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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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problem-based learning in secondary school mathematics: a review

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EDUCATIONAL RESEARCH 2025年第2期67卷 212-230页

作者： Ssali, Celester Batiibwe, Marjorie Sarah Kabuye Dahl, Bettina Kariisa, Henry Ampeire Magero, John Mango Mayende, Godfrey Makerere Univ Dept Sci Tech & Vocat Educ Kampala Uganda Univ Bergen Dept Math Bergen Norway Makerere Univ Dept Math Kampala Uganda Makerere Univ Inst Open Distance & eLearning Kampala Uganda

BackgroundThe value of problem-based learning (PBL) in the teaching and learning of mathematics is internationally acknowledged. Its anticipated effectiveness in developing students' professional knowledge and transferable skills has led many nations to advocate for its inclusion in the mathematics curriculum. However, there are challenges in implementing PBL which have, to date, received little research *** review reported in this paper aimed to identify the key principles of PBL, the conditions for its effective implementation, and the challenges related to its implementation practices. It included 56 articles derived from searches of educational databases (Scopus, ERIC, EBSCOhost, and ProQuest) and reference *** relevant papers were identified by applying the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) framework. This approach incorporated a search and screening strategy based on keywords and specific eligibility criteria. To be included, items must have been peer reviewed, relevant to secondary school mathematics, and published within the date range 2020-2023. Data were analysed thematically, via MAXQDA qualitative research analysis *** analysed articles revealed several conditions for the effective implementation of PBL. These included factors related to student self-regulation;school organisation and climate;social influences, including peer relationships;and teacher motivation and feedback practices. A range of challenges were also identified at both the teacher and student levels. For teachers, these related particularly to moving from the role of instructor to facilitator, and for students, to specific teamwork and self-regulation *** PBL principles and conditions identified through this review can potentially serve as a benchmark for effective PBL implementation in the teaching and learning of mathematics in schools. Teachers may wish to consider some of

关键词： problem-based learning mathematics implementation practices secondary education literature review

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Effects of a grouping intervention using the Felder-Silverman learning style model on problem-based learning among nursing students: A randomized controlled trial

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NURSE EDUCATION TODAY 2025年 145卷 106489页

作者： Wu, Yifan Song, Dongpo Dong, Yueyang Zhong, Qiqing Gao, Shizheng Sun, Juanjuan Fang, Shuyan Zhi, Shengze Wang, Rui Sun, Jiao Jilin Univ Sch Nursing 965 Xinjiang St Changchun 130021 Jilin Peoples R China Jilin Univ Sch Nursing 965 Xinjiang St Changchun 130021 Jilin Peoples R China

Background: problem-based learning (PBL) education can improve nursing students' thinking skills and overall quality of life, but its effectiveness depends largely on the level of student engagement within the group. Finding an intervention to increase nursing students' classroom engagement is critical to improving learning outcomes. Objectives: To explore the impact of a grouping intervention using the Felder-Silverman learning Style Model (FSLSM) on PBL in nursing education, including classroom engagement, critical thinking, self-directed learning skills, and academic performance. Design: A single-center, single-blind, double-arm, parallel randomized controlled trial. Settings: One university school of nursing. Participants: The sample consisted of 56 fourth-year undergraduate nursing students. Methods: Students were randomly assigned to experimental group (n = 28) and control group (n = 28). The experimental group received PBL education based on FSLSM grouping and control group received traditional PBL education. Data collection was done using Demographic questionnaire, Index of learning Style scale, Classroom Engagement Questionnaire for Students, Critical Thinking Disposition Inventory-Chinese Version, and SelfDirected learning Skill scale. The data were analyzed using descriptive statistics, paired t-test, independent ttest, and chi-square test. Results: The FSLSM-based grouping significantly enhanced classroom engagement and critical thinking in the experimental group compared to the control group. While both groups improved in self-directed learning skills, the experimental group showed greater gains in learning motivation and information quality. However, academic performance did not differ significantly between groups. Conclusions: Integrating the FSLSM with PBL can potentially optimize educational outcomes in nursing, emphasizing the importance of individual learning styles in group-based learning environments. Registration: The trial was registered at th

