Problem-Based Learning Using CaseMaker - Richard Collier

This is one of a series of short case studies describing how academic tutors at the University of Southampton have made use of learning technologies to support their students.

Ventajas del `Problem Based Learning?? como m??todo de aprendizaje del derecho internacional

Resumen tomado de la publicaci??n

Implementing Problem Based Learning : Why is it so hard?. 'Aprendizaje basado en la solución de problemas : ¿por qué es tan difícil?'.

Monográfico con el título: 'Aprendizaje basado en problemas'.Resumen basado en el de la publicación

Problem-based learning and legal education : a case study in integrated experiential study

Resumen basado en el de la publicaci??n

Using problem-based learning for introducing producer theory and market structure in intermediate microeconomics

This paper shows how instructors can use the problem‐based learning method to introduce producer theory and market structure in intermediate microeconomics courses. The paper proposes a framework where different decision problems are presented to students, who are asked to imagine that they are the managers of a firm who need to solve a problem in a particular business setting. In this setting, the instructors’ role is to provide both guidance to facilitate student learning and content knowledge on a just‐in‐time basis

A model for self-directed problem-based learning for renal therapeutics

Objective To introduce a new approach to problem-based learning (PBL) for self-directed learning in renal therapeutics. Design This 5-week course, designed for large student cohorts using minimal teaching resources, was based on a series of case studies and subsequent pharmaceutical care plans, followed by intensive and regular feedback from the instructor. Assessment Assessment of achievement of the learning outcomes was based on weekly-graded care plans and peer review assessment, allowing each student to judge the contributions of each group member and their own, along with a written case-study based examination. The pharmaceutical care plan template, designed using a “tick-box” system, significantly reduced staff time for feedback and scoring. Conclusion The proposed instructional model achieved the desired learning outcomes with appropriate student feedback, while promoting skills that are essential for the students' future careers as health care professionals.

Problem-based learning approaches in meteorology

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a current field course module, this project describes the implementation of two test Problem-Based Learning activities and testing and improvement using several different and complementary means of evaluation. By the end of a 2-year program of design, implementation, testing, and reflection and re-evaluation, two robust, engaging activities have been developed that provide an enhanced and diverse learning environment in the field course. The results suggest that Problem-Based Learning techniques would be a useful addition to the meteorology curriculum and suggestions for courses and activities that may benefit from this approach are included in the conclusions.

Using problem-based learning in a chemistry practical class for pharmacy students and engaging them with feedback

Objective: To introduce a new approach to problem based learning (PBL) used in the context of medicinal chemistry practical class teaching pharmacy students. Design: The described chemistry practical is based on independent studies by small groups of undergraduate students (4-5), who design their own practical work taking relevant professional standards into account. Students are carefully guided by feedback and acquire a set of skills important to their future profession as healthcare professionals. This model has been tailored to the application of PBL in a chemistry practical class setting for a large student cohort (150 students). Assessment: The achievement of learning outcomes is based on the submission of relevant documentation including a certificate of analysis, in addition to peer assessment. Some of the learning outcomes are also assessed in the final written examination at the end of the academic year. Conclusion: The described design of a novel PBL chemistry laboratory course for pharmacy students has been found to be successful. Self-reflective learning and engagement with feedback were encouraged, and students enjoyed the challenging learning experience. Skills that are highly essential for the students’ future careers as healthcare professionals are promoted.

Problem-based learning and masculinities : unique opportunities for Mr. Fix It? Well, maybe

I watched a smoker of 30 years being admitted to the Coronary Care unit following an acute Myocardial Infarction (heart attack). The message from the male clinician was simple, accurate, but somewhat behaviourist: " the death of part of your heart muscle is the result of your smoking, if you don’t stop smoking the damage will continue and you will die." A global, proactive and humanistic consultation demonstrating an understanding of the man’s addiction to a legal and accessible drug and illuminating prevention strategies may have been more appropriate. Maybe the interaction was about competing masculinities, the risk taker and the problem solver. The irony? As I left the hospital that night I observed the same clinician strategically positioned in a secluded hospital doorway drawing heavily on a cigarette. Hypocrite? No, invincible late 20’s male? Maybe. Smoking was someone else’s problem – at least today.

In my 16 years as a clinician such scenarios are common. Clinical practice based predominantly on problem solving potentiates hegemonic masculine approaches to treating men in clinical practice, often justified by limited health resources and increasing patient acuity. Ironically, Problem-based Learning (PBL) curriculums commonly used in health sciences higher education encourages, nurtures and rewards such problem solving approaches. As a teaching academic with current clinical practice it occurs to me that health science education and PBL has an opportunity if not obligation to empower clinicians to establish holistic approaches to male health presentations.

This paper explores the interconnections of Problem-based Learning (PBL) curriculums, health promotion, male nurses’ health-related behaviours and the implications and specificities of masculinity. The pilot study offers an insight into the perceptions of three male nurses that completed undergraduate nursing studies in PBL curriculums. The data obtained introduces some connections that could be illuminated by further research.

Problem-based learning in an online IT professional practice course

Educational research suggests that Problem-Based Learning (PBL) is a pedagogy that fosters a deeper understanding of the curriculum and provides students with processes and skills for lifelong learning. According to the literature this pedagogy appears to be a suitable one for teaching undergraduate information technology, yet adoption of PBL in information technology tertiary education appears to be slow. This paper discusses characteristics and processes of PBL and describes how the approach will be used in teaching information technology professional practice. The course described will be offered to information technology students in their final year of study and will be delivered wholly online. The course will not only provide best practice aspects of PBL but it will also provide students with the opportunity of undertaking authentic tasks using multimedia resources that simulate the real world.

Problem-based learning in an online environment

This study describes the investigation of postgraduate students of mixed age and gender distributed across several Australian states as well as off shore who were juggling study with workplace demands. As face to face meeting was impossible because of the geographical distribution of the group members and because the course communication was centred on an online conference space, a small group space was established for each group for the purpose of completing the problem-based learning task. This paper provides a detailed description of the group dynamics and interactive processes required to negotiate an online problem-based learning task. It will also suggest ways to improve the collaborative learning potential of the online environment through well structured and meaningful activities.

Using problem based learning to teach future Australian IS professionals

Teaching Information Systems (IS) to Australian tertiary students has become increasing problematic with many of them relying on a surface level approach to study. This will surely affect their understanding of IS material and in turn affect their effectiveness in the workplace.

This paper examines the issues behind this trend and considers Problem Based Learning (PBL) asan aid to counteract it.