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problem-based learning in a Data Visualization University Course During COVID-19

INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION 2025年第2期41卷 365-370页

作者： Chang, Wen-Chih Natl Pingtung Univ Int Master Program Informat Technol & Applicat Pingtung Taiwan

Artificial intelligence (AI) and data visualization are increasingly used in learning and education. In this study, we used Microsoft Teams for online lessons, incorporating problem-solving learning in a university course on data visualization that included tools like Microsoft Power BI Desktop, Tableau Public, and NodeXL. We designed several problem-based learning topics to demonstrate that integrating problem-based learning into teaching is beneficial and provides quality education. We used a quasi-experimental design, arranging experimental and control groups. The research results were verified through a t-test, showing a significant difference between the experimental and control groups' post-test scores.

关键词： problem-based learning university course data visualization Power BI Desktop application

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Towards transformative learning: students' disorienting dilemmas and coping strategies in interdisciplinary problem-based learning

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EUROPEAN JOURNAL OF ENGINEERING EDUCATION 2025年第2期50卷 428-450页

作者： Feng, Xiaoqi Sundman, Julia Aarnio, Hanna Taka, Maija Keskinen, Marko Varis, Olli Aalto Univ Sch Engn Espoo Finland

Universities globally are called to educate collaborative and ethical engineers. In response, interdisciplinary problem-based learning is increasingly used to equip students with competencies needed to solve grand societal challenges. However, complex problem-solving in interdisciplinary teams can challenge students' existing beliefs and cause confusion. Our study examines these challenges through the lens of 'disorienting dilemmas' from transformative learning theory and investigates students' coping strategies. Through twenty-nine student interviews, we uncovered disorienting dilemmas related to self-identity, problem-solving, disciplinary perceptions, conceptual understanding, and collaboration. Additionally, based on varied cognitive and behavioural responses, we identified four coping strategies: integrating, investigating, negotiating, and withdrawing. Notably, we observed shifts in students' use of coping strategies. Our research advances transformative learning theory through its focus on shared learning and the recognition of diversity of coping strategies, thus providing insights for designing supports that guide students towards more constructive strategies and facilitate transformative learning.

关键词： problem-based learning interdisciplinary learning transformative learning disorienting dilemmas coping strategies

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Critical thinking and clinical skills by problem-based learning educational methods: an umbrella systematic review

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BMC MEDICAL EDUCATION 2025年第1期25卷 1-10页

作者： Ge, Wei-Li Zhu, Xia-Yin Lin, Jiang-Bo Jiang, Jian-Jun Li, Tao Lu, Yi-Fei Mi, Ya-Fei Tung, Tao-Hsin Shandong Univ Shandong Prov Qianfoshan Hosp Jinan Shandong Peoples R China Wenzhou Med Univ Taizhou Hosp Zhejiang Prov Dept Cardiol Wenzhou Zhejiang Peoples R China Wenzhou Med Univ Taizhou Hosp Zhejiang Prov Dept Hematol Linhai 317000 Peoples R China Wenzhou Med Univ Taizhou Hosp Zhejiang Prov Evidence based Med Ctr Linhai Peoples R China Shandong Prov Qianfoshan Hosp Dept Cardiol Jinan Peoples R China

Introductionproblem-based learning (PBL), based on self-directed learning, is an instructional strategy that shifts the approach from the instructor to the student (student-centered). Notwithstanding its adoption in undergraduate and graduate medical education, its usefulness remains a topic of debate. This study aims to review current worldwide data on the efficacy and utility of critical thinking and clinical skills using PBL educational methods for teaching programs to undergraduate medical students, ursing students, dental students and medical *** search was conducted in June 2024 in PubMed, Cochrane, Embase, and Web of Science and included all publications regardless of the publication date, study design, or country of *** meta-analyses and systematic reviews were compiled through database screening. The results showed that PBL effectively enhanced students' clinical skills and critical thinking abilities;nevertheless, further evidence is needed to confirm this *** may be a successful and an effective instructional strategy, not only medical, but also nursing and dental education. Students can learn skills and acquire competencies useful for their medical professionalism through PBL in addition to their existing knowledge.

