How generative AI can supplement continuous professional development

INTRODUCTION: Problem based learning (PBL) has many benefits; however, research on PBL indicates that students are not quite good at integrating knowledge in basic sciences and clinical aspects. Case-based learning (CBL) might be an alternative method to enhance the integration of this knowledge. No research explored the way these two methods stimulate cognitive skills. This study aimed to explore the differences between PBL and CBL in stimulating cognitive skill by analyzing verbal interaction. MATERIALS AND METHODS: This descriptive research was performed at the Faculty of Medicine, Universitas Islam Indonesia (FM UII). Twenty-one undergraduate students contributed voluntarily to this study. The students were then split up randomly into a PBL Group (n=10) and a CBL group (n=11). Each group performed twice discussion meetings facilitated by an experienced tutor. The discussion processes were video recorded and analyzed using a coding scheme categorizing the verbal interaction into five types: cumulative reasoning, exploratory questioning, procedural interaction, handling conflict about knowledge, off-task/ irrelevant interactions. RESULTS: Students in both PBL and CBL groups spent most of their time-sharing cumulative reasoning and then asking exploratory question. Students in the PBL group were more frequently asking exploratory questions. Students in both groups rarely handled conflict about knowledge since it was a high order thinking skill. Students in the CBL group were more frequent than the PBL group in performing procedural interaction. CONCLUSIONS: Students performed various cognitive skills in both PBL and CBL. Each method has its own strengths in stimulating reasoning skills of students.

Objective To explore the effect of applying problem-based learning (PBL) and case-based learning (CBL) in the kinesiology experiments. Methods Totally 53 4-year program undergraduates of Nantong University Medical School were divided into control group (n=26) and experimental group (n=27). The control group received traditional teaching and the experimental group received PBL and CBL teaching. The teaching effect was evaluated by examination and questionnaire. Data were analyzed by SPSS 19.0 and t test was used to compared the average scores of theory and questionnaire, α=0.05. Results The theoretical examination results (89.81±1.32) were better than the control group (84.82±1.75) (P=0.028). Meanwhile questionnaire survey showed that the experimental group students' evaluation of their teaching methods in promoting learning interest and initiative, combining theory with practice and teamwork con-sciousness were better than the control group students' evaluation of traditional teaching methods (P<0.05). Conclusion The teaching effect of integration of PBL and CBL teaching methods is better than traditional teaching in kinesiology experiments. Key words: Problem-based learning; Case-based learning; Kinesiology; Teaching effects; Experiment teaching

Objective: This study investigated and compared dental students’ perceptions regarding case-based learning (CBL) and problem-based learning (PBL) in Karachi, Pakistan. Methods: This was a cross-sectional analytical survey conducted across four institutions in Karachi from March to December 2021. The convenience sampling technique was used to extract the sample. The sample size of 384 was calculated using Openepi. The third and final-year undergradu- ate dental students who had experience with PBL and CBL participated. Feedback on the effective- ness &amp; utility of PBL and CBL was gathered through a 5-point Likert scale. Results were checked for the significant association of variables under investigation through the utilization of an independent t- test. A p-value of 0.05 or less served as the benchmark for statistically significant findings. Results: The survey was participated by 387 students, including 20.8% males and 79.1% females. Overall, 68.2% were satisfied with CBL as compared to PBL. 63.6% recommended using it as a pri- oritized teaching method, especially in the curriculum of clinical years of dentistry i.e. 64.3%. They praised its effectiveness in terms of decision-making, real-life application, achieving a higher level of knowledge, understanding course objectives, and managing time effectively. Students also valued PBL for enhancing their critical thinking, decision-making, and communication skills. The majority (57.4%) suggested employing it in the pre-clinical years of dentistry. Conclusion: Dental students in Karachi favor CBL for its effective knowledge acquisition and practical application while acknowledging PBL’s strengths in developing critical thinking and communication skills. However, future research exploring faculty perspectives and cross-disciplinary comparisons is recommended.

