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295159 results for problem based learning

Page 1 of 14758

Title match

  • 9 - Problem-based learning

    • By Angela Cogan, Consultant in General Adult Psychiatry, Glasgow; Hospital Sub Dean for Psychiatry, Greater Glasgow and Clyde; Honorary Clinical Senior Lecturer, University of Glasgow, Craig Melville, Senior Lecturer in Learning Disabilities Psychiatry, Centre for Population Health Sciences, College of Medical, Veterinary and Life Sciences, University of Glasgow
  • Edited by Tom Brown, John Eagles
  • Book:
    Teaching Psychiatry to Undergraduates
    Published online:
    02 January 2018
    Print publication:
    01 May 2011, pp 110-118

  • Summary

    Introduction

    Education: that which reveals to the wise, and conceals from the stupid, the vast limits of their knowledge. (Mark Twain)

    Problem-based learning (PBL) was introduced as a teaching method in undergraduate medical education at McMaster University Medical School, Ontario, in 1969. Since then it has been integrated into medical curricula worldwide and has been endorsed by bodies such as the World Health Organization (Spencer & Jordan, 1999); it was first adopted in Europe by the University of Maastricht Medical School in 1974. In response to the recommendations made by the General Medical Council (1993) in Tomorrow's Doctors, in 1996 the University of Glasgow was the first UK medical school to adopt PBL as the core educational method in the medical undergraduate curriculum. Around 30% of medical schools in the UK have since moved to a PBL curriculum.

    Considerable research has examined the effectiveness and outcomes of PBL curricula. Although it seems early to suggest that the approach encourages recruitment into psychiatry, there is evidence that PBL has specific advantages in the acquisition of skills relevant to the specialty and that it may improve performance in psychiatric examinations.

    What is problem-based learning?

    Strategies for PBL were developed as part of an exploration of educational theories of adult learning. There is an emphasis on active learning, facilitated by a constructive, self-directed, collaborative and contextual learning process (Dolmans et al, 2002). Key concepts within PBL are that its use with small groups should enable students to explore their existing knowledge, identify gaps, carry out independent learning and return to the group to discuss and share this new knowledge. This allows students to establish links more readily between different learning experiences and the process equips the student with skills that can be applied to self-directed, lifelong learning.

    Despite the strong theoretical basis behind PBL, its use in medical schools has been shown to be heterogeneous, in terms of both the format used and the amount of PBL within various curricula (Maudsley, 1999; Kelson & Distlehorst, 2000). Regardless of these differences, three common features of PBL occur across medical undergraduate curricula:

  • • students work in small groups

  • • learning is activated by clinical problems

  • • a facilitator has a key role.

  • 84 - Problem-based learning (PBL)

  • from Activities
  • Helen Blanchett, Chris Powis, Jo Webb
  • Book:
    A Guide to Teaching Information Literacy
    Published by:
    Facet
    Published online:
    08 June 2018
    Print publication:
    23 October 2011, pp 217-219

  • Summary

    Problem-based learning (PBL) is a student-centred pedagogic approach in which learners work collaboratively to solve problems and reflect on their experiences. It was pioneered and used extensively at McMaster University in Canada. It has also been widely applied in the UK within medical education.

    PBL draws on social-cultural and constructivist theories of learning. Instead of presenting learners with information and asking them to understand and memorize it, PBL means the learners find out for themselves. Learners often find this approach more interesting and interactive and there is evidence that it leads to deeper learning, allowing learners to construct their own understanding.

    Key characteristics of PBL include:

  • • The teacher is a facilitator, rather than the focus of learning. His or her role is to help the learners devise effective questions and strategies to resolve the problem.

  • • The problems may be messy, real-life issues. The focus is on providing challenging and open-ended problems.

  • • There is a strong focus on collaborative working, with learners being encouraged to take responsibility for their group and for setting and meeting their learning outcomes.

    • Advocates of PBL argue that it is a more realistic and authentic approach to learning in real life, by virtue of being open-ended, collaborative and outcome-focused. Learners are encouraged to research, discuss and explore issues during the PBL process, using a variety of learning strategies and approaches.

    If you are thinking about delivering a presentation or giving a handout – i.e. transmitting information to learners – think about how you can revise it so that the learners find this information out for themselves. What questions could you ask so that the learners can find out for themselves? Can these questions be incorporated into a scenario? For example, ask the learners to explore a database and then write a short user guide to it. This will almost certainly lead to a greater understanding of the resource than simply asking them to use it.

