Implementation of a problem-based learning program combined with team-based learning.

Today’s sprouting medical technology demands that students are more innovative in their approach towards medical practice. Problem based learning (PBL) has proven to be one of the most efficacious disciplines aimed at improving problem-solving skills and self-directed learning. The objective of this study was to review students’ perspectives on the implementation and effectiveness of PBL at Avalon University School of Medicine (AUSOM). A cross-sectional questionnaires survey was conducted among basic science students with qualitative and quantitative questionnaires. The response recorded and the data analysed using Stata-15 (StataCorp LLC). Most students believed PBL was beneficial to learning. 82.18% (n=83) agreed that they benefited from PBL and 91.09 % (n=92) were in concordance PBL provided a positive learning environment to enhance their understanding. The most important objectives of PBL identified by the students were to improve the presentation skills, enhance depth of understanding and develop critical thinking. PBL is helpful in improving students understanding of the basic medical science courses, allowing for self-improvement. PBL allows students to actively engage in the collaborative active learning process. It is imperative PBL should be introduced early in pre-clinical years and implemented effectively to enhance the learning environment with the favourable outcome.

BackgroundRecently, there has been a concerted effort within medical schools to depart from conventional lecture-based learning approaches to alternative teaching methods such as team-based learning (TBL) and problem-based learning (PBL), with the aim of enhancing both student engagement and instructional efficacy. Despite this shift, a comprehensive review that directly compares the impacts of PBL and TBL methods in medical education is lacking. This study seeks to address this gap by conducting a meta-analysis that compares the effects of TBL and PBL in the context of medical education.MethodsStudies from Embase, PubMed, Web of Science, China National Knowledge Infrastructure, and Chinese Wanfang Database were searched, from inception to July 11, 2023. A meta-analysis was performed using Stata 14.0, and a total of 10 studies (including 752 participants) were included. The standardized mean difference (SMD) was used to estimate pooled effects. Heterogeneity was detected using the I2 statistic and further explored using meta-regression analysis.ResultsCompared with PBL, TBL significantly increased the number of theoretical tests (SMD = 0.37, 95% CI: 0.02–0.73). Additionally, TBL greatly improved teamwork skills compared with PBL. However, there were no significant differences between the TBL and PBL groups concerning practical skill scores, learning interest, or understanding skills.ConclusionTBL in the theoretical aspects of medical education appears to be more effective than PBL in improving theoretical test scores and teamwork skills, providing evidence for the implementation of TBL in medical education.

Background: Medical teaching has evolved over the past few years, from traditional teaching methods such as lectures and practical classes using blackboard, slide projector to more student-centered activities such as self-directed learning, problem based learning (PBL) and team-based learning (TBL) Problem based learning is an integral part of our MBBS curriculum. We introduced TBL to 2nd year MBBS students in Pharmacology department, who are also practicing PBL in 2nd year. Aim: The aim of the study was to know student’s perception about TBL and PBL. Methods: Students were asked to fill the questionnaire regarding each teaching strategy anonymously using both, open and closed ended questions. The data was analyzed by using SPSS version 21. Results: A total of 120 students filled the questionnaire regarding their perception about TBL, and 94 students filled the questionnaire regarding PBL. Students found the readiness assurance tests and immediate feedback effective for their learning in TBL. While for PBL, students found that different point of views were respected by group members and there is better integration among different disciplines in PBL. Conclusion: It is the need of the hour to include new strategies in our curriculum which promotes team work and effective communication skills. Both PBL and TBL have advantages of their own and can provide better student learning if incorporated in a medical curriculum, keeping in view the students responses in our study.

Carle Illinois College of Medicine.

Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation of problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students. Problem-solving is one of the competencies in the learning innovation that students must possess to prepare life challenges in the 21st century. This study aimed to improve student problem-solving ability and cognitive learning outcome through the implementation o f problem-based learning (PBL) model in learning biology at the senior high school. This research is a quasi-experimental research with pretest and posttest design. Two classes were chosen randomly from five classes of 10th-grade students for conducting research by implementing PBL and direct instruction learning models as an experiment and control (conventional) class, respectively. The problem-solving ability was measured by the essay test as well as the cognitive learning outcome at the end of the research and was analyzed by t-test. The result showed that students in the PBL class have a higher improvement in problem-solving ability. The student ability to problem-solving in the PBL class was also significantly higher than the conventional class. In addition, students in the PBL class have a higher cognitive learning outcome than the conventional class. This finding indicates that the PBL model can be implemented in the learning practices, especially in biology, to develop the problem-solving skill of students.