IntroductionThis study investigates higher education teachers’ perceptions of active teaching methods—Case-Based Learning (CBL), Problem-Based Learning (PBL), and Team-Based Learning (TBL)—and their integration with digital technologies. These pedagogical strategies are crucial for fostering critical thinking, collaboration, and problem-solving skills among students, especially in the digital age. Despite their benefits, challenges such as resource limitations, time constraints, and insufficient training hinder their implementation.MethodsA mixed-methods approach was adopted, involving 104 educators from various higher education institutions in Kazakhstan. Participants underwent an eight-week training program consisting of 72 h of workshops, collaborative activities, and self-paced learning. Pre- and post-training assessments measured knowledge, confidence, and practical application of active teaching methods. Surveys, feedback sessions, and peer evaluations provided qualitative and quantitative insights into participants’ experiences and challenges.ResultsThe training program significantly improved participants’ knowledge, confidence, and ability to implement CBL, PBL, and TBL. Post-training assessments showed a 4.2-point increase in confidence and practical application scores. Most educators (66.35%) reported moderate adaptability of these methods to their current educational programs, while 27.88% achieved high adaptability. Participants identified resource limitations (43.27%) and time constraints (33.65%) as key challenges. Problem-Based Learning (PBL) was preferred for fostering critical thinking and problem-solving, with a majority (51.92%) favoring it over other methods. Digital technologies, such as Moodle and augmented reality tools, enhanced teaching effectiveness and student engagement.DiscussionThe findings highlight the transformative potential of active teaching methods and digital integration in higher education. Educators across various academic positions and institutions perceived these methods as highly effective, aligning with the Diffusion of Innovations Theory. Challenges such as insufficient resources and curriculum misalignment were significant barriers to broader adoption. Continuous professional development, institutional support, and strategic resource allocation are crucial for optimizing these methods’ impact.

Background and Purpose. Indiana University faculty and students developed a multi-generational case family series as a tool for implementing the Integrated Longitudinal Case-Based Learning (ILCBL) model supporting the achievement of program objectives. The purposes of this paper are to present the development of the Indiana University Doctor of Physical Therapy Family Tree as a tool for the application of the ILCBL model and to discuss preliminary findings evaluating the model's effectiveness. Method/Model Description and Evaluation. The Indiana University Doctor of Physical Therapy Family Tree: An Integrated Case Series, comprised of 37 interrelated cases spanning 4 generations, was co-created by faculty and students to serve as a tool to enhance teaching and learning. ILCBL is a novel perspective on casebased learning. Its aim is to facilitate the development of student problem-solving and clinical decision-making skills, as well as cultural and ethical competence in preparation for clinical practice. Outcomes. Outcome measures included student course surveys (n = 89/102; 87.25% response rate) and clinical discussion forum comments (n = 69/69; 100% response rate). Student survey results were supportive of the ILCBL model, citing benefits in problem solving, critical thinking, and clinical preparation; however, a desire for more consistent use was indicated. Clinical discussion forum comments reflected the longitudinal value of ILCBL in translating classroom knowledge into clinical application. Faculty comments also highlighted the efficiency and effectiveness of the ILCBL model. Discussion and Conclusions. The ILCBL model successfully supports course and program objectives. The case family series is an effective and efficient means for implementation of the ILCBL model. The most promising aspect of ILCBL is students' perspective of its longitudinal value in fostering critical thinking skills and cultural and ethical sensitivity. Future developments will focus on more consistent and integrated applications of the case family series towards expansion of the ILCBL concept. Key Words: Teaching methods, Critical thinking, Case-based learning, Curricular strategy. BACKGROUND AND PURPOSE In 2003, in its first year of a newly designed Doctor of Physical Therapy curriculum, Indiana University (IU) was presented an opportune moment to foster faculty collaboration toward a comprehensive education model. The goal was to implement the Integrated Longitudinal Case-Based Learning (ILCBL) model with the goals of decreasing course isolation, facilitating effective learning, and increasing efficiency. A pedagogical instrument, The Indiana University Doctor of Physical Therapy Family Tree: An Integrated Case Series, was constructed connecting the mission, vision, and curricular threads with the hope of facilitating learning across the curriculum. The IU physical therapy curriculum is derived from an analysis of current practice standards articulated in the American Physical Therapy Association's (APTA) Guide to Physical Therapist Practice1 and the Normative Model of Physical Therapist Professional Education,2 as well as from disablement3 and clinical decision-making models.46 Integration of these various resources has led to a progressive curricular design where basic science forms a knowledge base from which applied sciences build. The goal is to prepare new clinicians to think critically and to problem solve for all types of patient conditions. While the structure of the curriculum lends itself to the development of these skills, creating educational experiences that draw these components together can be challenging. Consequently, implementing pedagogical approaches within the classroom that foster applied learning becomes essential. The literature describes several different strategies to promote effective clinical reasoning, including problem-based learning (PBL),'8 case-based learning (CBL),911 and standardized patient simulations (SPS). …

