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Fulltext What makes a great lecture? Use of lectures in a hybrid PBL curriculum

Azer SA

Kaohsiung J. Med. Sci., 2009 Mar;25(3):109-15.
PMID: 19419915 DOI: 10.1016/S1607-551X(09)70049-X

Lectures are of great value to students. However, with the introduction of hybrid problem-based learning (PBL) curricula into most medical schools, the emphasis on lectures has decreased. This paper discusses how lectures can be used in a PBL curriculum, what makes a great lecture, and how to deliver a lecture that fits with these changes.

Matched MeSH terms: Problem-Based Learning*
What is the ultimate goal in acid-base regulation?

Balakrishnan S, Gopalakrishnan M, Alagesan M, Prakash ES

Adv Physiol Educ, 2007 Mar;31(1):51-4.
PMID: 17327583

It is common to see chapters on acid-base physiology state that the goal of acid-base regulatory mechanisms is to maintain the pH of arterial plasma and not arterial Pco(2) (Pa(CO(2))) or plasma HCO(3). A hypothetical situation in which the Pa(CO(2)) of arterial plasma is 80 mmHg and the plasma HCO(3) concentration is 48 mM is presented and analyzed to get over this misconception. As per the modified Henderson equation, the pH of arterial plasma would be 7.4; however, we explain that this may be associated with intracellular acidosis due to intracellular hypercapnia and that derangement of homeostasis is evident from the occurrence of respiratory depression and, eventually, coma in the patient described. This suggests that the ultimate goal of acid-base regulatory mechanisms is not just the maintenance of the pH of arterial plasma but the maintenance of the steady-state pH of intracellular fluid as well.

Matched MeSH terms: Problem-Based Learning*
Fulltext Weak and strong ties and its connection to experts' problem-solving styles in scaffolding students' PBL activities on social media

Abdullah AH, Neo TK, Low JH

F1000Res, 2021;10:1076.
PMID: 35035894 DOI: 10.12688/f1000research.73210.2

Background: Studies have acknowledged that social media enables students to connect with and learn from experts from different ties available in the students' personal learning environment (PLE). Incorporating experts into formal learning activities such as scaffolding problem-solving tasks through social media, allows students to understand how experts solve real-world problems. However, studies that evaluate experts' problem-solving styles on social media in relation to the tie strength of the experts with the students are scarce in the extant literature. This study aimed to explore the problem-solving styles that the experts portrayed based on their ties with the students in problem-based learning (PBL) on Facebook. Methods: This study employed a simultaneous within-subject experimental design which was conducted in three closed Facebook groups with 12 final year management students, six business experts, and one instructor as the participants. The experts were invited by the students from the weak and strong ties in their PLE. Hinging on the Strength of Weak Ties Theory (Granovetter, 1973) and problem-solving styles (Selby et al., 2004), this study employed thematic analysis using the ATLAS.ti qualitative data analysis software to map the experts' comments on Facebook. Results: The experts from strong and weak ties who had a prior relationship with the students showed people preference style by being more sensitive to the students' learning needs and demonstrating firmer scaffolding compared to the weak ties' experts who had no prior relationship with the students. Regardless of the types of ties, all experts applied all manner of processing information and orientation to change but the degree of its applications are correlated with the working experience of the experts. Conclusion: The use of weak or strong ties benefited the students as it expedited their problem-solving tasks since the experts have unique expertise to offer depending on the problem-solving styles that they exhibited.

Matched MeSH terms: Problem-Based Learning
User-driven health care - answering multidimensional information needs in individual patients utilizing post-EBM approaches: a conceptual model

Biswas R, Martin CM, Sturmberg J, Shanker R, Umakanth S, Shanker S, et al.

J Eval Clin Pract, 2008 Oct;14(5):742-9.
PMID: 19018905 DOI: 10.1111/j.1365-2753.2008.00998.x

Evidence based on average patient data, which occupies most of our present day information databases, does not fulfil the needs of individual patient-centred health care. In spite of the unprecedented expansion in medical information we still do not have the types of information required to allow us to tailor optimal care for a given individual patient. As our current information is chiefly provided in disconnected silos, we need an information system that can seamlessly integrate different types of information to meet diverse user group needs. Groups of certain individual medical learners namely patients, medical students and health professionals share the patient's need to increasingly interact with and seek knowledge and solutions offered by others (individual medical learners) who have the lived experiences that they would benefit to access and learn from. A web-based user-driven learning solution may be a stepping-stone to address the present problem of information oversupply in medicine that mostly remains underutilized, as it doesn't meet the needs of the individual patient and health professional user. The key to its success would be to relax central control and make local trust and strategic health workers feel more engaged in the project such that it is truly user-driven.