关键词： problem-based learning Felder-Silverman learning style model Nursing education Classroom engagement

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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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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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Impact of problem-based learning on stigma toward epilepsy among medical students: An intervention verification study

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EPILEPSY & BEHAVIOR 2025年 163卷 110200-110200页

作者： Arai, Yuto Okanishi, Tohru Nakamura, Yuko Ohta, Kento Ueki, Masaru Kuramochi, Izumi Maegaki, Yoshihiro Tottori Univ Fac Med Dept Brain & Neurosci Div Child Neurol 36-1 Nishi-Cho Yonago Tottori 6838504 Japan Tottori Univ Fac Med Dept Med Educ Div Med Educ Yonago Japan Saitama Med Univ Saitama Med Ctr Dept Psychiat Saitama Japan

Introduction: Stigma toward epilepsy is widespread not only among the general population but also among healthcare professionals. Therefore, the necessity of providing educational opportunities for epilepsy from an early stage in student education has been emphasized. Recently, problem-based learning (PBL) has gained importance in higher education, with reports indicating that it not only enhances knowledge but also reduces stigma. Objective: This study aimed to evaluate the effects of an epilepsy-related problem-based learning (E-PBL) program on medical students' stigma toward epilepsy. Additionally, we assessed whether the E-PBL program improved medical students' knowledge of epilepsy. Materials and methods: Participants were fourth-year medical students. The E-PBL program was conducted over 5 days, from July 3, 2023 to July 7, 2023. The outcomes included the Japanese version of the Public Attitudes Toward Epilepsy (PATE-J) scale, which was used to assess stigma toward epilepsy before and after the E-PBL program. We also administered a short, structured questionnaire to assess participants' knowledge of epilepsy. Results: In total, 112 students were examined. The total PATE-J score was significantly lower after E-PBL (median: 18;interquartile range [IQR]: 14-20) than before PBL (median: 19;IQR: 16-23) (p = 0.013). Additionally, the number of correct responses to the short, structured questionnaire after the E-PBL program was significantly higher than before the program (p < 0.001). Conclusions: E-PBL programs have the potential to decrease stigma toward epilepsy while enhancing knowledge about epilepsy among medical students. E-PBL represents a novel educational approach for medical students in the context of epilepsy education.

关键词： problem-based learning Epilepsy Stigma Knowledge Questionnaire

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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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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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Exploring Instructor-Led Team Formation and Task Assignment to Enhance Group Dynamics in Pharmacy problem-based learning

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AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2025年第4期89卷 101377页

作者： Shimomura, Yuki Utsumi, Miho Osaka Metropolitan Univ Grad Sch Med Dept Med Stat Osaka Japan Kobe Gakuin Univ Fac Pharmaceut Sci Kobe Japan

Objective: This study investigates how different team grouping methods and task assignments affect group dynamics, specifically focusing on the presence of free riders and active learners (students who fully engage and contribute to the group). Methods: This study was conducted in 2020 as part of a problem-based learning program in physical chemistry and pharmaceutics. A total of 255 second-year students were randomly assigned to 1 of 3 groups: (1) motivationbased, (2) grade-based, and (3) random. They were then divided into teams based on career prospects, academic performance, radom assignment. Data were collected using postprogram questionnaires which included demographic information, learning behaviors, and peer evaluations. Statistical analyses, including chi 2 tests and analysis of variance, were used to compare group dynamics and learner characteristics. Qualitative comments on team performance were analyzed through coding and categorization. Results: The grade-based group had the highest number of free riders, whereas the motivation-based group had the most active learners. Free riders demonstrated lower grades and self-evaluations, whereas active learners exhibited higher grades and leadership roles. Motivation-based grouping, which aligns team tasks with students' career prospects, was associated with higher engagement and fewer free riders. Grouping students based on career prospects promoted active learning, whereas grouping by academic performance increased free riding. Conclusion: Grouping students from various academic performance levels may not yield positive outcomes, whereas grouping based on career prospects has the potential to enhance student motivation and engagement.

关键词： Active learning problem-based learning Team grouping method Free rider

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