Displaying publications 1 - 20 of 115 in total

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  1. 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*
  2. Ruslai NH, Salam A
    Pak J Med Sci, 2016 Mar-Apr;32(2):324-8.
    PMID: 27182232 DOI: 10.12669/pjms.322.9248
    Foundational elements of problem based learning (PBL) are triggers, tutors and students. Ineffective triggers are important issues for students' inability to generate appropriate learning issues. The objective of this study was to evaluate PBL triggers and to determine similarities of students' generated learning issues with predetermined faculty objectives.
    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. Chandran DS, Muthukrishnan SP, Barman SM, Peltonen LM, Ghosh S, Sharma R, et al.
    Adv Physiol Educ, 2020 09 01;44(3):309-313.
    PMID: 32484399 DOI: 10.1152/advan.00050.2020
    Matched MeSH terms: Problem-Based Learning*
  5. Kukkamalla A, Lakshminarayana SK
    Med Educ, 2011 Nov;45(11):1152-3.
    PMID: 21936865 DOI: 10.1111/j.1365-2923.2011.04107.x
    Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/organization & administration*
  6. 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
  7. Azer SA
    Kaohsiung J. Med. Sci., 2009 May;25(5):240-9.
    PMID: 19502144 DOI: 10.1016/S1607-551X(09)70068-3
    Problem-based learning (PBL) is an excellent opportunity for students to take responsibility for their learning and to develop a number of cognitive skills. These include identifying problems in the trigger, generating hypotheses, constructing mechanisms, developing an enquiry plan, ranking their hypotheses on the basis of available evidence, interpreting clinical and laboratory findings, identifying their learning needs, and dealing with uncertainty. Students also need to work collaboratively in their group, communicate effectively, and take active roles in the tutorials. Therefore, interaction in the group between students and their tutor is vital to ensure deep learning and successful outcomes. The aims of this paper are to discuss the key principles for successful interaction in PBL tutorials and to highlight the major symptoms of superficial learning and poor interactions. This comprises a wide range of symptoms for different group problems, including superficial learning. By early detection of such problems, tutors will be able to explore actions with the group and negotiate changes that can foster group dynamics and enforce deep learning.
    Matched MeSH terms: Problem-Based Learning*
  8. Azila NM, Sim SM, Atiya AS
    Ann Acad Med Singap, 2001 Jul;30(4):375-8.
    PMID: 11503543
    INTRODUCTION: Encouraging teaching practices such as problem-based learning (PBL) amongst undergraduate students within a lecture-based, system-based integrated curriculum is a challenge. Students are apprehensive about developing an organised framework for acquiring knowledge while lecturers are required to reframe their views on the educational process and their role as educators.

    MATERIALS AND METHODS: Lecturers and students in the Phase (Year) II programme were asked to fill questionnaires following the second and fourth PBL cases. The two sets of survey responses were compared to see whether the students' and teachers' perceptions had changed over the 5-month period.

    RESULTS: Students' responses from both surveys (1 and 2) were similar in that a majority agreed that the PBL tutorials had encouraged the seeking of information (66% and 67%, respectively), had improved understanding (57% and 56%), integration (65% and 70%) and application (50% and 64%) of knowledge. However, the views given in the form of written comments, following their positive responses, were somewhat contradictory. A large number of students (38% and 40%) faced difficulties in getting involved in discussions during the PBL tutorial and a majority (73% and 82%) preferred the normal subject-based tutorials. The reasons given by approximately 20% of the students were that the subject-based tutorials were more efficient for obtaining information and/or that the information had been pre-selected by the lecturers. More than 80% of the lecturers (in both surveys) perceived that the students had identified the appropriate learning objectives and covered the subject matter. The percentage of lecturers who agreed that PBL tutorials encouraged rapport and teamwork amongst students had increased in the second survey, from 70% to 92% and 55% to 83% respectively.

    CONCLUSION: Implementing PBL is not simply a matter of developing new teaching materials and new effective ways of presenting them. It requires a paradigm shift, a change in the roles of students and teachers, and time.