Matched MeSH terms: Problem-Based Learning
Fulltext Use of portfolios by medical students: significance of critical thinking

Azer SA

Kaohsiung J. Med. Sci., 2008 Jul;24(7):361-6.
PMID: 18805751 DOI: 10.1016/S1607-551X(08)70133-5

Portfolios have been used in the medical curriculum to evaluate difficult-to-assess areas such as students' attitudes, professionalism and teamwork. However, their use early in a problem-based learning (PBL) course to foster deep learning and enhance students' self-directed learning has not been adequately studied. The aims of this paper are to: (1) understand the uses of portfolios and the rationale for using reflection in the early years of a PBL curriculum; (2) discuss how to introduce portfolios and encourage students' critical thinking skills, not just reflection; and (3) provide students with tips that could enhance their skills in constructing good portfolios.

Matched MeSH terms: Problem-Based Learning*
Twelve tips for effective lecturing in a PBL curriculum

Malik AS, Malik RH

Med Teach, 2012;34(3):198-204.
PMID: 22364451 DOI: 10.3109/0142159X.2011.588741

Retaining lectures in problem-based learning (PBL) curriculum places new demands on lecturers. In addition to subject knowledge, the lecturers must know the overall aims of the lectures, their context in the course, their relation to the subsequent examinations and the underlying educational philosophy.

Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/trends
Twelve tips for conducting team-based learning session online in synchronous setting

Malik AS, Malik RH

Med Teach, 2021 Apr 09.
PMID: 33836640 DOI: 10.1080/0142159X.2021.1910642

INTRODUCTION: COVID-19 pandemic has challenged the educators to creatively develop teaching and assessment methods that can work effectively and efficiently while maintaining the social distancing and avoiding the gatherings of the classrooms and examination halls. Online approach has emerged as an effective alternate for classroom teaching.
AIM: To equip faculty with tools to conduct TBL session online, synchronously, effectively and efficiently.
METHODS: We examined the published literature in the area of online teaching and combined it with our own experience of conducting TBL sessions online.
RESULTS: We created 12 tips to assist faculty to facilitate an effective and engaging TBL session online.
CONCLUSIONS: Applying these 12 tips while facilitating a TBL-online session will ensure the full engagement of students in the process of active learning.

Matched MeSH terms: Problem-Based Learning
Training students to learn in a problem-based learning programme

Azer SA

Med Educ, 2011 May;45(5):510.
PMID: 21486331 DOI: 10.1111/j.1365-2923.2011.03952.x
Matched MeSH terms: Problem-Based Learning/methods*
Fulltext The usage of computers and internet web 2.0 in generation Y among university students (Penggunaan komputer dan internet Web 2.0 dalam kalangan generasi Y pelajar universiti)

Abdul Manaf, S.Z., Din, R., Hamdan, A., Mat Salleh, N.S., Kamsin, I.F., Abdul Aziz, J.

Journal of Advanced Research Design, 2015;7(1):10-18.
MyJurnal

At present, the learning activities carried out is in line with the rapid growth of development of technology and lifestyle. ICT literacy is categorised as those who can operate a computer and Internet. This study is conducted to determine the level of computer and Internet literacy in generation Y. A total of ten respondents among university students were interviewed. The level of the skill is measured in terms of the use of information processing systems and the Internet. The new knowledge addresses the themes in information communication technology literacy namely; defining, accessing, assessing, managing, integrating, creating and passing data. As such, the model of computer technology in education can also be produced. A more robust method of learning can be heightened by seeing the level of skills possessed by university students. The findings of this study is expected to determine the level of competence of the students and university can provide the necessary equipment to ensure effective teaching and learning.

Matched MeSH terms: Problem-Based Learning
Fulltext The stress inducing factors among preclinical students in a public university in Selangor

Adlina, S., Narimah, A.H.H., Hakimi, Z.A., Suthahar, A., M Nor Hisyam, R., Ruhaida, M.K., et al.