BackgroundCardiovascular surgery demands deep knowledge of the heart’s intricate three-dimensional (3D) anatomy, but current teaching methods do not adequately develop students’ spatial skills. Advances in precise imaging and 3D printing offer transformative potential for clinical education. In this study, taking the teaching of cardiovascular surgery as an example, we aimed to integrate precision imaging and 3D printing technologies with case-based learning (CBL), problem-based learning (PBL), and team-based learning (TBL). Our objective was to explore digital teaching approaches in clinical surgery and address the limitations of current learning models in spatial visualization training.MethodsThis study employed a parallel design randomized controlled trial (RCT) methodology. A total of 80 clinical medicine students from the 2020 cohort, currently undertaking their practicum in the Department of Cardiac Great Vascular Surgery at The Second Hospital of Hebei Medical University, were randomly assigned into two groups: a digital teaching group and a case-, problem-, and team-based learning (C-P-TBL) teaching group, each comprising 40 students. The digital teaching group utilized an innovative digital teaching approach, enhanced by precision imaging and 3D printing technology. In contrast, the C-P-TBL teaching group employed an integrated teaching model combining CBL, PBL, and TBL. The two groups were compared via theoretical and skills assessment, along with the analysis of teaching quality questionnaires and teaching satisfaction metrics, so as to evaluate the incremental benefits conferred by digital tools within the existing teaching framework.ResultsThe digital teaching group demonstrated superior performance compared to the C-P-TBL teaching group, as evidenced by higher scores in theoretical knowledge (86.28±10.756 vs. 80.25±9.440), clinical skills (87.90±7.530 vs. 83.05±7.473), and overall assessment (86.93±8.131 vs. 81.37±7.716). Based on the results of the teaching quality questionnaires, the digital teaching group demonstrated a statistically significant superiority over the C-P-TBL teaching group in several areas: self-learning ability, comprehension and application of theoretical knowledge, problem discovery and analysis skills, spatial imagination capability, and overall self-comprehensive ability.ConclusionsThe integration of digital technologies, exemplified by precision imaging and 3D printing, with CBL, PBL, and TBL methodologies, has been shown to significantly enhance the spatial visualization skills of medical students. This approach not only improves their theoretical understanding and technical proficiency, but also leads to higher self-assessment of abilities and increased satisfaction with the teaching process. Consequently, this pedagogical strategy merits consideration for widespread implementation in the clinical education of cardiovascular surgery.

