Displaying publications 1 - 20 of 115 in total

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  1. Yee HY, Radhakrishnan A, Ponnudurai G
    Med Teach, 2006 Sep;28(6):558-60.
    PMID: 17074705
    Students' perception of the role and characteristics of a good problem-based learning (PBL) facilitator were assessed in the same study in which students were exposed to the 'Flying a Kite Approach' to PBL. A pre-tested anonymous questionnaire addressed the good qualities of a facilitator as well as the negative aspects. Although faculty and students' perceptions of 'good 'and 'bad' attributes generally agreed, it is clear that students still prefer facilitators who talk more, i.e. explain unclear facts or correct them when their facts are wrong. Content experts are also preferred over non-content experts.
    Matched MeSH terms: Problem-Based Learning*
  2. Yap MKK
    Biochem Mol Biol Educ, 2023 Jan;51(1):77-80.
    PMID: 36194083 DOI: 10.1002/bmb.21680
    Experiential learning is compromised in meeting the educational demands of our students during the challenging time of the COVID-19 pandemic. A more inclusive, flexible, and objective-oriented experiential learning environment is required. In this context, module-based experiential learning that is executable on a digital platform was designed. The learning module focused on protein biochemistry, contained a combination of asynchronous and synchronous activities categorized into 'Knowledge Hub' and 'Lab-based Movie', across 5 weeks. Digital and module-based experiential learning provides equitable, inclusive, and flexible access to students at remote locations. Furthermore, it is an objective-oriented and highly organized experiential learning framework that encourages students to engage and participate more in the learning process.
    Matched MeSH terms: Problem-Based Learning*
  3. Win NN, Nadarajah VD, Win DK
    PMID: 25961676 DOI: 10.3352/jeehp.2015.12.17
    PURPOSE: Problem-based learning (PBL) is usually conducted in small-group learning sessions with approximately eight students per facilitator. In this study, we implemented a modified version of PBL involving collaborative groups in an undergraduate chiropractic program and assessed its pedagogical effectiveness.
    METHODS: This study was conducted at the International Medical University, Kuala Lumpur, Malaysia, and involved the 2012 chiropractic student cohort. Six PBL cases were provided to chiropractic students, consisting of three PBL cases for which learning resources were provided and another three PBL cases for which learning resources were not provided. Group discussions were not continuously supervised, since only one facilitator was present. The students' perceptions of PBL in collaborative groups were assessed with a questionnaire that was divided into three domains: motivation, cognitive skills, and perceived pressure to work.
    RESULTS: Thirty of the 31 students (97%) participated in the study. PBL in collaborative groups was significantly associated with positive responses regarding students' motivation, cognitive skills, and perceived pressure to work (P<0.05). The students felt that PBL with learning resources increased motivation and cognitive skills (P<0.001).
    CONCLUSION: The new PBL implementation described in this study does not require additional instructors or any additional funding. When implemented in a classroom setting, it has pedagogical benefits equivalent to those of small-group sessions. Our findings also suggest that students rely significantly on available learning resources.
    KEYWORDS: Chiropractic; Learning; Motivation; Perception; Problem-based learning
    Matched MeSH terms: Problem-Based Learning*
  4. Velayudhan Menon, Rifdy Mohideen
    MyJurnal
    Background: Clinical reasoning is the name given to
    the cognitive processes by which doctors evaluate and
    analyse information from patients. It is a skill developed
    by experiential learning and is difficult to assess
    objectively. The script concordance test, an assessment
    tool introduced into the health sciences about 15 years
    ago, is a way of assessing clinical reasoning ability in
    an objective manner and allows comparisons of the
    decisions made by medical students and experts in
    situations of uncertainty.

    Methods: Twenty-six final year medical students from
    the International Medical University, Kuala Lumpur,
    were tested on their decision making skills regarding a
    young febrile patient. The students evaluated different
    pieces of information in five different scenarios and
    made decisions on a five-point Likert scale in the
    standard format of the script concordance test. Their
    decisions were compared to the decisions of a panel of
    experienced clinicians in Internal Medicine.

    Results: The script concordance test scores for the
    different scenarios were calculated with higher scores
    being indicative of greater concordance between the
    reasoning of students and doctors. The students showed
    poor concordance with doctors in evaluating clinical
    information. Overall, only 20 percent of the choices
    made by students were the same as the choices made by
    the majority of doctors.

