Problem effectiveness in an occupational therapy problem-based learning course.

OBJECTIVE: The purpose of this study was to evaluate students' perceptions of the extent to which faculty-generated learning objectives were addressed in a problem-based learning (PBL) course. METHOD: Twenty-seven students enrolled in a 12-week PBL course were randomly divided by age, gender, and grade point average into four tutorial groups. Each group rated on a 10-cm visual analog scale their perceptions of how well they believed the objectives for each of four cases were addressed. Repeated-measures analysis of variance was used to test the average differences among the tutorial groups for each case. Further, post hoc tests were performed to compare the means among groups for each objective. RESULTS: No significant differences were found in the average perceptions among the tutorial groups for any of the four cases. Student ratings indicated their overall perception that within each problem, preset objectives had been met. CONCLUSION: The results support that students' interpretations of learning objectives for PBL cases are consistent with the problem developers' intended learning objectives. In addition, the similarities in the average scores for learning objectives across the four tutorial groups support the notion that PBL outcomes can be consistent among students, even though their study and discussions are in separate groups with different facilitators.     

以问题为基础的教学法在护理教学查房中的应用与效果评价

目的探讨以问题为基础的教学法在护理教学查房中应用的效果。方法采用对照研究的方法。实验组在护理查房中采用以问题为基础的教学法,即护生按教学目标要求选择病例,在老师的指导下发现问题、分析问题和解决问题,老师对这些问题给予确认,并提出更深入的问题,以达到学习目的。对照组在护理查房中运用传统教学方法。结果两组护生在书写护理病历优良率、护理理论考试成绩、对护理查房效果的满意率方面比较,差异均具有统计学意义(P<0.05)。结论以问题为基础的教学法拓宽了护生的知识面,完善了护生的知识结构;提高了护生综合能力;提高了护理查房的质量。     

The effectiveness of problem-based learning and concept mapping among Taiwanese registered nursing students

The purpose of this study was to investigate the effectiveness of adopting problem-based learning (PBL) and concept mapping (CM) in the educational programs for Taiwanese registered nursing (RN) students. We used a quasi-experimental design with experimental and control groups to evaluate the effectiveness of PBL-CM in three time schedules: before the course began (pre-test), at the end of the course (post-test), and six months after the end of the course (follow-up test). A convenience sample of 120 RN students participated, 51in the experimental group and 69 in the control group. Finding showed that the experimental group had higher scores than the control group for the Critical-Thinking Scale, Self-Directed Learning Scale, and Students' Performance in PBL Tutorial Sessions Questionnaire at the post-test and follow-up test stages. The PBL-CM increased students' critical-thinking skills and personal accountability for self-directed learning, and it would enhance the skills of independent study, reasoning, group interaction and active participation. This study offers guidelines for new nurse-training programs and continuing nursing education in clinical practice.     

Theory frame of problem-based learning

PBL is alearning method of regarding student as the cen-tre,and can make students participate group study in thecourse of studying,in order to promote and study in depth.This kind of study encourages students to become the leadingtype learners and offer t…     

以问题为基础的学习理论框架

作为一种以学生为中心的合作性的学习方法,以问题为基础的学习(PBL)已被运用于护理教育.PBL能激发学生自导式学习的动力,促进学生评判性思维与问题解决的技能.本文主要阐述PBL的理论框架,其来源于"新学习",包含"学习是建构式活动","学习是情境式活动"和"学习是社会式活动"三大原则.     

Students' evaluation of problem-based learning

This paper examines students' evaluations of the use of problem-based learning over a 4-week period in a 'traditional' discipline-structured nursing degree. A total of 130 Year 2 students experienced the period of problem-based learning and 100 responses to an evaluative questionnaire were received and analyzed. The paper outlines the ways in which students found their learning different -- how they perceived themselves differently as students and the relationship of the learning process to their clinical practice. The analysis of the responses found that the problem-based learning approach promoted critical thinking and problem solving; active participation in the learning process including self-direction, identification of own learning needs, teamwork, creative discussion and learning from peers; and the integration and synthesis of a variety of knowledge. The paper also concludes that this type of learning was realistic, fun and interesting for students. These findings are important for nurse educators, particularly those involved in curriculum or subject design and implementation.     

Educating educators in problem-based learning

Growing numbers of nursing faculties around the world believe that problem-based learning (PBL) fosters students' knowledge, skills and attitudes and allows them to participate as more efficient and effective health care team members. McMaster University School of Nursing has a long history of PBL. Their Institute for Nurse Educators now offers a professional development program where nurse educators from around the world learn to make the transition from traditional teaching to the development of a PBL curriculum.     

从学生角度评价以问题为基础的教学

目的 从学生角度深入了解以问题为基础的教学(PBL)存在的优缺点.方法 采用PBL评价量表结合小组访谈了解15名学生对PBL的观点.并对访谈结果进行分析.结果 PBL评价量表5个维度得分均>12分;访谈显示PBL有利于学生拓展知识面和深入学习,但是构建的专业知识缺乏系统性和整体性;团队合作能力、解决问题能力、自导学习能力得以加强;学习积极性受到一定程度影响.结论 从学生角度看,PBL具有一定优势但也存在负性影响.正确安排和实施PBL,将能最大程度促进其效果.     

Outcome measurement of problem-based learning.

OBJECTIVE: To determine if there is a significant difference in the national certification examination scores, and in comments received from clinical faculty, between PBL and pre-PBL groups. DESIGN: Retrospective analyses of national certification examination scores and clinical faculty evaluation files. PARTICIPANTS: Medical technology students at the University of Hawaii. MAIN OUTCOME MEASURES: Means of a national certification examination scores of PBL and pre-PBL groups are statistically compared. Types of clinical faculty comments are rank-ordered and compared between the two groups. RESULTS: PBL group did significantly better in the Urinalysis section of the national certification examination. Pre-PBL group received more "Quiet but got better" comments from clinical faculty. CONCLUSION: PBL can affect student outcomes in both national certification exams and perception by clinical faculty.     

基于问题的学习教学法在外科护理学教学中的应用研究

探讨基于问题的学习(problem-based learning,PBL)教学法在外科护理学教学中的应用及效果。选择外科护理学中的乳房肿瘤患者的护理编写病例,对2010级1²班96名学生采用PBL教学法4学时。结果PBL教学法应用于外科护理学教学,可使学生变被动学习为主动学习,拓展了学生的知识面,同时极大地提高了学生自主学习、分析和解决问题、评判性思维、归纳和总结、语言表达和团队协作等多方面能力,提高了外科护理学的教学效果。