While industry practices evolve rapidly, marketing education in Australia and New Zealand faces challenges in keeping pace, particularly regarding the adoption of current marketing technologies (Harrigan et al., 2022). Generative AI, exemplified by systems like ChatGPT and DALL·E, has demonstrated benefits for learning (Baidoo-Anu &amp; Ansah, 2023). However, despite its potential, there remains a dearth of practical guidance on effectively incorporating these technologies into marketing courses. This gap persists even as general frameworks for responsible and ethical AI use, such as the Australian Framework for Generative AI in Schools (2023), emerge. As the demand for graduates with generative AI skills grows in the job market, educators must explore innovative pedagogical approaches to bridge this gap. This academic poster presents an innovative application of generative artificial intelligence (GenAI) in the context of teaching digital marketing at the postgraduate level. Its purpose is to bridge the gap between academic theory and industry practice by encouraging educators to integrate AI tools into their curriculum through experiential learning pedagogy (Kolb, 2014), characterized by a learning process whereby knowledge is created through hands-on experiences. The poster exemplifies how various types of GenAI technologies — specifically text-based, image-based, and video-based — can enhance teaching content, tutorial exercises, and assessments within the digital marketing course. The poster showcases examples of how these GenAI tools are integrated in the course content, to guide students in generating innovative ideas for using AI in marketing to gain a competitive edge: Text-based GenAI: Tools like ChatGPT and Gemini can automatically generate search keywords for search engine marketing. By integrating text-based GenAI tools with established marketing technology (MarTech) tools such as Google Ads and Google Ads Keyword Planner, students engage in practical exercises that combine AI-generated initial ideas (e.g., search keywords) with further analysis (e.g., search volume, click-through rates, and bidding costs) using established MarTech tools. This hands-on approach enhances their learning experience and prepares them for real-world applications. Image-based GenAI: Platforms such as DALL·E, Midjourney, and Stable Diffusion enable the creation of custom images for display advertising, enhancing visual communication in marketing materials. Through experiential learning activities, students can explore ideas, seek unusual combinations, and inspire creativity faster with image-based GenAI tools, resulting in a greater variety of display ad materials. Video-based GenAI: Applications like Sora and Synthesia facilitate the production of short video clips suitable for social media marketing (e.g., YouTube Shorts, TikTok). By engaging in dynamic content creation exercises, students learn to streamline content creation, reduce manual work, and save both time and budget, thereby gaining practical skills in social media marketing. By incorporating these GenAI technologies through experiential learning pedagogy, educators can enrich the learning experience, foster critical thinking, and prepare students for the evolving landscape of digital marketing. Future research can study the use of GenAI in marketing education using theoretical frameworks such as the Unified Theory of Acceptance and Use of Technology (Venkatesh et al., 2016).

The existing LBL (lecture-based learning) and CBL (case-based learning) teaching modes of English majors in colleges and universities do not contribute to cultivating students’ inquisitive thinking and independent learning ability, whereas the problem-centered PBL (problem-based learning) teaching mode can precisely make up for these shortcomings. This study firstly constructed a PBL “four-step” teaching mode and then realized the innovative application of PBL teaching model in the teaching of English majors in new universities. Then, we designed a method of English classroom resource optimization based on IMOCS-BP neural network, and then, the classroom resource optimization reconstructs the teaching process with unique connotation essence. The experiments show that the BL “four-step” teaching model is designed to achieve the four key elements of “flexible English learning environment, transformed learning the culture, customized content and professional educators”; the designed neural network has optimized the English classroom resources.

Depending on the subject area and the 'case' used, many methods can be used to describe case-based learning (CBL). The majority of health professional education is patient-centered. As a result, clinical presentations and diseases are combined with social and clinical sciences, and student learning is linked to real-world applications. The purpose of this study was to evaluate how medical students at the Faculty of Medicine, National Ribat University, felt about the implementation of CBL. This descriptive cross-sectional study was conducted on 171 final-year medical students (100 females and 71 males). Students were voluntarily invited to complete a self-administered questionnaire consisting of 15 closed-ended questions with 5-point Likert scale responses, covering data on perception, awareness, and barriers to CBL. The CBL satisfaction rate among medical students was 92.4%. The mean value of the medical student's perception was 3.7 out of 5. Regarding perceptions of CBL, 65.5% of students agreed with the positive impact of CBL on their academic performance. "8.2%" (14/171) of students strongly concur that CBL improved teamwork, while "31.6%" (54/171) strongly disagree. "36.3%" of students strongly believe that CBL improved their ability to use clinical reasoning. Regarding CBL barriers, 53% of medical students considered a group of twenty participants per session to be a barrier. (69%) of students refused to consider physical presence as a barrier. "76.6%" of the students agreed that the moderator's approach and style can have a big influence on the CBL session's outcome. Overall, students had positive perceptions of CBL. Academic performance, clinical reasoning, teamwork, and information retention and retrieval were all improved by incorporating CBL into training modules. Students agreed that the group size of 20 students per session was a barrier, despite their moderate to excellent knowledge of CBL. Preparation for CBL is both time-consuming and tiring. Despite this, students agree that CBL has a positive impact on the learning process.