    Conclusion: Medical students vary in their ability to
    interpret the significance of clinical information. Using
    the script concordance test, this preliminary study looked
    at the ability of final year medical students to interpret
    information about a patient with a febrile illness. The
    results showed poor concordance between students and
    doctors in the way they interpreted clinical information.
    The script concordance test has the potential to be a
    tool for teaching and assessing clinical reasoning.
    Matched MeSH terms: Problem-Based Learning
  5. Veasuvalingam, Bhavani, Hafiza Arzuman
    MyJurnal
    Introduction: In order to produce competent physiotherapy graduates with the generic attributes much sought after by the health care providers in the country, the higher education institution needs to ensure the educational environment of the school is positive. Students' positive perception of their educational environment would facilitate their learning experience to be more meaningful and relevant. Objective: The aim of this study was to measure physiotherapy students' perception of their educational environment at the School of Physiotherapy AIMST University and Kolej Sains Kesihatan Bersekutu Sungai Buloh and to identify the areas of concern for remedial measures. Method: This research was a cross sectional study consisting of two phases using both quantitative followed by qualitative methods. The DREEM inventory consisting of 50 items under 5 domains was circulated to all the students (N=158) from both schools (AIMST and KSKB). The item mean scored below 2.00 were considered as problem areas and it was explored further through focus group discussion (N=12) as a qualitative study. Result: The overall mean score on the 50 items was 132.84 (SD 19.22) out of 200. Students' Perception of Learning (SPOL) scored the highest 32.34 (SD 4.17) followed by students' perception of Atmosphere (SPOA) 30.63 (SD 4.84), Students Perception of Teachers (SPOT) scored 30.52 (SD 3.98),Students Academic Self Perception (SASP) scored 22.03 (SD 3.20) and the last domain Students' Social Self Perception (SSSP) scored the least 17.32 (SD 19.22).All the domains scored toward more positive side of the educational environment. Four items scored less than 2.00 and these items were explored further with focus group discussion. Students from both schools had similarities as well as differences in their views over the concerned areas. Conclusion: This study revealed important information regarding the low scored items. Overall the students from both schools perceived their schools positively. Implementing the remedial measures for the problem areas would further enhance the respective educational environment and thus provide a conducive place for physiotherapy students to excel in their academic endeavour.
    Matched MeSH terms: Problem-Based Learning
  6. Torke S, Abraham RR, Ramnarayan K, Upadhya S
    Adv Physiol Educ, 2007 Mar;31(1):118.
    PMID: 17327594
    Matched MeSH terms: Problem-Based Learning/methods*
  7. Tarmalinggam Y, Prakash ES
    Adv Physiol Educ, 2007 Dec;31(4):370-1.
    PMID: 18057413
    Matched MeSH terms: Problem-Based Learning
  8. Tan CE, Jaffar A, Tong SF, Hamzah MS, Mohamad N
    Med Educ Online, 2014 Jan;19(1):25605.
    PMID: 28440130 DOI: 10.3402/meo.v19.25605
    Introduction The Comprehensive Healthcare (CHC) module was developed to introduce pre-clinical medical and pharmacy students to the concept of comprehensive healthcare. This study aims to explore their shared learning experiences within this module. Methodology During this module, medical and pharmacy students conducted visits to patients' homes and to related community-based organisations in small groups. They were required to write a reflective journal on their experiences regarding working with other professions as part of their module assessment. Highly scored reflective journals written by students from the 2011/2012 academic session were selected for analysis. Their shared learning experiences were identified via thematic analysis. We also analysed students' feedback regarding the module. Results Analysis of 25 selected reflective journals revealed several important themes: 'Understanding of impact of illness and its relation to holistic care', 'Awareness of the role of various healthcare professions' and 'Generic or soft skills for inter-professional collaboration'. Although the primary objective of the module was to expose students to comprehensive healthcare, the students learnt skills required for future collaborative practice from their experiences. Discussion The CHC module provided early clinical exposure to community-based health issues and incorporated some elements of inter-professional education. The students learnt about the roles of other healthcare professions and acquired soft skills required for future collaborative practice during this module.
