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problem-based learning: Media and Information Literacy Project to Combat Misinformation for Future Communicators

Journalism and Mass Communication Educator 2024年第3期79卷 340-364页

作者： Yee, Kow Kwan Huey Shyh, Tan University of Wollongong Shah Alam Malaysia Multimedia University Cyberjaya Malaysia New Era University Kajang Malaysia

Media and Information Literacy (MIL) education can combat online misinformation by enhancing users’ fact-checking skills. This action research study designed and implemented a problem-based learning MIL project for journalism undergraduates. The objectives are (a) to design a MIL project by using a problem-based learning methodology;(b) to implement the MIL project and to assess its effectiveness in improving students’ fact-checking skills;and (c) to identify the challenges and limitations of implementing the project. Analysis shows that the MIL project successfully improved students’ MIL skills, including critical analysis, media production, and personal growth. Despite facing challenges like time constraint and limited generalizability, the study suggests that the MIL project could be replicated in other journalism programs to enhance MIL skills and cultivate critical thinking to fight misinformation. © 2024 The Author(s).

关键词： action research media and information literacy misinformation problem-based learning project-based learning

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problem-based learning in Medical Education: A Global Research Landscape of the Last Ten Years (2013-2022)

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MEDICAL SCIENCE EDUCATOR 2024年第3期34卷 551-560页

作者： Gomes, Jessica de Andrade Braga, Luiza Amara Maciel Cabral, Bernardo Pereira Lopes, Renato Matos Mota, Fabio Batista Fundacao Oswaldo Cruz Oswaldo Cruz Inst Lab Cellular Commun Rio De Janeiro Brazil Univ Fed Bahia Dept Econ Salvador Brazil

Backgroundproblem-based learning (PBL) constructs a curriculum that merges theory and practice by employing clinical scenarios or real-world problems. Originally designed for the pre-clinical phase of undergraduate medicine, PBL has since been integrated into diverse aspects of medical education. Therefore, this study aims to map the global scientific landscape related to PBL in medical education in the last ten *** combined bibliometrics and network analysis to analyze the metadata of related research articles published between 2013 and 2022 and indexed in the Web of Science Core *** results show an annual publication rate of 9.42%. The two main journals disseminating research on this subject are BMC Medical Education and Medical Teacher. Education & Educational Research and Health Care Sciences & Services are the two most frequent research areas, and also the two most central nodes of the related network. The USA and China are the most publishing countries, while the Netherlands and Canada are the most collaborative. The Maastricht University holds the position of most publishing and collaborative research organization. The University of California ranks second in publications, while the University of Toronto is the second most central research *** study provides an overview of the last ten years of publications related to PBL and medical education, and we hope it can be of interest to educators, researchers, and students involved with this subject.

关键词： problem-based learning Medical education Scientific publication Bibliometrics Network analysis

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problem-based learning: Benefits and areas of weakness

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Strategic Direction 2024年第7期40卷 26-27页

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: problem-based learning is an educational approach that cements foundational theoretical knowledge with real-life possibilities, aligning theory and practice to allow students to gain a meaningful understanding of their future roles. Originality/value: The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy- to-digest format. © 2024, Emerald Publishing Limited.

关键词： Education learning problem-based learning Teaching

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problem-based learning in medical radiation science education: A scoping review

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RADIOGRAPHY 2023年第3期29卷 564-572页

作者： Arruzza, E. Chau, M. Kilgour, A. Univ South Australia UniSA Allied Hlth & Human Performance Adelaide SA Australia Univ Canberra Fac Hlth Bruce ACT Australia RMIT Univ Sch Hlth & Biomed Sci Mill Pk VIC Australia