The incorporation of generative artificial intelligence in governance, political knowledge, electoral, and democratic processes is essential as the world transitions to a digital paradigm. Numerous nations have adopted Generative AI (GenAI), a disruptive technology that compels electoral bodies to advocate for the integration of such tools into governance, electoral, and democratic processes. Nevertheless, these technologies do not ensure effortless integration or efficient usage owing to intricate socio-cultural and human dynamics. Certain African jurisdictions are ill-prepared for the adoption of these technologies due to factors including underdevelopment, insufficient electrical supply, lack of technology literacy, reluctance to change, and the goals of governing parties. This study examines generative artificial intelligence as a disruptive technology for enhancing governance, political knowledge, electoral processes, and democracy. A mixed-method approach was employed, incorporating surveys and in-person interviews. The analysis of data, debates, and interpretation of findings were grounded in postdigital theory and theme analysis employing an abductive reasoning technique, in alignment with the tenets of critical realism. The study demonstrated that GENAI can influence political knowledge, election processes, and enhance efficiency in government and democracy. Moreover, GENAI, including ChatGPT, can either exacerbate or mitigate societal tendencies that contribute to human division, facilitate the dissemination of misinformation, perpetuate echo chambers, and undermine social and political trust, as well as polarise disparate groups or sets of viewpoints or beliefs. AI offers substantial opportunities but also poses many obstacles, including technical constraints, ethical dilemmas, and social ramifications. The swift progression of AI may disrupt labour markets by automating tasks conventionally executed by people, resulting in job displacement. Implementing AI necessitates significant upskilling and proficiency with digital tools; therefore, governments and organisations must adequately train their personnel to reconcile the disparity between AI's capabilities and users' comprehension. Additionally, there is a requisite for governmental oversight, regulation, and monitoring of AI adoption and utilisation across all facets of its implementation.

The introduction of generative artificial intelligence (GenAI) has been met with a mix of reactions by higher education institutions, ranging from consternation and resistance to whole-hearted acceptance. Previous work has looked at the discourse and policies adopted by universities across the U.S. as well as educators, along with the inclusion of GenAI-related content and topics in higher education. Building on previous research, this study reports findings from a survey of engineering educators on their use of and perspectives toward generative AI. Specifically, we surveyed 98 educators from engineering, computer science, and education who participated in a workshop on GenAI in Engineering Education to learn about their perspectives on using these tools for teaching and research. We asked them about their use of and comfort with GenAI, their overall perspectives on GenAI, the challenges and potential harms of using it for teaching, learning, and research, and examined whether their approach to using and integrating GenAI in their classroom influenced their experiences with GenAI and perceptions of it. Consistent with other research in GenAI education, we found that while the majority of participants were somewhat familiar with GenAI, reported use varied considerably. We found that educators harbored mostly hopeful and positive views about the potential of GenAI. We also found that those who engaged more with their students on the topic of GenAI, both as communi-cators (those who spoke directly with their students) and as incorporators (those who included it in their syllabus), tend to be more positive about its contribution to learning, while also being more attuned to its potential abuses. These findings suggest that integrating and engaging with generative AI is essential to foster productive interactions between instructors and students around this technology. Our work ultimately contributes to the evolving discourse on GenAI use, integration, and avoidance within educational settings. Through exploratory quantitative research, we have identified specific areas for further investigation.