    Matched MeSH terms: Problem-Based Learning
  9. Syed Aznal SA, Nurjahan MI, Lee N
    MyJurnal
    Introduction: Task-based learning (TBL) has been accepted as an effective tool in teaching and learning activities in most medical schools. Many studies have looked at competencies and learning outcomes essential for undergraduates. Among the essential competencies are interpersonal skills and the ability to engage in a group discussion which this study has focused on. The evidence supporting higher interpersonal skills is however limited because many relevant competencies are hard to measure and require long observational periods.
    Objective: To determine students’ self-perceived value of TBL in enhancing their interpersonal skills during the clinical phase.
    Material and Methods: All students’ (semesters 6-10) in the clinical school of International Medical University (IMU) were invited to participate in this cross-sectional study done in December 2007 utilising a self-administered questionnaire with a 5-point Likert scale. It assessed the students’ perception on TBL sessions conducted during their clinical attachments in the various disciplines. Mean-scores, standard deviations, and confidence interval were used.
    Results: Response rate was 62%. The results indicated that students were favorable in their opinion on TBL as a suitable forum for active communication and participation in group discussion. The results also show that both male and female students’ have similar perception. As for the comparison according to semesters, this showed that students’ maturity does not influence their perception as well.
    Conclusion: In conclusion, the study has shown positive students’ perception on the effect of TBL on acquired skills such as interpersonal communication. Our findings are consistent with many earlier studies which show students’ perception of the method of learning as important factor in the enhancement of their interpersonal skills which is fundamental to clinical practice. Further research is necessary; long-term and larger scale observational studies would undoubtedly be optimal to minimise response bias.
    Matched MeSH terms: Problem-Based Learning
  10. Sohayla M. Attalla, Nihal A. Hanafy, Mahfuza Akter, Sakinah Ruhi
    MyJurnal
    Introduction: The twenty-first-century learning is adopting the student-centered learning techniques and the teach- ers are mainly facilitators to direct the process of learning and so social media and mobile applications became an important learning platform. Mobile learning (M-learning) is the practice of learning activities through a portable device such as cellular phone or a personal digital assistant. The aim of this research is to screen the medical stu- dents’ intention toward the adoption of M-learning and to determine factors affecting the intentions of the medical students to practice M-learning. Methods: A cross-sectional study among medical students was performed through a questionnaire based on the Theory of Reasoned Action and the Technology Acceptance Model. The study included 129 students in different stages of the medical study. Results: Results showed that the factors affecting the students’ inten¬tion to practice M-learning include the students’ attitude, perceived usefulness, perceived ease of use, and availability of resources. In the current sample 82.7% of students are already using M-Learning; 41.7% are using it for assessment, 22.8% are using it for learning and 35.5% are using it for both. Conclusion: It was concluded that most medical students have higher intention to adopt M-learning and they are mostly using it for assessment purposes rather than in learning.
    Matched MeSH terms: Problem-Based Learning
  11. Skokauskas N, Guerrero APS, Hanson MD, Coll X, Paul M, Szatmari P, et al.
    Acad Psychiatry, 2011 Jul-Aug;35(4):249-251.
    PMID: 21804045 DOI: 10.1176/appi.ap.35.4.249
    BACKGROUND/OBJECTIVE: Problem-based learning (PBL) represents a major development and change in educational practice that continues to have a large impact across subjects and disciplines worldwide. It would seem that child and adolescent psychiatry, because of its inherently integrative, bio-psycho-social nature and emphasis on teamwork and collaboration, would be a specialty learned optimally through PBL. Thus, there was a need to establish an international group where experiences in implementing PBL in child and adolescent psychiatry could be shared. This article reports on the first meeting and plans of the Problem-Based Learning in Child and Adolescent Psychiatry (CAP) Special Interest Study Group (SISG), held at the annual meeting of the American Academy of Child and Adolescent Psychiatry.