关键词： Education Medicine problem-based learning Systematic review

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Unveiling the ultimate advantage: a meta-analysis of 3D visualization and problem-based learning in orthopedic education

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BMC MEDICAL EDUCATION 2025年第1期25卷 1-14页

作者： Li, Ting Hu, Yidan Song, Ruohong Liu, Hangyu Gao, Xin Wang, Fei Xiao, Chengwei Liu, Xilin Univ Elect Sci & Technol China Sichuan Prov Peoples Hosp Dept Orthoped Chengdu 610072 Peoples R China 1 Orthoped Hosp Chengdu Dept Orthoped Chengdu 610031 Peoples R China Sichuan Tianfu New Dist Peoples Hosp Dept Cardiol Chengdu 610000 Peoples R China Sichuan Peoples Hosp Dept Orthoped Chengdu 610017 Peoples R China

Background Three-dimensional (3D) visualization has become increasingly prevalent in orthopedic education to tackle the distinct anatomical challenges of the field. However, there is a conspicuous lack of systematic reviews that thoroughly evaluate both the advantages and drawbacks of integrating 3D with problem-based learning (3D + PBL). Methods A rigorous search of English databases (Cochrane Library, Embase, PubMed, Scopus, and Web of Science) and Chinese databases (National Knowledge Infrastructure: CNKI, Chongqing VIP: VIP, and Wan Fang) were performed up to July 2024 to identify relevant studies. Relevant studies were selected based on established eligibility criteria, with clinical data carefully extracted for analysis. Eighteen randomized controlled trials involving a total of 1,077 participants were included in the analysis. Results The findings indicated that 3D + PBL instruction significantly outperformed traditional lecture-based learning (LBL) in terms of theoretical knowledge (SMD = 1.62, 95% CI: 1.14-2.10, P < 0.00001) and practical operational scores (SMD = 2.29, 95% CI: 1.41-3.16, P < 0.00001). Furthermore, students exposed to 3D + PBL teaching exhibited a significantly better understanding of orthopedic anatomical structures compared to those receiving LBL (SMD = 1.18, 95% CI: 0.71-1.65, P < 0.00001). Additionally, students in the 3D + PBL group achieved higher theoretical grades (OR = 2.95, 95% CI: 1.57-5.55, P = 0.0008) and reported greater overall satisfaction (OR = 3.26, 95% CI: 1.91-5.54, P < 0.0001) compared to their LBL counterparts. Conclusion Given the unique demands of orthopedic education, 3D + PBL emerges as a highly effective teaching method. It not only improves students' theoretical scores but also enhances their communication skills and comprehension of complex concepts. Furthermore, students exhibit greater satisfaction with this approach.

关键词： Meta-analysis problem-based learning Three-dimensional Orthopedics

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Students' perspectives on the congruence and effectiveness of a problem-based learning approach to teach recovery-oriented practice: A mixed method study

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NURSE EDUCATION IN PRACTICE 2025年 84卷 104298页

作者： Murphy, Corina Connell, Sandra Gantley, Mark Barrett, Terry Univ Coll Dublin UCD Hlth Sci Ctr UCD Sch Nursing Midwifery & Hlth Syst Dublin Ireland 72B Mercer St Upper Dublin 2 Ireland Dunmore East Co 61 Lighthouse Way Waterford Ireland

Aim: The purpose of this paper is to discuss student's perspectives on the congruence of problem-based learning (PBL) and recovery-oriented practice (ROP) and the effectiveness of the PBL approach used to teach ROP in a postgraduate nursing module. Background: The recovery-oriented practice module was part of Postgraduate Diploma in Mental Health Nursing. Design: The study used a mixed methods methodology. Methods: Data were collected using a survey and focus group from 33 students who completed the module as part of a Higher Diploma in Mental Health Nursing in 2022. Survey data were analysed using descriptive statistics. Interview data were analysed using thematic analysis. Results: In the survey, 100 % of students strongly agreed, or agreed, that they had a better understanding of the subject after completing the module. 81 % strongly agreed or agreed that PBL was an effective way to learn about ROP. 96 % of students agreed that they had learned considerably from individuals with lived experience during the module with regards to ROP. The focus group found five congruencies between PBL and ROP: (1) coproduction;(2) self-direction;(3) development of self-awareness;(4) teamwork;and (5) strength-based approach. Conclusions: Firstly, there is congruence between PBL and ROP as both processes share five common key elements. Secondly, students perceived PBL as an effective approach for teaching the knowledge, skills and attitudes needed in ROP. The third argument is that students learned from the individuals with lived experience about crucial elements of recovery-oriented practice that books could not teach them.