Generative AI (GenAI) use is increasing across society in many different industries. Despite widespread adoption in workplaces, there is little consensus on the scope of its benefits and challenges at the level of most industries. Universities are being called upon to equip graduates with important knowledge and skills using GenAI for their professional contexts. Higher education, however, faces issues in effectively and sustainability embedding a use of GenAI in the student experience, which requires adjustments to learning and teaching activities, assessment, and learning outcomes and in access to useful GenAI platforms relevant to the various disciplines. As pedagogical models, ethical debates, and technologies continue to develop in this space, university teachers’ experiences of teaching with GenAI have yet to be explored in detail. Adopting a phenomenographic perspective, this study examines university teachers’ conceptions, perceptions, and approaches to using GenAI in teaching. Leveraging semi-structured interviews with 30 teaching academics, variations of teaching using GenAI were identified. Quantitative analysis was also conducted to capture the associations between these variations. By exploring the qualitative differences between these variations, a nuanced and important contribution to the GenAI discussion from the understanding of university teachers is uncovered. The results show that some ways of understanding and teaching with GenAI are more likely to help students develop effective knowledge and skills for the workplace than others. The findings also offer education leaders evidence to help design effective support for teachers using GenAI to innovate in the student experience. Through investigating the university teacher experience of GenAI, this research adds to the growing debate on the GenAI enabled benefits and challenges that are set to shape the higher education sector.

Comparing the impact of PASS-BAR handoff education for new nurses between simulation-based and case-based approaches: A quasi-experimental design

The evolving complexity of public health challenges necessitates innovative pedagogical approaches that bridge theoretical knowledge and practical application. This study investigates the integration of simulation-based learning (SBL) and case-based learning (CBL) in public health education, focusing on their impact on students’ engagement, critical thinking, problem-solving abilities, and collaborative skills. Employing a qualitative phenomenological design, the study engaged 20 undergraduate students and 5 educators from a public health program, purposively selected to capture diverse experiences. Data were collected through semi-structured interviews, focus group discussions, and reflective journals, and analyzed using thematic analysis to identify recurring patterns and emergent themes. Findings reveal that students perceive SBL as highly engaging, fostering active participation, decision-making, and reflective learning, while CBL enhances analytical reasoning, evidence-based problem-solving, and the ability to apply theoretical concepts to practical public health scenarios. Educators highlighted that facilitating these innovative methods requires careful planning, facilitative guidance, and iterative feedback but significantly enhances student learning outcomes and collaborative skill development. Despite challenges such as time constraints, resource limitations, and initial student anxiety, both students and educators recognized the transformative potential of SBL and CBL in cultivating essential competencies for public health practice. The study underscores the value of integrating experiential and case-driven learning strategies into public health curricula to prepare graduates for complex, real-world challenges. These findings have significant implications for curriculum design, faculty development, and educational policy, advocating for the prioritization of active learning methods to produce competent, confident, and adaptable public health professionals.

Almost fifty years ago Barrows claimed that problem-based learning (PBL) was broad enough that a single methodological description was not possible (1986). It has only grown more complex since. In addition to meaningful variations of problem-based learning there are several related problem-centered pedagogies, such as case-based learning, project-based learning, and inquiry-based learning among others. Even within PBL primary research is conducted using a wide variation in measurement approaches, with diverse audiences, in a myriad of disciplines. Some of these challenges are unique and still pair with common meta-analysis challenges such as multiple definitions of “control groups,” pre-experimental designs, and multiple treatment designs. This intersection of complexity and common challenges makes PBL meta-analysis research particularly difficult. This article will explore best practices for conducting meta-analysis including search strategies, inclusion/exclusion criteria, asking clear research questions of the primary source literature, coding schemes, analysis techniques including key decisions of random vs. fixed effects models, analyzing publication bias and interpreting, presenting, and discussing results. Beginning with comprehensive coverage of the PBL meta-analysis and meta-synthesis contributions to date and suggestions for new meta-analysis work in PBL, we will mostly be devoted to the best meta-analysis practices alongside their implications unique to a PBL context.