Introduction: The current educational and technological environment in medical radiation science is dynamic. Educators must seek both proven and contemporary methods to ensure graduates are equipped for the clinical environment. This scoping review sought to assess the evidence regarding the value of problem-based learning (PBL) as part of medical radiation undergraduate curricula. Methods: A systematic search of Medline, Emcare, and CINAHL was undertaken. Studies using both quantitative and qualitative methodologies were eligible if they reported the outcomes relating to PBL intervention for medical radiation science students in undergraduate education (diagnostic radiography, radiation therapy, or nuclear medicine). Outcomes included self-perceived benefits, disadvantages, and skills. Screening and data extraction was conducted independently by two reviewers. Results: Eleven studies were included. Data regarding perceived benefits, perceived disadvantages, and skills were gathered. Pre-post studies demonstrated statistically significant findings suggesting better preparedness and improved attitudes for PBL students. Across institutions globally, there is evidence suggesting PBL is positively received by medical radiation students. High satisfaction was experienced amongst participants. Negative feedback included lack of resources, limitations in realism, and issues associated with groupwork. Conclusion: PBL may positively impact student satisfaction, knowledge acquisition, and skills, though this necessitates further research. Implications for practice: Medical radiation is an evolving discipline, and problem-based learning poses an educational tool to equip graduates with adaptive qualities. (c) 2023 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.

关键词： Radiography Radiotherapy Education problem-based learning PBL Radiation therapy

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problem-based learning (PBL) in music teacher education

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INTERNATIONAL JOURNAL OF MUSIC EDUCATION 2023年第4期41卷 585-597页

作者： da Fonseca Barros, Matheus Henrique Penna, Maura Inst Fed Sertao Pernambucano IFSertaoPE Rua Maria Luiza de Araujo Gomes Cabral S-N BR-56316686 Petrolina PE Brazil Univ Fed Paraiba UFPB Joao Pessoa Paraiba Brazil

This article analyzes the implementation of problem-based learning (PBL) in music teacher education. A qualitative action-research took place at the Instituto Federal de Educacao, Ciencia e Tecnologia (IF), in Northeast Brazil, including Music Education students and selected staff. The pedagogical intervention was carried out by in-class activities based on five suggested problems. The interpretation of the data indicates that PBL can enrich the education process of the music teacher by bringing the formative stage closer to the practical world, through problems that present real-life situations in teaching elementary, middle, and high school levels. The effectiveness of its implementation depends on institutional, curricular, and cultural factors as well as the knowledge of PBL frameworks. PBL's dynamics reconfigures the teacher/student relationship, promotes the development of learning autonomy and the recognition of a music teacher identity. It also fosters group-work skills that stimulate cooperation and mutual analysis, in addition to encouraging reflective professional practices.

关键词： Brazilian universities music education music teacher education problem-based learning

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problem-based learning: A Catalyst for Teacher and Student Motivation in K-12 Schools

Problem-based Learning: A Catalyst for Teacher and Student M...

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IEEE International Conference on Teaching, Assessment and learning for Engineering (IEEE TALE)

作者： Badjie, Ousman Velankar, Yogesh Amrita Vishwa Vidyapeetham Amrita Sch Sustainable Futures Kollam Kerala India

ISBN: (纸本)9781665453318

The conventional, teacher-centered ways of teaching have given way to more contemporary, participatory techniques. Active learning, problem-based learning (PBL), and collaborative activities are becoming more prominent in order to increase student engagement. These methods support deeper comprehension and long-term information retention while fostering critical thinking, problem-solving, and cooperation. Therefore, through a critical review of relevant literature, this paper presents the implementation process of PBL and the opinion of scholars on its impact on teacher and student motivation in K-12 settings. It is revealed that students who are motivated are often more involved in their learning process and produce superior academic results. Teachers are crucial in influencing the next generation and the level of instructional delivery is largely impacted by their commitment as well as motivation. It is critical to identify and address the motivating elements for teachers and students in the application of instructional methods. Therefore, this paper also creates a pathway for further empirical research.

关键词： motivation problem-based learning students teachers K-12 schools

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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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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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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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