    Matched MeSH terms: Problem-Based Learning*
  9. Azila NM
    Med J Malaysia, 2002 Dec;57 Suppl E:52-7.
    PMID: 12733194
    This paper outlines issues related to curricular reforms, and strategies to be considered for planning and implementation so as to ensure that the change is institutionalised. In Malaysia, in general, some imminent curricular changes have been carried out to prepare graduates for future changes in the practice environment. Change of reform requires planning, with consideration of the directions in which the change is needed, and the possible educational approaches to be utilized. To ensure change can occur and be maintained there should be effort to induce a paradigm shift amongst teachers and administrators at all levels, there must be transparency and dissemination of information of the required change and why, there must be involvement of teachers in decision making to ensure better compliance.
    Matched MeSH terms: Problem-Based Learning/methods*
  10. Majumder MA, Rahim AF, Rahman S
    J Am Geriatr Soc, 2004 Jun;52(6):1038-9.
    PMID: 15161490
    Matched MeSH terms: Problem-Based Learning*
  11. 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
  12. 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*
  13. Lin GSS, Tan WW, Foong CC
    Eur J Dent Educ, 2023 Nov;27(4):956-962.
    PMID: 36527313 DOI: 10.1111/eje.12887
    INTRODUCTION: Limited studies have been conducted on the use of a hybrid team-based learning (TBL) and case-based learning (CBL) approach in dental education. The present study aims to evaluate students' experience of the hybrid TBL-CBL in learning dental materials science subjects.

    METHODS: All second-year undergraduate Bachelor of Dental Surgery (BDS) students were invited to participate in a TBL-CBL session. These participants were randomly allocated to six different groups of 10-12 students, and the session was conducted by one lecturer as the facilitator. A 23-item questionnaire assessing four domains (perceptions of effectiveness, teacher, team interaction and learning environment) was administered at the end of the TBL-CBL session.

    RESULTS: The response rate was 91.9% (n = 68). Mean scores for the questionnaire items ranged from 4.13 to 4.60 suggesting a positive perception among the students towards the hybrid TBL-CBL approach. Regarding the open-response questions, students emphasised that the TBL-CBL session was effective for team interaction and group discussions. However, students wished to have a better venue for future sessions.

    CONCLUSION: Positive perceptions of the students encourage future educators to consider the use of TBL-CBL approach in teaching dental materials science and to avoid the reliance on standalone conventional lectures. Future research could consider examining its effects on students' academic achievement as well as the perspectives of teachers regarding its adoption in different dental specialities.

    Matched MeSH terms: Problem-Based Learning*
  14. Hamid H, Zulkifli K, Naimat F, Che Yaacob NL, Ng KW
    Curr Pharm Teach Learn, 2023 Dec;15(12):1017-1025.
    PMID: 37923639 DOI: 10.1016/j.cptl.2023.10.001
    INTRODUCTION: With the increasing prevalence of artificial intelligence (AI) technology, it is imperative to investigate its influence on education and the resulting impact on student learning outcomes. This includes exploring the potential application of AI in process-driven problem-based learning (PDPBL). This study aimed to investigate the perceptions of students towards the use of ChatGPT) build on GPT-3.5 in PDPBL in the Bachelor of Pharmacy program.

    METHODS: Eighteen students with prior experience in traditional PDPBL processes participated in the study, divided into three groups to perform PDPBL sessions with various triggers from pharmaceutical chemistry, pharmaceutics, and clinical pharmacy fields, while utilizing chat AI provided by ChatGPT to assist with data searching and problem-solving. Questionnaires were used to collect data on the impact of ChatGPT on students' satisfaction, engagement, participation, and learning experience during the PBL sessions.

    RESULTS: The survey revealed that ChatGPT improved group collaboration and engagement during PDPBL, while increasing motivation and encouraging more questions. Nevertheless, some students encountered difficulties understanding ChatGPT's information and questioned its reliability and credibility. Despite these challenges, most students saw ChatGPT's potential to eventually replace traditional information-seeking methods.

    CONCLUSIONS: The study suggests that ChatGPT has the potential to enhance PDPBL in pharmacy education. However, further research is needed to examine the validity and reliability of the information provided by ChatGPT, and its impact on a larger sample size.