    ✓ BEST FOR

  • • making learning interactive, relevant and interesting

  • • group learning

  • • learning by doing.

    • + MORE

  • • Enquiry-based learning (EBL, ‘inquiry’ or IBL in American English) is a related activity, which can be seen to encompass PBL but also a broader range of activities. EBL differs in that learners can define the problem themselves.

Title match

  • Problems with problem-based learning in psychiatry

  • Norbert Skokauskas
  • Journal:
    Psychiatric Bulletin / Volume 33 / Issue 3 / March 2009
    Published online by Cambridge University Press:
    02 January 2018, p. 117
    Print publication:
    March 2009
    • Article
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      • Open access
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  • Chapter 8 - Problem-Based and Project-Based Learning in Engineering Education

  • Edited by Aditya Johri, Virginia Polytechnic Institute and State University, Barbara M. Olds
  • Book:
    Cambridge Handbook of Engineering Education Research
    Published online:
    05 February 2015
    Print publication:
    10 February 2014, pp 141-160

  • Summary

    Introduction

    In the practice of engineering education, there is a wide variety of implementations of problem-based or project-based learning (PBL). In this chapter we aim to explain the relationships between different types of problem-based and project-based learning to help teachers and educational managers make innovative choices and provide benchmarks for educational researchers. We present a combined understanding of problem- and project-based learning, the theoretical and historical background, and the different models of PBL that can capture the existing practices, ranging from small- to large-scale practice, from classroom teaching to institutional models, and from single-subject to interdisciplinary and complex knowledge construction.

    It is well known that one-way dissemination of knowledge by means of lectures is not very effective in achieving learning (van der Vleuten, 1997). In higher education concepts such as “self-directed-learning,” “case-based learning,” “inquiry based learning,” “experiential learning,” “service learning,” “project-based service learning,” “active learning,” CDIO (Conceive, Design, Implement, and Operate), “project-based learning,” and “problem-based learning” were introduced in the decades after the Second World War. All these new learning concepts come under the umbrella of learner-centered or student-centered learning models. Problem-based and project-based learning, both known as PBL, originate from the reform universities, and the new educational models, established between 1965 and 1975. In problem-based learning, problems form the starting point for students’ learning emphasizing a self-directed learning process in teams. The educational model problem-based learning was introduced at curriculum scale at the medical faculty of McMaster University, Canada, followed by Maastricht University in the Netherlands and many others. Project-based learning shares the aspect of students working on problems in teams, but with the added component that they have to submit a project report completed collaboratively by the project team. The problem- and project-based/project organized model adopted at Aalborg University and Roskilde University, Denmark, was inspired by the critical pedagogy in Europe after the student revolts of the 1960s. At Aalborg University both models of PBL were eventually combined in problem-based project organized learning, which was practiced at all faculties – the Faculty of Engineering and Science being the largest. This combined approach is the central point of reference for this chapter, as the pedagogical development in engineering education indicates that both educational practices are successful in their own way and the abbreviation PBL is here defined as including both practices.

  • More than just problems with problem-based learning

  • Daniel M. Bennett
  • Journal:
    Psychiatric Bulletin / Volume 33 / Issue 6 / June 2009
    Published online by Cambridge University Press:
    02 January 2018, p. 237
    Print publication:
    June 2009
    • Article
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  • Psychiatry benefits from problem-based learning

  • Sheraz Ahmad, Ben Braithwaite
  • Journal:
    Psychiatric Bulletin / Volume 33 / Issue 6 / June 2009
    Published online by Cambridge University Press:
    02 January 2018, pp. 237-238
    Print publication:
    June 2009
    • Article
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      • Open access
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  • Critical perceptions on problem-based learning

  • H. COENRAAD HEMKER
  • Journal:
    European Review / Volume 9 / Issue 3 / July 2001
    Published online by Cambridge University Press:
    25 July 2001, pp. 269-274

  • Problem-based learning (PBL), besides a number of advantages, also has drawbacks. It makes it very difficult for students to identify with a good teacher, and aims, rather, at identification with a peer group. Therefore, it seems more suited for adolescents than for young adults capable of secondary identification. Furthermore, this form of staff–student contact, i.e. the teaching group, does not motivate staff to share knowledge with the students. The knowledge acquired through PBL tends to remain unorganized. It is therefore more suited for disciplines in which a compilation of factual knowledge is important (e.g. medicine) than where a systematic approach is needed (e.g. statistics).

