Debate and Problem-Based Learning Enhance Long-Term Gender Sensitivity and Knowledge Among Nursing Students.

Objectives: To compare lecture based learning (LBL) with problem based learning (PBL). Methods: A cross sectional prospective study was carried out among 145 3 rd year MBBS students in Jawaharlal Nehru Medical College(JNMC), Aligarh. The study was performedfor a period of 60 days. Data was collected by means of structured questionnaire. Results: 65 (44.8%) students were girls while 80 (55.2%) were boys. 89 (61.4%) students liked only PBL followed by both LBL and PBL by 104(71.7%) students. 59(40.7 %) students claimed that PBL has led to better understanding of subject while 71(48.9%) respondents favored both LBL and PBL. 98(67.6%) respondents admitted that PBL has led to more clarification of their concepts while 105(72.4%) students appreciated both. Coverage of sufficient syllabus through PBL and both was claimed by 91(62.8%) and 105(72.4%) students respectively. Majority 94(64.8%) was satisfied with training of the teacher for traditional teaching while 106(73.1%) were satisfied with training of facilitator for PBL. 69(47.5%) students were satisfied with availability of resources for PBL while 71(48.9%) were for both methods combined together. 91(62.8%) respondents preferred present scenario (LBL parallel with PBL)in JNMC. Conclusion: LBL must be in symbiosis with PBL for better analytical approach and clarification of concepts. There is need to improve the information resources for PBL and enhancement of practical knowledge of students.

The purpose of the study is to compare problem based learning (PBL) and lecture-based learning (LBL) in Hong Kong secondary students’ science achievement. Secondary One students were divided into two groups: group A (n = 37), was taught two topics: “Human Reproduction” and “Density” through PBL; group B (n = 38) was taught the same topics by LBL. Multiple choice questions and short structured response items were used to assess students’ academic performance. Pre and post tests were categorized into three domains: knowledge, comprehension and application according to Bloom’s Taxonomy (Bloom 1956). The results of this study suggest first that PBL is at least as effective as LBL in gaining the knowledge required to achieve the syllabus’ learning objectives; secondly, the PBL group shows a significant improvement in students’ comprehension and application of knowledge over an extended time. Seemingly, PBL is favored for knowledge retention compared to a more conventional teaching approach, by these early adolescent children in Hong Kong. An ongoing longitudinal study on students’ interactions will further determine whether students taught through PBL develop improved learning in relation to high order skills, in a local situation which still tends to focus on factual recall but where higher skills are being demanded by systemic reform.

This study investigated the comparative effectiveness of Problem-Based Learning (PBL) and Lecture-Based Learning (LBL) in the teaching of redox reactions to Senior High School students in Ghana. The central objective was to examine which of the two pedagogical approaches yields better achievement outcomes, as measured by students’ mean scores in knowledge, comprehension, and application of redox concepts. The study was designed to provide evidence for determining which method is more suitable and effective for enhancing learning in chemistry classrooms, particularly for abstract and challenging concepts such as redox reactions. A pure experimental design was adopted, involving 36 Senior High School chemistry students who were randomly assigned to two groups: the PBL group (experimental) and the LBL group (control). Both groups were assessed through a series of pre-tests, immediate post-tests, and delayed post-tests. These assessments were carefully structured to capture three levels of learning outcomes: knowledge recall, conceptual comprehension, and application of redox principles. The use of the t-test helped establish the level of equivalence between the groups and to determine the statistical significance of observed differences in performance. While both groups demonstrated similar prior knowledge, students taught through PBL consistently achieved higher performance across knowledge, comprehension, and application of redox principles in both immediate and delayed assessments. These results indicate that PBL promotes deeper understanding and longer-lasting learning compared to the traditional lecture approach. These findings provide robust evidence that PBL enhances not only short-term learning gains but also long-term retention of redox concepts. By engaging students in problem-solving activities and encouraging active participation, PBL allows learners to develop a more meaningful understanding of abstract chemical processes compared to the traditional lecture approach, which often emphasizes rote memorization. Educationally, the findings highlight the value of learner-centered strategies in improving students’ mastery of abstract chemistry concepts. By actively engaging students in problem-solving and critical thinking, PBL supports meaningful learning rather than rote memorization. The study therefore underscores the need for chemistry teachers and curriculum developers to adopt PBL approaches to enhance conceptual understanding, retention, and problem-solving skills at the Senior High School level.