    Matched MeSH terms: Problem-Based Learning*
  15. ROHAIDA MOHD. SAAT, HIDAYAH MOHD FADZIL
    MyJurnal
    This paper discusses methodological dilemma that arise in qualitative research, specifically in education field. It outlines the broad principles that underpin good qualitative research and the aspects of practice that qualitative researchers should consider when designing, conducting, and disseminating their research. Two primary methodological dilemma are (i) lack of objectivity, and (ii) issue of generalizability in qualitative research. The aim of this paper is to argue the dilemmas and encourage researchers to examine the relevance of qualitative issues to their own research. These dilemmas could be taken as important consideration for others who wish to conduct qualitative research in education.
    Matched MeSH terms: Problem-Based Learning
  16. 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
  17. Khoo EJ, Chua SH, Kutzsche S
    Arch Argent Pediatr, 2019 04 01;117(2):e181-e187.
    PMID: 30869503 DOI: 10.5546/aap.2019.eng.e181
    The Neonatal Resuscitation Programme is a good example of an effective educational intervention that has improved perinatal mortality rates in many countries. This paper shares our experience of planning an undergraduate Neonatal Resuscitation Programme using basic principles of education theory of spiral curriculum, Bloom's taxonomy in planning learning outcomes, Kolb's learning model and Miller's model of clinical assessment. Engaging clinicians in pedagogical theories may not be well aligned with how clinicians traditionally thought they learnt best, yet it is key to improving learning concept and educational intervention outcomes in the healthcare professions. This article aims to illustrate the application of such educational theories into one example of practice. We structured this paper in the scope of content, delivery and assessment when planning a psychomotor learning activity.
    Matched MeSH terms: Problem-Based Learning
  18. Nitce Isa Medina Machmudi Isa, Mai Shihah Hj Abdullah
    MyJurnal
    Selaras dengan ledakan pengetahuan berasaskan komputer dan teknologi pada abad ke-21, kaedah Pembelajaran Berasaskan Projek (PBP) atau Project Based Learning (PBL) telah diperkenalkan oleh Kementerian Pelajaran Malaysia (KPM) pada tahun 2006. Pada awalnya, implementasi kaedah PBP telah dimulakan di sekolah-sekolah bestari perdana. Ini merupakan tinjauan literatur yang membincangkan takrifan dan teori yang digunapakai dalam kaedah PBP. Selain itu, perbandingan kaedah PBP dengan kaedah Pembelajaran Berasaskan Masalah (PBM) atau Problem Based Learning (PBL) turut dibincangkan memandangkan kedua-dua kaedah ini menggunakan akronim yang sama dalam bahasa Inggeris. Berdasarkan tinjauan literatur ini, didapati bahawa kaedah PBP mempunyai kelebihan dan kelemahan yang tersendiri, maka terpulang kepada budi bicara guru yang mengajar untuk mengaplikasikan kaedah ini dalam pengajaran dan pembelajaran (P dan P) bersesuaian dengan kebolehan murid.
    Matched MeSH terms: Problem-Based Learning
  19. Azer, Samy A.
    Medical Health Reviews, 2008;2008(1):81-95.
    MyJurnal
    With the introduction of problem-based learning (PBL) in medical and health professionals’ undergraduate courses, self-directed learning (also known as self-regulated learning) becomes an integral component of the learning process. There may be slight variations in how educators and students perceive self-directed learnin .However, self-directed learning provides an opportunity for collaborative discussion of the new information collected and allows learners to construct new knowledge as they address their learning issues. Therefore, self-directed learning is not just about researching for new knowledge or finding answers for questions; self-directed learning is about developing competencies, skills and attitudes that foster the learning processes. Interestingly, not all learners will be able to adapt this approach of learning once they enroll in a PBL course. The process will develop gradually and require a number of actions from the learner, including: (i) Realising the need to change their learning style to suite the needs of the medical curriculum, (ii) constructing a plan that accommodates the new learning objectives, (iii) Practicing self-directed learning and sharing their experiences with peers, and (iv) Continuing evaluation of their self-directed learning approach and improving their learning style. Therefore, the aims of this manuscript are: (i) discuss the meaning of self-directed learning in the context of PBL, and review the research outcomes in this area, (ii) understand the different factors that may affect student’s self-directed learning strategies, and (iii) briefly explore the meaning of construction of knowledge and how it can enforce students’ self-directed learning, integration of knowledge and deeper understanding of topics learnt.
    Matched MeSH terms: Problem-Based Learning
  20. Achike FI, Kwan DCY
    JUMMEC, 1997;2:89-93.
    Matched MeSH terms: Problem-Based Learning
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