  • Chapter 19 - Project-, problem-, and inquiry-based learning

  • from Section 4 - Student learning
  • Edited by Michael Henderson, Monash University, Victoria, Geoff Romeo, Australian Catholic University, North Sydney
  • Book:
    Teaching and Digital Technologies
    Published online:
    07 February 2021
    Print publication:
    25 September 2015, pp 240-252

  • Summary

    Introduction

    Inquiry-based learning and related approaches such as project- and problem-based learning respond to the increased availability of information in a networked world by emphasising the location and application of information by the learner rather than its transmission from teacher to learner. The role of teacher necessarily shifts toward being a designer and facilitator of projects through which students learn rather than the primary source of knowledge in the classroom. That shift is facilitated by the application of digital technologies to initiate learning activities, access and process information, and present results. It confronts teachers with challenges in relation to the relative emphases on content and process in learning and assessment, and the role of learners in deciding what is learned and how.

    CRITICAL QUESTIONS

  • What are some potential benefits and disbenefits of inquiry-based approaches to education?

  • What similarities and differences are there among various inquiry-based learning pedagogies?

  • What are the theoretical foundations of inquiry-based learning?

  • How can digital technologies be used to facilitate inquiry-based learning?

    • Learners and learning at the centre

    Traditional understandings of education centre on teaching. A typical image is of a teacher delivering content to a class. Over the past 50 years that image may have evolved from a man at a blackboard to a woman with a tablet and smartboard, but despite changes in technology, the essential paradigm remains. Teaching is telling.

  • Design for the real world: a problem-based learning approach

  • Shakuntala Acharya
  • Journal:
    Proceedings of the Design Society / Volume 4 / May 2024
    Published online by Cambridge University Press:
    16 May 2024, pp. 2775-2784
    • Article
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  • Problem-based Learning is an established learner-centred pedagogical approach for developing skills and competencies. This paper presents the evolutionary development of a Massive Open Online Course, titled "Design for the Real World: A Problem-based Learning Approach", with the aim to empower learners to independently pursue problem-based inquiry using design methods and tools, thereby fostering creativity and life-long learning.

  • Applying problem-based learning to otolaryngology teaching

  • K A Abou-Elhamd, U M Rashad, A I Al-Sultan
  • Journal:
    The Journal of Laryngology & Otology / Volume 125 / Issue 2 / February 2011
    Published online by Cambridge University Press:
    27 September 2010, pp. 117-120
    Print publication:
    February 2011
  • Objectives:

    Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods.

    Methods:

    We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week).

    Conclusion:

    From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

  • Self-directed, problem-based learning for undergraduate psychiatry

  • Elspeth Guthrie, Paul O'Neill
  • Journal:
    Advances in Psychiatric Treatment / Volume 5 / Issue 5 / September 1999
    Published online by Cambridge University Press:
    02 January 2018, pp. 382-389
    Print publication:
    September 1999
    • Article
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  • Medical undergraduate training is currently going through a momentous period of change (Tosteson, 1990). New methods of learning and evaluation are being introduced which will radically alter medical training over the next few years. These changes are in part a response to the way medicine itself is being transformed. Medical educators can no longer hope to equip medical students, upon qualification, with enough basic knowledge and skills to last them throughout their medical careers. Today's students are embarking upon a process of learning which will continue throughout their medical lives. Medical practice will be very different, when today's students become tomorrow's hospital consultants and general practitioners.