关键词： Experts by experience Mental health nursing education problem-based learning Recovery model Recovery-oriented practice Strength-based approach

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Effect of integrated case-based and problem-based learning on clinical thinking skills of assistant general practitioner trainees: a randomized controlled trial

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BMC MEDICAL EDUCATION 2025年第1期25卷 1-10页

作者： Jiang, Dingyuan Huang, Danpei Wan, Hua Fu, Wuliang Shi, Weidong Li, Jin Zou, Huan Hou, Niannan Li, Qing Li, Nani Zhuzhou 331 Hosp Dept Spinal Surg Zhuzhou Peoples R China Zhuzhou 331 Hosp Dept Sci & Educ Zhuzhou Peoples R China Zhuzhou 331 Hosp Dept Gen Practice Zhuzhou Peoples R China Zhuzhou 331 Hosp Dept Otorhinolaryngol Zhuzhou Peoples R China Zhuzhou 331 Hosp Dept Emergency Zhuzhou Peoples R China Zhuzhou 331 Hosp Dept Cardiol Zhuzhou Peoples R China Zhuzhou 331 Hosp Dept Neurol Zhuzhou Peoples R China Zhuzhou 331 Hosp Dept Gen Surg Zhuzhou Peoples R China Zhuzhou 331 Hosp Dept Pulmonol Zhuzhou Peoples R China

Background Case-based learning (CBL) and problem-based learning (PBL) are popular methods in medical education. However, we do not fully understand how they affect the clinical thinking skills of Assistant General Practitioner (AGP) trainees. This randomised controlled trial aimed to assess the effectiveness of combining CBL and PBL and compare their impact on the clinical thinking skills of AGP trainees with that of traditional lecture-based learning (LBL). Methods This randomised controlled trial involved 70 second-year AGP trainees who were randomly assigned to either the CBL-PBL group or the LBL group using a simple randomisation method. The CBL-PBL group engaged in a curriculum that integrated case-based and problem-based learning, whereas the LBL group followed a traditional lecture-based format, as described in the syllabus. To evaluate clinical thinking skills, the participants were assessed using the Clinical Thinking Skills Evaluation Scale (CTSES) and an assistant general practitioner's professional knowledge test. In addition, this study analysed various factors that influence clinical thinking skills. Results Compared with the LBL group, the CBL-PBL group showed significantly improved performance in all domains assessed by the CTSES in post-course tests (p < 0.001). Specifically, the mean scores for critical, systematic, and evidence-based thinking showed notable improvement in the CBL-PBL group. Additionally, the scores on the professional knowledge test reflected a substantial increase in this group. Furthermore, multiple linear regression analysis showed that both CBL-PBL curriculum performance scores and number of weekly article readings significantly influenced the development of clinical thinking skills. Conclusion The CBL-PBL teaching method positively influenced the clinical thinking skills of assistant general practitioner trainees, with a positive correlation between these skills and course performance in the CBL-PBL curriculum. Trial registra

关键词： Clinical thinking Case-based learning problem-based learning Assistant general practitioner training

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The pivot to online teaching: an opportunity to create effective problem-based learning environments for dietetic education

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JOURNAL OF HUMAN NUTRITION AND DIETETICS 2025年第1期38卷 e13378页

作者： Griffin, Anne Univ Limerick Fac Educ & Hlth Sci Sch Allied Hlth Human Nutr & Dietet Limerick V94 T9PX Ireland Univ Limerick Hlth Res Inst HRI Limerick Ireland

BackgroundDietetics, as an autonomous profession guided by evidence-based practice, requires a dynamic and adaptable workforce to meet evolving challenges in healthcare, public health nutrition and epidemiological research. This study aimed to explore the opportunities presented by the transition to online education of preparing dietetic students for professional demands, particularly, through the lens of problem-based learning (PBL) within the Community of Inquiry (CoI) *** paper examines the shift from traditional classroom and practice placement education to online and blended learning accelerated by the COVID-19 pandemic. It focuses on the application of PBL, rooted in constructivist theories and the CoI framework, which includes social, cognitive and teaching *** encourages active and collaborative learning, aligning with the multifaceted roles of dietetic professionals. The CoI framework guides the development of effective online learning environments, emphasising the importance of social, cognitive and teaching *** transition to online education presents significant opportunities for dietetic education. Careful instructional design and effective teaching strategies are crucial for creating successful online learning environments, as demonstrated through an illustrative case study.

关键词： dietetics education learning online education problem-based learning

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Application of ChatGPT-assisted problem-based learning teaching method in clinical medical education

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BMC MEDICAL EDUCATION 2025年第1期25卷 1-7页

作者： Hui, Zeng Zewu, Zhu Jiao, Hu Yu, Cui Cent South Univ Xiangya Hosp 3 Nursing Dept Changsha 410000 Hunan Peoples R China Cent South Univ Xiangya Hosp Dept Urol Changsha 410000 Hunan Peoples R China

IntroductionArtificial intelligence technology has a wide range of application prospects in the field of medical education. The aim of the study was to measure the effectiveness of ChatGPT-assisted problem-based learning (PBL) teaching for urology medical interns in comparison with traditional *** cohort of urology interns was randomly assigned to two groups;one underwent ChatGPT-assisted PBL teaching, while the other received traditional teaching over a period of two weeks. Performance was assessed using theoretical knowledge exams and Mini-Clinical Evaluation Exercises. Students' acceptance and satisfaction with the AI-assisted method were evaluated through a *** scores of the two groups of students who took exams three days after the course ended were significantly higher than their scores before the course. The scores of the PBL-ChatGPT assisted group were significantly higher than those of the traditional teaching group three days after the course ended. The PBL-ChatGPT group showed statistically significant improvements in medical interviewing skills, clinical judgment and overall clinical competence compared to the traditional teaching group. The students gave highly positive feedback on the PBL-ChatGPT teaching *** study suggests that ChatGPT-assisted PBL teaching method can improve the results of theoretical knowledge assessment, and play an important role in improving clinical skills. However, further research is needed to examine the validity and reliability of the information provided by different chat AI systems, and its impact on a larger sample size.