    METHODS: Through international collaboration and information-sharing, the SISG aims to promote knowledge among Child and Adolescent Psychiatrists on PBL, to explore evaluation methods of PBL in CAP, and to discuss development of PBL-based curricula.

    RESULTS: Problem-based learning (PBL) represents a major change in education that has had a large impact across disciplines worldwide.

    CONCLUSION: The core steps in PBL are the following: presentation of the initial problem; discussion of the problem, and development of learning objectives; independent learning focused on the objectives; and discussion, exploration of new ideas, and discovery of solutions in the reconvened group. Different from the traditional teacher's role, the PBL tutor is an active facilitator who guides learners to identify issues and ways to learn, rather than a "content expert" who provides facts.
    Matched MeSH terms: Problem-Based Learning*
  12. Sivarajan S, Soh EX, Zakaria NN, Kamarudin Y, Lau MN, Bahar AD, et al.
    BMC Med Educ, 2021 Jun 07;21(1):326.
    PMID: 34098931 DOI: 10.1186/s12909-021-02717-5
    BACKGROUND: Wire-bending skills is commonly taught through live demonstrations (LD) though flipped classroom (FC) method has gained popularity. Continuous formative assessment promotes personalised learning via closely monitored progress, with the identification of students' strengths and weaknesses. This study aims to evaluate the effects of LD and FC teaching methods, supplemented with continuous formative assessment, on dental students' learning of wire-bending skills for six types of removable orthodontic appliance components. A deeper understanding of the relative effectiveness between LD and FC teaching methods can help identify the most appropriate method to achieve student learning objectives, which is especially important given the current Covid-19 pandemic.

    METHODS: Forty third-year undergraduate dental students were randomly assigned into FC (n = 20) or LD (n = 20) cohort. Each student attended six teaching sessions, each to teach students' competency in fabricating one type of wire component, for a total competency in fabricating six wire components over the course of six teaching sessions. Either LD or FC teaching methods were used. After each session, wire assignments had to be submitted. Wire assignments were then evaluated using a blinded wire-bending assessment protocol. As part of their formative assessment, the assessment results were distributed to students, lecturers, and technicians before the next session. After the first session (T0) and at the end of all six sessions (T1), students completed a self-reported questionnaire.

    RESULTS: The mean wire-bending scores for FC were significantly higher than LD for two of the six assignments, namely the Adams clasp (p 

    Matched MeSH terms: Problem-Based Learning
  13. Sivalingam Nalliah, Nazimah Idris
    MyJurnal
    Medical education of today continues to evolve to meet the challenges of the stakeholders. Medical professionals today are expected to
    play multiple roles besides being experts. Thus, the curriculum has to be developed in a manner that facilitates learners to achieve the intended goal of becoming a medical professional with multiple competencies. The understanding of learning theories will be helpful in designing and delivering the curriculum to meet the demands of producing a medical professional who would meet the CanMEDS model.
    This commentary explores and reflects on the learning theories of behaviorism, cognitivism and constructivism as they have evolved over time and the application of these learning theories in medical education, particularly in the context of medical education in Malaysia. The authors are convinced that these three theories are not mutually exclusive but should be operationalized contextually and throughout the
    different stages of learning in the MBBS curriculum. Understanding these theories and their application will enhance the learning experience of students.
    Matched MeSH terms: Problem-Based Learning
  14. Sim SM, Azila NM, Lian LH, Tan CP, Tan NH
    Ann Acad Med Singap, 2006 Sep;35(9):634-41.
    PMID: 17051280
    INTRODUCTION: A process-oriented instrument was developed for the summative assessment of student performance during problem-based learning (PBL) tutorials. This study evaluated (1) the acceptability of the instrument by tutors and (2) the consistency of assessment scores by different raters.

    MATERIALS AND METHODS: A survey of the tutors who had used the instrument was conducted to determine whether the assessment instrument or form was user-friendly. The 4 competencies assessed, using a 5-point rating scale, were (1) participation and communication skills, (2) cooperation or team-building skills, (3) comprehension or reasoning skills and (4) knowledge or information-gathering skills. Tutors were given a set of criteria guidelines for scoring the students' performance in these 4 competencies. Tutors were not attached to a particular PBL group, but took turns to facilitate different groups on different case or problem discussions. Assessment scores for one cohort of undergraduate medical students in their respective PBL groups in Year I (2003/2004) and Year II (2004/2005) were analysed. The consistency of scores was analysed using intraclass correlation.

    RESULTS: The majority of the tutors surveyed expressed no difficulty in using the instrument and agreed that it helped them assess the students fairly. Analysis of the scores obtained for the above cohort indicated that the different raters were relatively consistent in their assessment of student performance, despite a small number consistently showing either "strict" or "indiscriminate" rating practice.

    CONCLUSION: The instrument designed for the assessment of student performance in the PBL tutorial classroom setting is user-friendly and is reliable when used judiciously with the criteria guidelines provided.