  • 8 - Model-Based Deep-Learning Algorithms for Inverse Problems

  • from Part II - Deep-Learning Architecture for Various Imaging Architectures
  • Edited by Jong Chul Ye, Korea Advanced Institute of Science and Technology (KAIST), Yonina C. Eldar, Weizmann Institute of Science, Israel, Michael Unser, École Polytechnique Fédérale de Lausanne
  • Book:
    Deep Learning for Biomedical Image Reconstruction
    Published online:
    15 September 2023
    Print publication:
    12 October 2023, pp 177-199

  • Summary

    This chapter provides a summary of some popular model-based deep learning methods and their extensions. Section 8.1 briefly describes classical model-based methods and their benefit as well as limitations. Section 8.2 describes how deep learning can help in overcoming some limitations of classical model-based methods. Section 8.3 discusses how to incorporate a pre-trained deep network as a regularizer using the plug-and-play approach. Section 8.4 describes end-to-end training using a model-based deep learning framework. This section also discusses some benefits and limitations of end-to-end training. Section 8.5 and 8.6 describe unsupervised model-based deep learning approaches when a clean training dataset is not available. Section 8.6 considers model mismatch issues as well as the joint design of acquisition and reconstruction frameworks.

  • Using Problem-Based Learning In Neurosciences Education for Medical Students

  • R. Allan Purdy, Timothy J. Benstead, D. Bruce Holmes, David M. Kaufman
  • Journal:
    Canadian Journal of Neurological Sciences / Volume 26 / Issue 3 / November 1999
    Published online by Cambridge University Press:
    02 December 2014, pp. 211-216
    • Article
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  • Background:

    A Curriculum Task Force proposed problem-based learning as one important educational strategy and recommended changes to a traditional medical curriculum.

    Methods:

    This paper describes how a problem-based learning course in neurosciences was developed and has evolved since its inception in the Dalhousie University Faculty of Medicine. The curriculum planning and design phases are outlined, followed by a description of how the course has been implemented and evaluated.

    Results:

    Program evaluation results are presented, describing student performance on examinations and their feedback about the course.

    Conclusion:

    The authors summarize lessons learned and identify future issues to continue the ongoing development of the course.

  • Problem-Based Learning and Civic Engagement—Shifting the Focus of Learning in Public Policy Education

  • Chris McInerney, Maura Adshead
  • Journal:
    PS: Political Science & Politics / Volume 46 / Issue 3 / July 2013
    Published online by Cambridge University Press:
    21 June 2013, pp. 630-636
    Print publication:
    July 2013
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  • This article describes the development of an innovative teaching method to help political science students deepen their comprehension of public policy through engaging with real world scenarios. It describes the development of a constructivist learning environment (CLE) (Jonassen, 1999) for students in a postgraduate public policy module, fashioned by integrating a problem-based learning (PBL) approach with civic engagement processes. The article concludes by examining the potential of this approach as a teaching method and reflecting on student and staff feedback as well as on benefits described by partner organizations and the broader public.

  • Use of an online virtual environment in psychiatric problem-based learning

  • Jeremy Rampling, Aileen O'Brien, Keelyjo Hindhaugh, Luke Woodham, Sheetal Kavia
  • Journal:
    The Psychiatrist / Volume 36 / Issue 10 / October 2012
    Published online by Cambridge University Press:
    02 January 2018, pp. 391-396
    Print publication:
    October 2012
    • Article
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  • Aims and method

    To create a simulated patient with psychosis for psychiatric training within the online virtual environment of Second Life. After design and delivery of the scenario, medical students were asked to complete it and provide feedback.

    Results

    A total of 24 students tried the scenario and gave feedback via an online survey. The project had been offered to 150 students so the take up was low. The feedback was predominantly negative with 53 critical responses to 32 positive ones. The consensus was that the scenario was cumbersome, did not imitate real life and was of little educational value. Multimedia representations of psychotic symptoms were more positively received and there may be scope for further development.

    Clinical implications

    Interactive technology has a role in psychiatric education but we would not recommend the use of scenarios that rely predominantly on verbal communication within Second Life.

  • The Quality Lighting Teaching Kit: Utilizing Problem-Based Learning in Classrooms

  • Constance E. Walker, Stephen M. Pompea
  • Journal:
    Proceedings of the International Astronomical Union / Volume 14 / Issue A30 / August 2018
    Published online by Cambridge University Press:
    03 March 2020, p. 566
    Print publication:
    August 2018
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  • The U.S. National Optical Astronomy Observatory’s Education and Public Outreach group has produced a Quality Lighting Teaching Kit. The kits are designed around problem-based learning scenarios. The kit’s six activities allow students to address real lighting problems that relate to wildlife, sky glow, aging eyes, energy consumption, safety, and light trespass. The activities are optimized for 11-16 year olds. As part of the IAU100 celebration, the kits will be manufactured and made available to observatories and communities around the world.

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