Objective To evaluate the effects of problem-based learning (PBL) teaching model in medical imaging education in China. Methods Such databases as PubMed, Medline, CNKI, WanFang, VIP Data were electronically searched for literature on PBL versus lecture-based learning (LBL) applied in medical imaging education in China up to April, 2015. According to the strict quality evaluation of the in-cluded studies, meta-analysis was performed using Rev-Man 5.2 software. Results Fourteen studies were included totally. Studies included 1 233 students, of whom the PBL group had 608 cases, while LBL group had 625 cases. Compared with LBL, PBL was superior in medical imaging theoretical scores [WMD=5.22,95% CI(3.06, 7.37), P=0.000], and the case analysis scores [WMD=6.45, 95% CI(4.77, 8.12), P= 0.000]. PBL was also superior in the autonomous learning ability [RR=1.78, 95%CI(1.47, 2.16), P=0.000], the unity cooperation ability [RR=1.42,95%CI(1.25, 1.61), P=0.000] and analysis ability [RR=1.73,95%CI(1.42, 2.11), P=0.000]. There were significant differences between PBL group and LBL group. Conclusion PBL can improve teaching results in medical imaging education. Key words: Problem-based learning; Medical imaging; Meta-analysis

Objective To compare problem-based learning (PBL) versus lecture-based learning (LBL) in the teaching of rehabilitation medicine in China. Methods All Chinese articles on PBL and LBL in teaching of rehabilitation medicine courses indexed in CBMdisc, Wanfang database, CNKI database, and Google academic search published prior to October 2017 were included. The methodological quality of the selected studies was assessed with 'Cochrane Quality Evaluation Standard’. Meta analyses were performed using RevMan 5.3. Results After exclusion of non-eligible citations, a total of 18 documents involving 1943 subjects were satisfied the criteria and were included in this review. Meta-analyses revealed that PBL had a significant improvements on theoretical knowledge examination scores (MD=9.26, 95%CI=5.24 to 13.29), practical skills examination scores (MD=12.11, 95%CI=5.17 to 19.06), performance excellent rate (RR=3.90, 95%CI=2.10 to 7.26), and patient satisfaction rate (RR=8.98, 95%CI=4.23 to 19.07) (P<0.05) among students compared with LBL in teaching of rehabilitation. Conclusion In this meta analysis, PBL is superior to LBL and worthy popularizing in teaching of rehabilitation. Key words: Problem-based learning; Lecture-based learning; Rehabilitation medicine; Meta-analysis

Objective To explore and evaluate the problem-based learning (PBL) -team-based learning (TBL) model in clinical practice teaching of periodontology. Methods Sixty students majored in oral medicine admitted in our department in 2011 were randomly divided into PBL-TBL group and lecture-based learning (LBL) group (30 students in each group) . Both a test and a sheet of questionnaire were used to evaluate the effect of PBL-TBL, and the correpsonding scores for the two groups were compared with independent t-test. Results The students of PBL-TBL group were scored higher in the test (t= 3.293, P= 0.002) , suggesting higher abilities in disease diagnosis and differential diagnosis (t= 4.926, P<0.001) , treatment planning (t= 4.229, P<0.001) , and answering questions (t= 6.198, P<0.001) than those of LBL group. Upon questionnaire results, the students in PBL-TBL group showed significantly higher ability in learning motivation (t= 16.706, P<0.001) , enhancement in learning and cooperation (t= 21.289, P<0.001) , and case analysis and treatment (t= 24.349, P<0.001) compared with those in LBL group. It was found that 93.3% students in PBL-TBL group were satisfied with this new teaching model. Conclusions PBL-TBL model can arise students′ learning initiative, strengthen teamwork, foster critical thinking, and improve their ability in solving clinical problems. It is a more effective teaching method compared with LBL model in clinical practice teaching in periodontology. Key words: Periodontics; Clinical clership; Team-based learning; Problem-based learning