    Matched MeSH terms: Problem-Based Learning/standards*
  15. Sim SM
    Acta Pharmacol Sin, 2004 Sep;25(9):1209-19.
    PMID: 15339399
    Traditional pharmacology teaching has focused more on drug instead of therapeutics, such that although pharmacological knowledge is acquired, practical skills in prescribing remain weak. In Malaysia many new medical schools (both public and private) have been set up in the last 12 years due to a change in government policy, resulting in a wide spectrum of medical curricula. Universiti Malaya (UM) being the oldest medical school in Malaysia was deep set in its traditional way of teaching-learning, since its inception in 1962, until a visit from the General Medical Council of the United Kingdom in 1984 triggered off a change of tide. Since then the medical curriculum in UM has undergone two major revisions. The first revised curriculum (1988) aimed to inject more clinical relevance into basic science teaching, through introducing clinical lectures and skills in the paraclinical year. Professional behaviour was also addressed. The second revised curriculum (1998) sought to improve further the integration of knowledge as well as to produce a holistic doctor, viewing the patient as a person instead of a clinical entity. The teaching-learning of pharmacology has gradually moved from factual regurgitation to more clinical reasoning, from lab-based to more patient-oriented approach. As more new medical schools are being set up in Malaysia, exchange of experience in this area of learning will hopefully help us find a happy medium between "the old is best" and "the new is better" type approach so that a pedagogically sound and yet logistically practical curriculum can be found in our local setting, to help produce doctors with good prescribing practice.
    Matched MeSH terms: Problem-Based Learning*
  16. Shamir Das K.N. Kavidas, Alexius, Cheang, Weng, Onn
    MyJurnal
    Student athletes represent a unique segment of society, having to manage a set of expectations and challenges that are distinct and psychologically demanding. They are expected to achieve the highest level of sporting excellence while also performing well academically. A basic qualitative study was used to gain an understanding of the nature and type of psychological challenges faced, and ways the student athletes successfully managed or was currently managing those challenges. The results entailed two overlapping groups of challenges; internal and external, where internal consisted of emotional strain, expectations from one’s self, balance between sports and studies, and present feelings of regret, while external consisted of issues with their coach, perception of others, and transition to tertiary education. Additionally, there were three ways of managing those challenges namely through problem-focused coping, emotion-focused coping, and experiential learning. Those three domains are further explored and discussed, with consideration to the local context and the role of individual differences.
    Matched MeSH terms: Problem-Based Learning
  17. Selvarajah G, Selvarajah S
    Biochem Mol Biol Educ, 2016 07 08;44(4):381-90.
    PMID: 26899144 DOI: 10.1002/bmb.20964
    Students frequently expressed difficulty in understanding the molecular mechanisms involved in chromosomal recombination. Therefore, we explored alternative methods for presenting the two concepts of the double-strand break model: Holliday junction and heteroduplex formation, and Holliday junction resolution. In addition to a lecture and computer-animated video, we included a model building activity using pipe cleaners. Biotechnology undergraduates (n = 108) used the model to simulate Holliday junction and heteroduplex formation, and Holliday junction resolution. Based on student perception, an average of 12.85 and 78.35% students claimed that they completely and partially understood the two concepts, respectively. A test conducted to ascertain their understanding about the two concepts showed that 66.1% of the students provided the correct response to the three multiple choice questions. A majority of the 108 students attributed the inclusion of model building to their better understanding of Holliday junction and heteroduplex formation, and Holliday junction resolution. This underlines the importance of incorporating model building, particularly in concepts that require spatial visualization. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):381-390, 2016.
    Matched MeSH terms: Problem-Based Learning/methods*
  18. Seluakumaran K, Jusof FF, Ismail R, Husain R
    Adv Physiol Educ, 2011 Dec;35(4):369-77.
    PMID: 22139773 DOI: 10.1152/advan.00008.2011
    Educators in medical schools around the world are presently experimenting with innovative ways of using web-based learning to supplement the existing teaching and learning process. We have recently used a popular open-source course management system (CMS) called the modular object-oriented dynamic learning environment (Moodle) to construct an online site (DPhysiol) to facilitate our face-to-face teaching of physiology to a group of first-year students in the Bachelor of Medicine and Bachelor of Surgery program. The integration of the Moodle site into our teaching was assessed using online log activity, student examination marks, and feedback from students. The freely available Moodle platform was simple to use, helped to effectively deliver course materials, and has features that allowed cooperative learning. Students who used the CMS throughout their academic year and commented favorably regarding its use as a complement to the face-to-face classroom sessions. The group of students used the CMS obtained significantly higher scores in the final examination compared with the previous class that did not use the CMS. In addition, there was a significant correlation between student participation and performance in online quizzes and their final examination marks. However, students' overall online usage of the CMS did not correlate with their examination marks. We recommend Moodle as a useful tool for physiology educators who are interested in integrating web-based learning into their existing teaching curriculum.
    Matched MeSH terms: Problem-Based Learning*
  19. Segaran Ramodran, Soong Shui Fun, Cynthia Francis, Dayang Natasha, Myra Yusrrie
    MyJurnal
    Introduction: Promotion of internationalization of higher education is a strategic marketing in public and private Ma- laysia universities.University Malaysia Sabah (UMS) hosted the international nursing mobility programme involving 15 nursing students from Hunan and Yangtze University of China. Students from China obtained hands-on learn- ing experience and exposed to indigenous health practices in Sabah. After 12 weeks of the programme, although casual face-value audit of the mobility program was deemed adequate, there was a need to objectively gauge the Chinese student’s satisfaction and identify issue of contention that can be remedied. This study is to evaluate Chi- nese international nursing students’ satisfaction during their mobility posting tenure in UMS and identify issues of discontentment for improvement. Methods: the study entailed a cross sectional survey involving a convenient sam- ple of all 15 nursing students from China who had completed the 12-week UMS-nursing mobility programme. The study tool consisted of a 25-item questionnaire which used Likert-like statements to anchor level of satisfaction on 5 sub-domains itemsnamely; arrival orientation; logistic arrangements; learning opportunities; cultural experience and perceived worth-for-money. Results: Cumulative ratings counts from 15 Chinese international students who had participated in the UMS-nursing mobility program in this study rated the following sub-domains as satisfactory and highly satisfactory: (i) learning experience (88%), (ii) Sabah’s cultural experience (90%), (iii) worth for money (88
    %). Sub-domains rated as dissatisfactory or strongly dissatisfactory by the China students were: (i) adequacy of 1st - day arrival orientation (72%), (ii) quality of logistic arrangement (72%). Conclusion: Findings imply that the China students were satisfied with the overall learning experience during the UMS-nursing mobility programme. However, areas of grievances such as the conduct of the 1st - day arrival orientation and logistics management of the UMS-mo- bility program needs to be addressed.
    Matched MeSH terms: Problem-Based Learning
  20. Salari M, Roozbehi A, Zarifi A, Tarmizi RA
    BMC Med Educ, 2018 Aug 10;18(1):195.
    PMID: 30097035 DOI: 10.1186/s12909-018-1305-0
    BACKGROUND: Nursing education in Iran has conventionally focused on lecture-based strategies. Improvements in teaching and learning over the years have led to an expansion of the pedagogies available to educators. Likewise, there has been a suggestion for a move toward more learner-centered teaching strategies and pedagogies that can result in improvement in learning. This study was undertaken to investigate the effects of Problem-Based Learning in developing cognitive skills in learning Pediatric Nursing among university students.