Background: Institutions may have different interpretations of Problem-Based Learning (PBL) characteristics. As a result, the imple‌mentation of PBL may be completely different from one institution to another. Aim: This study aims to evaluate and compare the implementation of PBL at the Faculty of Medicine, Suez Canal University (FOM-SCU), Egypt, and Ibn Sina National College for Medical Studies (ISNC), Saudi Arabia from the viewpoint of the student at both schools. Methods: This is a descriptive study, conducted at the FOM-SCU and ISNC and a convenience sample was taken from students in both schools (381 students at FOM-SCU and 479 students at ISNC). A validated, self-administered questionnaire was used to evaluate the quality of PBL implementation from the students’ points of view. Validity and reliability studies have been done for the questionnaire after its translation into Arabic. Descriptive statistics together with regression analysis were applied, using SPSS v.20. Results: Overall students’ satisfaction with the current implementation of PBL gave mean scores of 3.44±0.70 and 3.59 ±0.63 at ISNC and FOM-SCU, respectively. Scores were consistently higher for FOM-SCU students over all the evaluated subscales. Statistically significant differences (p < 0.05) in student-centered learning, self-directed learning, and the quality of the small groups have been found between both schools, consistently higher in FOM-SCU. Conclusion: The current study found that students are moderately satisfied by the quality of PBL at their respective schools. However, moderate scores indicate that there is room for more improvement in the implementation of PBL at both schools, especially in the training of PBL facilitators. Students at FOM-SCU were more satisfied by PBL at their schools than students of ISNC, especially regarding student-centered learning, self-directed learning, and the quality of the small groups.

Team-Based Learning (TBL) is a cooperative learning strategy blending elements of flipped learning, inquiry-based learning, and problem-based learning. Although used quite frequently in other disciplines, use of this strategy in mathematics has been limited. In this article, we describe how TBL can be implemented in math courses with adherence to essential elements of TBL and introduce modifications specific to mathematics instruction. In particular, we introduce a particular style of TBL, which we term Team-Based Inquiry Learning, that satisfies the defining pillars of inquiry-based learning.

Background: Since its establishment in 2005, the national university -Sudan (NUSU) has adopted problem- based learning (PBL) as an educational strategy and a teaching method. The increasing number of student's intake every year and the turnover of staff had affected the way PBL sessions were conducted. Therefore, in 2014 a task-force was formed by the faculty of medicine to address the issue. Objectives: to investigate the status of PBL in the faculty of medicine and propose required measures. Methodology: A task force was formed by the faculty board. It consisted of a medical educationalist, a senior physician, and a physiologist. The group investigated the organization and implementation of PBL. It reviewed the current practice including the timetables, the problem scenarios and the students' attendance records. Results: Most of the problem scenarios had no clear source or objectives. The implementation of PBL sessions depended on part-time tutors. There was no structured program for training of tutors. The students 'attendance for PBL sessions was notably poor. Conclusion: The task force presented their report including a proposal for actions to be taken. Training workshops for tutors were organized and timetables were restructured to properly accommodate PBL as an active learning method. Implementation of PBL requires continuous support for training of academic staff and provision of learning resources for the students. The use of e-learning should be considered as a future measure to increase the learning opportunities for students and as a solution to the issue of large groups teaching.

BackgroundProblem-based learning (PBL) is a method by which students solve clinical scenarios in a small group discussion. The aim of this study was to assess the implementation of PBL in Saudi Universities.MethodsThis is a cross-sectional study including 151 participants from 16 universities. A questionnaire was distributed to the faculty members through e-mail messages. The questionnaire consisted of 35 questions with 5-point Likert scale arranged in three subscales.ResultsThe total mean of PBL implementation score was 2.5 (SD =0.39). The scores of the three PBL implementation subscales showed marked variance, with the average score of the subscale “overall PBL experience in my college” being the most highly affected, with an average score of (3.07, SD =0.72), followed by “implementation of PBL model” (2.36, SD=0.47). The least affected subscale was “preparation for PBL implementation” (2.13, SD =0.67).ConclusionRelatively moderate level of PBL implementation was observed in Saudi Arabia. However, we suggest that more courses should be introduced in order to improve the skills of faculty members and provide a strong infrastructure to implement PBL model in Saudi medical colleges.

To identify the insights of dentistry students towards a new 3/1 problem-based learning (PBL) and team-based learning (TBL) blended package approach. Mixed method triangulation design, using validating quantitative data model. College of Dentistry, Qassim University, KSA, from March to July 2020. Modified TBL within an existing PBL hybrid curriculum, by strategically designing three modified PBL sessions followed by one modified TBL session was evaluated. There were 241 students enrolled over five academic years of session 2019-2020, and all were included in the study. Feedback of the students regarding novel approach was collected at the culmination of the academic year through an e-questionnaire, utilising closed- and open-ended questions. Descriptive statistics and thematic analysis were used to analyse data. In total, 124 (51.5%) students filled a questionnaire regarding use of PBL and TBL in the new blended approach. The median perception score of TBL was 3.9 (3.2-4.3) and PBL was 3.9 (3.3-4.3). Thematic analysis of the qualitative data supported the quantitative results. Students reported positive aspects of TBL experience as more engaging format, collaborative learning, teamwork, and group competition. They stated that PBL has improved their research, presentation, and clinical reasoning skills. Students valued the novel PBL-TBL package as an optimum learning approach. They predominantly voted in favour of TBL. Students further identified the sequence and format of the current approach conducive to learning, feedback and assessment. Key Words: Hybrid curriculum, Team-based learning, Problem-based learning, Blended learning, Innovative instructional strategy.