关键词： problem-based learning ChatGPT Medical education

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Medical education challenges in Mainland China: An analysis of the application of problem-based learning

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MEDICAL TEACHER 2025年第4期47卷 713-728页

作者： Hu, Xinyu Li, Jingwen Wang, Xinyi Guo, Kexin Liu, Hanshu Yu, Qinwei Kuang, Guiying Zhang, Shurui Liu, Long Lin, Zhicheng Huang, Yaling Xiong, Nian Huazhong Univ Sci & Technol Union Hosp Tongji Med Coll Dept Neurol Wuhan Hubei Peoples R China Zhengzhou Univ Affliated Hosp 1 Dept Ophtalmol Zhengzhou Peoples R China Wuhan Red Cross Hosp Dept Radiol Wuhan Hubei Peoples R China Wuhan Red Cross Hosp Dept Neurol Wuhan Hubei Peoples R China Harvard Med Sch Lab Psychiat Neurogenom McLean Hosp Belmont MA USA Huazhong Univ Sci & Technol Union Hosp Tongji Med Coll Dept Pediat Wuhan Hubei Peoples R China

BackgroundThe medical education system in mainland China faces numerous challenges and the lack of learner-centered approaches may contribute to passive learning and reduced student engagement. While problem-based learning (PBL) is common in Western medical schools, its feasibility in China is questioned due to cultural differences. This systematic review aims to summarize the application of PBL in medical education in mainland China based on existing literature, as well as to identify the challenges and opportunities encountered in its *** systematic literature review was conducted using electronic databases, including MEDLINE, Cochrane Library, EMBASE, Web of Science, Wan fang and CNKI databases. Grey literature sources were explored using Google Scholar. The search was limited to articles that include at least one English abstract up to May 1st, 2023. The inclusion criteria were studies that reported the use of PBL in medical education in mainland *** total of 21 articles were included in the final analysis. The findings indicate that PBL is a well-adopted and effective learning method in most medical education, especially for developing critical thinking, problem-solving, and teamwork skills. However, the application of PBL in mainland China is limited due to various challenges, including faculty resistance, inadequate resources and cultural barriers. To effectively address these challenges, it is essential to provide faculty training, develop appropriate assessment methods to evaluate student progress within the PBL framework and create conducive spaces and resources that support collaborative learning and critical *** utilization of PBL in mainland China holds potential for enhancing medical education. However, its successful implementation requires significant efforts to address the identified challenges. It is crucial to engage stakeholders in a collaborative effort to promote the application of PBL and ultim

关键词： problem-based learning mainland china medical education application situations challenges

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Harness First-Principles Thinking in problem-based learning for Chemical Education

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JOURNAL OF CHEMICAL EDUCATION 2025年第2期102卷 943-947页

作者： Tan, Junjun Xiao, Xinxin Aalborg Univ Dept Chem & Biosci Sect Chem Sci & Engn DK-9220 Aalborg Denmark Univ Copenhagen Dept Chem Sect Biol Chem DK-2100 Copenhagen Denmark

In philosophy and science, a first principle is a basic proposition or assumption that cannot be deduced from any other proposition or assumption. Ancient Greek philosophy Aristotle defined the first principle as "the first basis from which a thing is known." First-principles thinking (or reasoning from first-principles) is a way of thinking and problem-solving that breaks down a complex problem into its most basic assumptions, facts, concepts, or ideas and then reassembles them from the bottom-up. In this paper, we reported our attempts to harness first-principles thinking into problem-based learning (PBL) in chemistry education. Two PBL projects were elaborately designed for two student groups. By utilizing the inquiry-based technique and jigsaw technique, understanding of the fundamental principles of chemistry was employed to guide the student research activity and strengthen the learning of chemistry. We also observed signs of increased creativity during the process. This communication indicated that first-principles thinking could be harnessed to increase studentlearning depth and promote creativity in chemical education.

关键词： problem-based learning First-PrinciplesThinking Student Groups Inquiry-based Technique JigsawTechnique University Students and Teachers ChemicalEducation Research

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