Objective To explore the teaching effect of problem-based learning (PBL) combined with students as standardized patients (SSP) in clinical skill training. Methods The total 183 students of five-year clinical medicine in Shanxi Medical University were selected as research subjects. A group of 62 students in class 1 was used as experimental group with PBL combined with SSP, A group of 60 students in class 2 was used as control group 1 with PBL, A group of 61 students in class 3 was used as control group 2 with lecture-based learning (LBL) according to their routine classes. The students in the three groups were evaluated on learning outcomes through theoretical and practical test scores and questionnaires. Results The scores of theoretical examination and practical operation in experimental group are (86.1±8.9) and (80.3±11.9); which in control group 1 are (81.7±8.7) and (75.7±10.4); which in control group 2 are (79.7±11.8) and (74.7±8.3). The scores of theoretical and practical examination in experimental group is significantly better than those of control group 1 and control group 2 (all P<0.05). The teaching method combined with PBL and SSP can improve medical students' interest in learning and students' autonomous learning and students' clinical thinking ability and doctor-patient communication ability. The identification ratio of experinmental group are 91.9%(57/62), 91.9%(57/62), 90.3%(56/62), 88.7%(55/62); which in control group 1 are 76.7%(46/60), 78.3%(47/60), 71.7%(43/60), 53.3%(32/60); which in control group 2 are 75.4%(46/61), 73.8%(45/61), 67.2%(41/61), 50.8%(31/61). There was statistical difference (all P<0.05). Conclusions Compared with LBL teaching method and PBL teaching method, the teaching method combining PBL with SSP can better improve students' clinical practice ability. Key words: Problem-based learning; Student as standardized patient; Clinical teaching; Practical ability

The computer science and technology major of our school is the Ministry of Education educational reform pilot project. Unified modeling language is the required course of the major software engineering direction. This course’s teaching method is discussed in the paper according to the requirements of outstanding engineer cultivation plan. The double track teaching method that lecture based learning (LBL) and problem based learning (PBL) repair with each other to go into the course teaching is proposed. The LBL method makes the student have a firm basic theory. The PBL method improves student knowledge application, integration theory with practice and the innovation thinking ability. The contents of the paper develops new path and provides new way of thinking for the educational reform pilot project reform.

ObjectiveTo explore the application effect of problem-based learning (PBL) teaching model in the teaching of respiratory critical medicine.MethodsA total of 114 clinical medicine students who had internships in our hospital from January 2021 and December 2023 selected as the research participants. These students were randomly divided into a PBL group (n = 57) and a lecture-based learning (LBL) group (n = 57). The PBL group received PBL teaching method while the LBL group received LBL teaching method. The teaching effect and student satisfaction of the two groups were compared.ResultsCompared with the LBL group, the PBL group performed better in clinical operations, theoretical knowledge, case analysis, and student satisfaction.ConclusionThe PBL teaching method is conducive to improving the teaching effectiveness and increasing the satisfaction of students. It has high promotion and application value.

Traditional lecture-based learning (LBL) can increase cancer awareness in undergraduates. However, because of the rapidly changing knowledge base in medicine, undergraduates must develop skills required for lifelong self-directed learning (SDL). Problem-based learning (PBL) has been suggested as an SDL approach. This study used a nonequivalent control group with a pretest-posttest design for comparing PBL and LBL for their effectiveness in increasing cancer awareness and SDL among nonmedicine or nonnursing major undergraduates in a health-related general education course. Experimental groups 1 and 2 were instructed using PBL while the control group was instructed using LBL. Cancer educational programs were offered to experimental group 1 and the control group but not to experimental group 2. Among the 325 undergraduates who completed a questionnaire regarding cancer awareness and SDL in the pretest, 223 completed the 12-week follow-up survey of the posttest. Cancer awareness significantly improved between the pretest and posttest in the control group (P<0.001). No significant difference in cancer awareness improvement was observed between experimental group 1 and the control group (P=0.934). Cancer awareness improvement in experimental group 2 was significantly less than in the control group (P=0.010). No statistically significant change in SDL was observed in the control group during the study (P=0.897). However, the SDL of experimental groups 1 and 2 improved more significantly than that of the control group (P=0.049 and 0.023, respectively). Therefore, PBL is an effective method of increasing cancer awareness and SDL in undergraduates.