    METHODS: In this quasi-experimental, posttest-only nonequivalent control group design, the subjects were undergraduate students who had enrolled in Pediatric Nursing II at Islamic Azad University in Iran. The experiment was conducted over a period of eight weeks, one two-hour session and two two-hour sessions. Two experimental groups, Pure Problem-Based Learning (PPBL) and the Hybrid Problem- Based Learning (HPBL), and one Lecturing or Conventional Teaching and Learning (COTL) group were involved. In the PPBL group, PBL method with guided questions and a tutor, and in the HPBL group, problem-based learning method, some guided questions, minimal lecturing and a tutor were used. The COTL group, however, underwent learning using conventional instruction utilizing full lecture. The three groups were compared on cognitive performances, namely, test performance, mental effort, and instructional efficiency. Two instruments, i.e., Pediatric Nursing Performance Test (PNPT) and Paas Mental Effort Rating Scale (PMER) were used. In addition, the two-Dimensional Instructional Efficiency Index (IEI) formula was utilized. The statistical analyses used were ANOVA, ANCOVA, and mixed between-within subjects ANOVA.

    RESULTS: Results showed that the PPBL and HPBL instructional methods, in comparison with COTL, enhanced the students' overall and higher-order performances in Pediatric Nursing, and induced higher level of instructional efficiency with less mental effort (p 

    Matched MeSH terms: Problem-Based Learning/methods*
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