对公民参与的态度

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Interdisciplinary Journal of Problem-Based Learning Pub Date : 2024-01-18 DOI: 10.14434/ijpbl.v17i1.32354

Osnat Akirav

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Supporting Agency over Framing Authentic Design Problems 支持代理机构解决真正的设计问题

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Interdisciplinary Journal of Problem-Based Learning Pub Date : 2024-01-18 DOI: 10.14434/ijpbl.v17i1.33915

Vanessa Svihla, Jamie R Gomez, Martin A. Crudo

引用次数: 1

Networks Supporting Problem-Based Invention Education 支持基于问题的发明教育网络

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2024-01-18 DOI: 10.14434/ijpbl.v17i1.32560

Audra Skukauskaitė, Cristina Saenz, Michelle Sullivan, Katrina Hull, Jazmin Morales Rodriguez

{"title":"Networks Supporting Problem-Based Invention Education","authors":"Audra Skukauskaitė, Cristina Saenz, Michelle Sullivan, Katrina Hull, Jazmin Morales Rodriguez","doi":"10.14434/ijpbl.v17i1.32560","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.32560","url":null,"abstract":"Problem-based invention education engages students in complex processes of solving ill-defined problems with the support of teachers who act as facilitators of the learning process. Guided by interactional ethnographic epistemology (Green et al., 2012), we examine who and in what ways supported a high school team and their teacher working to invent a solution to a real-world problem students identified in their community. Our primary dataset included video recordings and a historian’s notebook collected by the InvenTeam historian during their invention project. Additional data included recordings of conversations with the teacher and the student historian who collaborated with university researchers in analyzing the InvenTeam year data. Through ethnographically informed domain and discourse analysis we identified three levels of the ecosystem that supported the team: local, national, and both. Analyses highlighted the role of technical mentors as a local support and the Lemelson-MIT program as a national support. Our study demonstrates the importance of the drawing on supports beyond the school to enable students and teachers to engage in problem-based invention education.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Investigation into the effectiveness of using Problem-Based Learning in Teaching Communication Skills in English to Engineering Students 探究在工程专业学生英语交流技能教学中使用基于问题的学习方法的有效性

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2024-01-18 DOI: 10.14434/ijpbl.v17i1.33869

Ngọc Lệ Phan Thị

{"title":"Investigation into the effectiveness of using Problem-Based Learning in Teaching Communication Skills in English to Engineering Students","authors":"Ngọc Lệ Phan Thị","doi":"10.14434/ijpbl.v17i1.33869","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.33869","url":null,"abstract":"In the trend of innovating university teaching methods in the direction of student-centered learning, the Problem-Based Learning (PBL) method is being studied and applied in higher education institutions in many countries. The article proposes the application of a problem-based teaching approach to teaching English communication skills to engineering students. The study included 45 undergraduate students, 42 males and 3 female, majoring in Engineering and Technology of Fast-tracked program and enrolled in an EFL course at University of Engineering and Technology, Vietnam National University. With a combination of qualitative and quantitative methods, the research has shown the effect of the application of problem-based learning in teaching communication skills in English to engineering students, and shows students' positive attitude towards these activities in their learning. Besides, the research has also found out the main difficulties of students when they implemented group works to solve problems. It came to the conclusion that problem-based learning is an ideal teaching method since it enables engineering students not only to improve significantly their oral and written communication skills but also to apply the content knowledge in their major in the English language course. It is hoped that this study can provide researchers and teachers with useful implication for using English as a medium of instruction in sciences related subjects. \u0000 \u0000 ","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

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Impact of The NTN Design on Academic Outcomes NTN 设计对学术成果的影响

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Interdisciplinary Journal of Problem-Based Learning Pub Date : 2024-01-18 DOI: 10.14434/ijpbl.v17i1.32477

Brooke Culclasure, Eric Stocks, Michael Odell

引用次数: 0

Problem-based Learning, a Tool to Develop Critical Thinking Skills of Undergraduate Veterinary Students 基于问题的学习--培养兽医本科生批判性思维能力的工具

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2024-01-18 DOI: 10.14434/ijpbl.v17i1.33979