Malaysian Journal of Public Health Medicine, 2007;7(1):56-59.
MyJurnal

Stress has been recognized one of the factors causing disease. About 70-80% of all diseases may be stress related. Thus, stress management can be a part of an early measure of disease prevention. A descriptive cross sectional, randomized study was conducted to determine the stress inducing factors among preclinical students (universal sampling) in a public university in Selangor, Malaysia from 24th April to May 2005. A total of 163 students (52.8% year 1, 36.8% year 2 and 10.4% year 3) were interviewed in the data collection process. The main reasons students entered - medical school was because of their own interest or ambition (65%) and family influence (20.9%). Majority (76.4%) suffered moderate to great stress over hot conditions in lecture hall, tutoriaV small group session rooms and laboratories while 53.4% suffered when using the other facilities like cafeteria, toilet and transportation:. Almost all (95.1%) felt that examination was the most stressful, followed by early clinical exposure sessions (68.1%), problem·based learning sessions (62.5%), hospital visitations (59.7%), tutoriay small group sessions (49.3%), practical class (44.5%) and attending lectures (3 8.5%). Musculoskeletal System was the most stressful module among the first year students, followed by Nervous System and Gastrointestinal System with the percentage of 94.2%, 90.7% and 88.4% respectively while, 95% of the second year students felt that General, Hemopoietic ci? Lymphoid and Nervous System are the most stressful modules. This study revealed that academic sessions and lack of conducive teaching and learning environment as the main stress inducing contributors to preclinical medical students.

Matched MeSH terms: Problem-Based Learning
Fulltext The naqli and ‘aqli integration in the teachings of community health posting

Dzulhairi, M.R., Zarina, A.R., Nooriah, M.S., Yunus, M.

International Medical Journal Malaysia, 2015;14(1):83-86.
MyJurnal

The Community Health Posting teaching module is incorporated in the fourth year medical curriculum at Universiti Sains Islam Malaysia (USIM). The integration of Islamic principles and values in the medical curriculum is emphasized during the Community Health Posting. The Community Health curriculum allow students to appreciate and understand the medical and fiqh aspects of health and disease, the social issues in medical practice and research and to inculcate the practice of Islamic professional etiquettes. The teaching module illustrates the relevance of humanities in understanding illness and medical care within the community. Teaching and learning activities include components that enable the students to explore a wide range of influencing factors and how these affect the patients and their families. Issues pertaining to psychosocial and ecological perspectives of the community are also discussed. This posting utilizes various teaching and learning techniques such as lectures, tutorials, seminars, group discussions, educational visits, practical sessions and patient bedside teaching. In addition, the students are equipped with Islamic knowledge through the integration of Naqli and Aqli components in the Community Health Posting curriculum.

Matched MeSH terms: Problem-Based Learning
The medical school curriculum at University Malaysia Sabah

Ramasamy P, Osman A

Med J Malaysia, 2005 Aug;60 Suppl D:58-65.
PMID: 16315626

The integrated curriculum at the newly established medical school at University Malaysia Sabah is examined from aspects of the objectives of the medical training in achieving development of the required skills and knowledge as well as personal and professional development. The teaching is spread over five years with an emphasis on basic medical sciences in the first two years although the students are exposed to clinical skills right from the onset. A gradual transition to emphasis on the acquisition of clinical skills occurs from the third year onwards. However, community medicine and professional development are incorporated into the programme from the first year and are carried over to the final year. Although there are examinations to be passed in all the courses taught every semester, with a Cumulative Grade Point Average (CGPA) of 3.0 (65 percentile score) and the candidate has to pass all the examinations in that year to clear a particular year, two professional examinations are administered, one at the end of the Third Year (end of the Phase I of the Medical Programme) and another at the end of the Fifth or Final year (end of the Phase II of the Medical Programme). Programmes for Postings, Shadow House Officers (SHOP) and Population Health are also incorporated into the curriculum. Delivery of the courses involve Lectures, Self-Learning Packages (SLP), Small Group Discussions (SGD), Seminars, Debates, Dramas, Video clips, Special Study Modules (SSM), Computer-Aided Instruction (CAI), Problem-based Learning (PBL), Problem-solving Sessions (PSS) and Clinical Skills Learning (CSL). The examination involves elements of continuous assessment and final end of semester or end of phases I and II Professional Examinations. Practical may involve Objective Structured Practical Examinations (OSPE) and/or Objective Structured Clinical Examinations (OSCE). They may also involve viva voce and/or short and long case presentations and assessment of log book entries.

Matched MeSH terms: Problem-Based Learning
Fulltext The implementation of problem-based learning in collaborative groups in a chiropractic program in Malaysia

Win NN, Nadarajah VD, Win DK

J Educ Eval Health Prof, 2015;12:17.
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*
Fulltext The effect of live demonstration and flipped classroom with continuous formative assessment on dental students' orthodontic wire-bending performance

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
The broken lecture: an innovative method of teaching

Nayak SB

Adv Physiol Educ, 2006 Mar;30(1):48.
PMID: 16481611
Matched MeSH terms: Problem-Based Learning/methods*
The application of One Health concept to an outdoor problem-based learning activity for veterinary students

Putra TA, Hezmee MN, Farhana NB, Hassim HA, Intan-Shameha AR, Lokman IH, et al.