Problem-Based Learning for Engineering Students: An Evidence-Based Comparative Study

Problem-based Learning (PBL) is a teaching and learning approach to achieve knowledge growth through problem-solving.This paper firstly gives the concept of PBL, then expounds the process of PBL in nursing students' English learning, and finally elaborates the good results of promoting nursing students' learning, such as arousing students' learning interest, improving English ability, expanding communication channels and promoting oral English teaching reform to provide some references for the relative researchers. Concept of PBL

2007 Leadership Academy for Educators

Problem-Based Learning (PBL) has emerged as a promising strategy for teaching Evidence-Based Practice (EBP) to nursing and midwifery professionals. However, its effectiveness remains insufficiently synthesized, with few studies directly addressing its impact on EBP competencies. To systematically review and synthesize evidence on the efficacy of Problem-Based Learning as a teaching approach for developing Evidence-Based Practice competencies among nursing and midwifery students and professionals. This systematic review with narrative synthesis was conducted in accordance with the Cochrane Handbook and reported following PRISMA 2020 guidelines. The protocol was registered in PROSPERO (CRD42023390989). A comprehensive search of MEDLINE, CINAHL, PubMed, EMBASE, Web of Science, ERIC, PsycINFO, and Cochrane CENTRAL was performed from inception through August 2025. Two reviewers independently screened and appraised studies using JBI-SUMARI tools and ROBINS-I. Eighteen studies met inclusion criteria, but only three (16.7%) specifically examined PBL for EBP education among nursing students in Iran, Japan, and South Korea. These consistently demonstrated significant improvements in knowledge, attitudes, critical thinking, and clinical decision-making compared with traditional methods, with all rated at low risk of bias. Broader EBP education studies reported highly variable implementation rates (13–100%), with higher educational levels linked to greater uptake of evidence-based behaviours. Across studies, factors supporting success included adequate time, access to technological resources, faculty preparation, and organizational support. Common barriers were limited infrastructure, faculty workload, and students’ initial resistance to active learning. Preliminary evidence suggests PBL enhances EBP-related competencies, but the current evidence base is small, heterogeneous, and lacks midwifery-specific studies. Rigorous comparative research using standardized outcomes and evaluating long-term practice impact is needed to establish optimal strategies for integrating PBL into nursing and midwifery education.

Abstract. Perception is a cognitive process that everyone experiences that includes information about their environment, through sight, hearing, appreciation, touch and smell. Another cause that is able to influence PBL is students. Students' perceptions of PBL can influence their learning behavior and have an impact on whether or not PBL is successfully implemented in a learning context. The purpose of this study was to determine the relationship between student perceptions of problem-based learning among first-year students of the Faculty of Medicine, Islamic University of Bandung in the academic year 2023/2024. The subjects in this study were 1st year students of the Faculty of Medicine, Islamic University of Bandung academic year 2023/2024 with a total of 77 respondents. This study used a cross sectional method. The data of this study were collected through a questionnaire of student perceptions of problem-based learning (PBL) with the SPICES model, which previously tested the validity and reliability of the questionnaire. The results in this study showed that students' perceptions of PBL were at a moderate level as many as 39 people (50,6 %). Students' perceptions of PBL can affect their learning behavior and have an impact on whether or not the application of PBL in a learning context is successful. Abstrak. Persepsi adalah proses kognitif yang dialami setiap orang yang mencakup informasi tentang lingkungannya, melalui penglihatan, pendengaran, penghayatan, sentuhan, dan penciuman. Penyebab lain yang mampu untuk memengaruhi PBL adalah mahasiswa. Persepsi mahasiswa terhadap PBL dapat memengaruhi perilaku belajarnya dan berdampak pada berhasil atau tidaknya penerapan PBL dalam suatu konteks pembelajaran. Tujuan penelitian ini adalah untuk mengetahui gambaram antara persepsi mahasiswa mengenai problem based learning pada mahasiswa tingkat 1 Fakultas Kedokteran Universitas Islam Bandung tahun akademik 2023/2024. Subjek pada penelitian ini adalah mahasiswa tingkat 1 Fakultas Kedokteran Universitas Islam Bandung tahun akademik 2023/2024 dengan jumlah responden yaitu sebanyak 77 orang. Penelitian ini menggunakan metode cross sectional. Data penelitian ini dikumpulkan melalui kuisioner persepsi mahasiswa terhadap problem based learning (PBL) dengan model SPICES yang sebelumnya dilakukan uji validitas dan reabilitas terhadap kuisioner tersebut. Hasil pada penelitian ini menunjukkan persepsi mahasiswa terhadap PBL yaitu berada pada tingkat sedang sebanyak 39 orang (50,6 %). Persepsi mahasiswa terhadap PBL dapat memengaruhi perilaku belajarnya dan berdampak pada berhasil atau tidaknya penerapan PBL dalam suatu konteks pembelajaran.