M. L. W. De Silva, R. A. C. Rabel, S. Samita, Nicola Smith, Lachlan McIntyre, Timothy J. Parkinson, K. A. N. Wijayawardhane

{"title":"Problem-based Learning, a Tool to Develop Critical Thinking Skills of Undergraduate Veterinary Students","authors":"M. L. W. De Silva, R. A. C. Rabel, S. Samita, Nicola Smith, Lachlan McIntyre, Timothy J. Parkinson, K. A. N. Wijayawardhane","doi":"10.14434/ijpbl.v17i1.33979","DOIUrl":"https://doi.org/10.14434/ijpbl.v17i1.33979","url":null,"abstract":"A major change embraced during a recent review of the Bachelor of Veterinary Science (BVSc.) curriculum of University of Peradeniya, Sri Lanka, was implementation of student-centred learning. Thus, a series of courses; ‘Integrated Veterinary Sciences’, delivered using Problem-based Learning (PBL), were introduced. As PBL is novel to the curriculum, this study was aimed to evaluate veterinary undergraduates’ perception on such a PBL-driven course which has been evaluated for the first time in Sri Lanka. \u0000PBL sessions were conducted with volunteers of all four academic year groups. Responses were assessed, using a questionnaire, on the opportunity for improving critical thinking, discussions, facilitator guidance, e-learning and overall satisfaction of using PBL. \u0000Over 85% of students across all groups agreed that the PBL had been effective: the highest level of agreement was on the potential to improve critical thinking. There were statistically significant differences between year groups for satisfaction with facilitators’ guidance and overall satisfaction; which may reflect differences in either content or facilitators’ experience between year groups. \u0000PBL was well-received as a method for use in the veterinary curriculum, Sri Lanka, suggesting the possibility of its widespread use for vertical and horizontal integration. Teacher training and improving facilities would ensure the success.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139615207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does Interprofessional Problem-Based Learning (iPBL) Develop Health Professional Students’ Interprofessional Competences? A Systematic Review of Contexts, Mechanisms and Outcomes 跨专业基于问题的学习(iPBL)能培养卫生专业学生的跨专业能力吗?背景、机制和结果的系统综述

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2022-08-31 DOI: 10.14434/ijpbl.v16i1.31647

Deirdre Phelan, T. Barrett, O. Lennon

{"title":"Does Interprofessional Problem-Based Learning (iPBL) Develop Health Professional Students’ Interprofessional Competences? A Systematic Review of Contexts, Mechanisms and Outcomes","authors":"Deirdre Phelan, T. Barrett, O. Lennon","doi":"10.14434/ijpbl.v16i1.31647","DOIUrl":"https://doi.org/10.14434/ijpbl.v16i1.31647","url":null,"abstract":"This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic databases, identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL This systematic review reports the state-of-the-art and evidence supporting interprofessional problem-based learning (iPBL) as a developmental tool for interprofessional competences. A targeted search strategy deployed across seven electronic data-bases identified 32 studies which met inclusion criteria following independent double review. All study types were included. Aggregated results identified evidence (quantitative and/or qualitative) that iPBL promotes competences as categorised using the Interprofessional Education Collaborative (IPEC) framework, in Ethics/Values (n = 7); Roles/Responsibilities (n = 27); Interprofessional Communication (n = 19) and Teams/Teamwork (n = 21). Qualitative research dominated the literature. Limited, high-level quantitative data observed effects on students’ attitudes and perceptions of interprofessional compe-tences. Reporting of iPBL context and implementation mechanisms (e.g., trigger design) were largely absent in identified studies. Most iPBL (n = 26), was conducted in university rather than clinical settings.","PeriodicalId":46380,"journal":{"name":"Interdisciplinary Journal of Problem-Based Learning","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46851954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teaching Dilemmas and Student Motivation in Project-based Learning in Secondary Education 中学项目学习中的教学困境与学生动机

IF 1.2

Interdisciplinary Journal of Problem-Based Learning Pub Date : 2022-08-31 DOI: 10.14434/ijpbl.v16i1.33056

Pablo Ramos-Ramos, Ana María Botella Nicolás

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