Vet World, 2016 Sep;9(9):955-959.
PMID: 27733795

The One Health (OH) approach, which seeks to bring together human and animal health, is particularly suited to the effective management of zoonotic diseases across both sectors. To overcome professional silos, OH needs to be taught at the undergraduate level. Here, we describe a problem-based learning activity using the OH approach that was conducted outdoors for 3(rd)-year veterinary students in Malaysia.

Matched MeSH terms: Problem-Based Learning
Fulltext The Use of Building Blocks to Teach Communication and Social Skills to First-year Pharmacy Students

Lee SWH, Saw PS

Am J Pharm Educ, 2021 Sep;85(8):8464.
PMID: 34615624 DOI: 10.5688/ajpe8464

Objective. To conduct an innovative workshop activity using plastic building blocks to create a student-centric environment that encouraged development of creative thinking skills and self-reflection in undergraduate pharmacy students.Methods. Students were randomly allocated into small groups of four and assigned the role of either architect or team builder and tasked with creating a LEGO robot. Students were not allowed to speak during the activity. The architect was tasked with providing instructions to team builders on how to build the robot using nonverbal communication. After completion of the task, each group was asked to reflect on the exercise and share what they learned with the entire class. These discussions were video recorded and thematically analyzed.Results. The metaphorical models that students built served as a basis for discussion, problem-solving, and decision-making. Students described how this activity enabled them to mentally and visually link abstract concepts, such as decision-making and problem-solving, to actual practice. Three themes were identified from the qualitative study: thinking with hands, listening with eyes; linking theory to practice; and learning through reflection.Conclusion. This activity offered a non-confrontational way to support communication and the learning process. The use of an interactive game can be a useful teaching strategy to create an active-learning environment, helping pharmacy students improve their social and cognitive skills, such as decision-making, problem-solving, and communication.

Matched MeSH terms: Problem-Based Learning
Fulltext The PBL teaching method in neurology education in the traditional Chinese medicine undergraduate students: An observational study

Kim YJ

Medicine (Baltimore), 2023 Sep 29;102(39):e35143.
PMID: 37773837 DOI: 10.1097/MD.0000000000035143

The objective of this study was to investigate the impact of the problem-based learning (PBL) method on Neurology education for Traditional Chinese Medicine (TCM) undergraduate students. This observational study was conducted during the 2020/02 and 2020/04 intakes of the third year TCM undergraduate students at School of Traditional Chinese Medicine, Xiamen University Malaysia. A total of 86 students were enrolled in the study and randomly assigned to either conventional learning groups or PBL groups. Students who missed more than 1 session of the course or did not complete the questionnaires during the evaluation periods were excluded from the study (n = 0). An independent sample t test was used to compare the results between the 2 groups, with a significance level set as P problems related to neurology diseases and their management knowledge.

Matched MeSH terms: Problem-Based Learning/methods
Fulltext The impact of using historical text document resources on the understanding of historical substantive concepts

M. Kaviza

Malaysian Journal of Social Sciences and Humanities, 2019;4(7):208-217.
MyJurnal

This study aims at investigating the effect of using historical text document resources on the historical substantive concepts understanding among Form Four students. A learning activities module was developed based on using historical text document resources as reference for intervention in this study. Pre-Experimental Design: One Group PreTest-PostTest was used in this study. The impact of using historical teks document resources on the historical substantive concepts understanding were measured in the pre-test, post-test and delayed post-test. A sample of respondents comprising 55 students from existing classes was recruited in this study using cluster sampling techniques. The historical substantive concept understanding test was used in this study. Data were analyzed by descriptive and inference statistics using Repeated-Measures One Way ANOVA test. The findings showed that the use of historical text document resources has an impact on the historical substantive concepts understandingand retaintion. The implication of this study is to provide the content and methods for implementation of history learning by using a set of collections of historical text document resources which relevant to a historical topic.

Matched MeSH terms: Problem-Based Learning
Fulltext Ten maxims of formative assessment

Prashanti E, Ramnarayan K

Adv Physiol Educ, 2019 Jun 01;43(2):99-102.
PMID: 30835147 DOI: 10.1152/advan.00173.2018

In an era that is seemingly saturated with standardized tests of all hues and stripes, it is easy to forget that assessments not only measure the performance of students, but also consolidate and enhance their learning. Assessment for learning is best elucidated as a process by which the assessment information can be used by teachers to modify their teaching strategies while students adjust and alter their learning approaches. Effectively implemented, formative assessments can convert classroom culture to one that resonates with the triumph of learning. In this paper, we present 10 maxims that show ways that formative assessments can be better understood, appreciated, and implemented.

Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/trends

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