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

Student involvement is crucial for meaningful learning and improved performance in higher education. Over the past 40 years, several instructional methods, including problem-based learning (PBL) and case-based learning (CBL), have been implemented in medical education with varying degrees of success. Increasing evidence suggests that team-based learning (TBL) is an effective and practical approach to incorporating interactive, small-group teaching while fostering enthusiasm for learning. TBL incorporates various theories of adult learning, including lifelong and self-directed learning. The concept of TBL focuses on learning, defined by pre-class preparation and subsequent in-class team discussion. Faculty organizes the learning material to enable students to accept ownership of their own and their peers’ learning. This results in groups that function as powerful learning teams. TBL is based on individual accountability and ensures rigorous team interaction. This accomplishes both competence (what individuals know or can do in terms of knowledge, skills, and attitude) and capability (the extent to which individuals can adapt to generate new knowledge and continue to improve performance). KEYWORDS: Team-Based learning, Individual and group learning, competence and capability.

BackgroundPhysician Associates have recently been introduced to the UK healthcare workforce. Their curriculum includes important topics in Geriatric medicine. As they undertake a 2-year intensive postgraduate course we wanted to explore if Team-based Learning is an effective and efficient learning strategy. In addition, we wanted to know how this approach compares to their current learning methods, namely Problem-based learning and lectures.MethodsThis was a qualitative study of Physician associate student perceptions of Team-Based Learning. After introducing four TBL sessions in the specialty of Geriatric medicine we sent students anonymous questionnaires asking them about their TBL experience and how it compared to PBL and lectures. We then undertook a thematic analysis of the responses.ResultsTwenty students responded to our online questionnaire. The thematic analysis utilised themes from previous studies as well as emergent ones. The key themes were that TBL requires more preparation, TBL is effective, TBL is preferred to PBL and lectures, but students did not want TBL to replace all their teaching.ConclusionsTBL is an effective learning strategy that can be used alongside other teaching methods. While Physician Associate students preferred TBL over PBL and lectures, they wanted to have TBL alongside lectures at least. This information is important when planning teaching for an intensive 2-year course.

PBL is perhaps the most innovative pedagogical method ever implemented in education. Its effectiveness in facilitating student problem-solving and self- directed learning skills has been widely reported in medical education. It has also become increasingly popular across disciplines in higher education. It has been applied globally in a variety of professional schools of nursing. This study was undertaken to assess the Perceived Benefits and Challenges in implementation of Problem Based Learning (PBL) among Nursing Faculty in Selected Nursing Colleges, Chennai. Methods: A cross sectional, descriptive correlational study was conducted among 100 Nursing faculty, who were selected through purposive sampling technique, in nursing colleges of Chennai. Data was collected using the tools such as background variables proforma and Rating Scales on Perceived Benefits and Challenges in implementation of PBL in Google survey forms through WhatsApp and E mail. Results: Study findings revealed that Mean &amp; SD of Benefits on implementation of PBL was 89/120± 9.79 and Perceived Challenges score was 28.68/56± 8.2 among Nursing faculty. Conclusion: Overall study findings revealed that Nursing Faculty had Positive perception on Benefits in implementation of PBL even though they were also concerned about some Challenges which can be managed by meticulous planning and implementation of the system. Therefore, PBL can be effectively incorporated in future also along with traditional teaching method to facilitate effective teaching and learning process.

This research aims to analyze the improvement in students' science process skills after applying the problem-based learning model to physics learning. Physics learning at the high school level, namely at Makassar National High School, experiences several deficiencies in the science process skills experienced by students. Choosing a problem-based learning model can support the delivery of material well. This research uses the problem-based learning model to analyze students' science process skills before and after being taught. The type of research used is quasi-experimental research. The population in this study was 32 students. The sampling technique uses purposive sampling with two classes. The level of science process skills of class X IPA 2 (experimental) students obtained an average score of 73.60 and class X IPA 3 (control) of 42.81. The results of the N-gain test analysis in the experimental class obtained an average value of 0.59 with medium criteria. The control class had an average N-gain value of 0.05 with low criteria, meaning there was an increase in both classes, so it can be concluded that there was a significant influence on students' science process skills after using the problem-based learning model, The research contribution is that the implementation of problem-based learning is very effective for improving physical science process skills.