Learning Experiences of Junior Nursing Students in a Pilot Problem-Based Learning Program

Objective To conduct the visualization analysis of literatures about problem-based learning (PBL) teaching in nursing based on the Web of Science database, so as to comprehend the development vein, main research power and knowledge foundation in this field. Methods The relevant literatures retrieved from Web of Science TM Core Collection were statistically analyzed through the website and uploaded into the CiteSpace software to generate knowledge mapping for visualization analysis. Results A total of 259 relevant literatures were included and the annual publication volume showed a remarkable rising trend. Among those literatures, the work of Professor Barrows had the biggest influence in this field; the United States was the country with the largest publication; the Hong Kong Polytechnic University had the top publication amount; PBL teaching literatures included by Journal of Advanced Nursing, Medical Education and Nurse Education Today were able to reflect the research foundation of this field to some extent. In addition, our study also found four classic literatures, which discussed the scientific rationality of PBL teaching in nursing education from different angles and had significance for laying foundations. Conclusion PBL teaching receives more and more attention in nursing education, but high-yielding authors are few, the distribution of national and institutional research power is uneven, and the overall research foundation is relatively weak, which still needs to be further explored. Key words: Problem-based learning; Nursing education; Scientific knowledge mapping; Visualization; CiteSpace software

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.

Problem-Based Learning Curriculum as a Tool to Increase Medical Student Exposure to Radiation Oncology

The growing use and practice of complementary and alternative medicine (CAM) by the general public and health professionals in the United States and other countries has received significant attention from health care educators. Inadequate educational preparation and training in CAM for health care professionals may jeopardize the well-being of clients. Integration of CAM into nursing curricula is needed for the following reasons: (1) the growing interest in and use of CAM by the general public and health care professionals; (2) the incorporation of CAM into medical curricula and standard practice; (3) greater acceptance of the legitimacy of CAM; (4) the incorporation of cultural sensitivity and cultural competence as goals in nursing education. In this article the author explores the trends and importance of integrating complementary alternative medicine into nursing education in Taiwan from the perspectives of prevalence, motivation, the attitudes of clients and health care providers toward CAM, the challenges for nursing practice, and scientific evidence and support from health organizations.

：University of Manchesterwho first introduced Problem based learning(PBL)to the UK medical education,and adoptedthis new curriculum in 1994.Notably,Cambridge and Oxford have always had a high proportionof student-centred and self-directed learning,and have therefore not introduced PBL.Othermedical schools have followed the example of Manchester,now PBL has become the mainstreamcurriculum in British medical edacation.First,this article is going to introduce how PBLcurriculum is structured at Manchester medical school,and then reflect and give somethoughts on its current practice.

Background: Problem-based learning (PBL) is based on adult learning theory which provides a better understanding of the problem through self-directed learning. During didactic lectures, students are receiving the information and they are memorizing it without understanding the practical applications. PBL provides an active learning environment along with the acquisition of other skills. Aims and Objectives: The present study was conducted to assess the effectiveness of PBL over conventional lectures as a teaching–learning method for phase 1 medical students. Furthermore, the perception of students toward PBL was taken. Materials and Methods: PBL sessions were conducted among 100 Phase 1 medical students by dividing them into two groups and assessed by MCQs. Lecture class was taken for the whole students and again assessed by MCQs for the non-PBL topics. A comparison between the aggregate test scores was made using an unpaired t-test. Perception of students toward PBL was collected using a validated questionnaire in Likert scale and expressed as a percentage. Results: Data analysis showed the aggregate mean score of PBL as 27.96 (3.42) and conventional lecture as 22.66 (4.28) with P < 0.001, which was taken as significant. Students showed a positive response toward PBL as an effective learning tool. Conclusion: PBL is an effective teaching–learning method that can be incorporated into the medical curriculum to create medical graduates with self-directed lifelong learning skills.

Objective To assess systematically the effect of problem-based learning (PBL) versus traditional methods in nursing students.Methods Relative literature was searched by computer at home and abroad.according to the inclusion and the exclusion criteria,which were analyzed by RevMan5.2 software,and literature selection and repetition were used according to the Note Express software.Results A total of 9 studies of randomized controlled or not randomized controlled trial were brought into the study by random effects model.A total of 1 187 were collected into the study,574 in the experimental group and 613 in the control group.According to subgroup analysis showed by measurement scale,problem-based learning (PBL) can significantly improve the critical thinking ability of nursing students.The results had high stability and reliability.Conclusions PBL teaching method can significantly improve the critical thinking ability of nursing students,and provide a better learning method for clinical teachers and students,which is worthy of further promotion. Key words: PBL teaching method; Nursing students; Critical thinking; Meta analysis

The need for health professionals is acute throughout rural communities worldwide. The Rural Health Interdisciplinary Program (RHIP) successfully trains health professional students for practice in rural USA. Student-developed problem-based learning (PBL) cases are a central feature of the RHIP and an important educational focus of learning. This retrospective study was designed to describe 222 PBL cases developed by health professional students in the RHIP. The analysis focused on the extent to which student-developed cases reflect demographics and health conditions of rural New Mexico, as well as how successfully cases reflect rural interdisciplinary healthcare issues and practices. The PBL cases do reflect rural New Mexico in terms of population demographics, certain health problems and complexity of health issues. The cases appear address interdisciplinary, rural clinical concerns. However, the cases are less effective at raising issues related to public health, financial, legal and ethical issues, and other non-medical health topics. In order to strengthen attention to non-medical issues, PBL groups should have broad interdisciplinary membership, special case development training, and faculty encouragement to address a wide variety of health-related topics. Student-developed PBL cases appear to be an interesting way for health professional students to learn about rural healthcare issues and could be used in a variety different educational settings.

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.

This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.

Purpose. The medical curriculum at the China Medical University, Taiwan was reformed in 2001. A new integrated curriculum (New-IC) that includes organ-based block, problem-based learning (PBL) and clinical skills and communication (CSC) courses has replaced the traditional discipline-based, lecture-intensive coursework. Multiple assessment instruments including multiple-choice questions, direct observation and preceptor ratings were used accordingly. This study describes our new curriculum, examines the results of student assessments and tries to explore the relationship among these assessments. Methods. The scores of two student cohorts obtained from written exams, PBL and CSC including history taking, physical examination and clinical procedure were calculated during one academic year. The relationship among these scores within each organ-based block was analyzed by Pearson correlation. Results. A total of 243 students who completed 12 blocks were assessed during the 2003 to 2004 academic year. Although there were some statistically significant correlations between the scores of different assessments, in general, the correlation coefficients in most cases were quite low, ranging from -0.233 to 0.377. Conclusions. Assessments used to evaluate knowledge, skill, self-directed learning and attitude in our New Integrated Curriculum were not correlated with each other. All instruments have their own strengths and weaknesses; therefore a good assessment program requires a variety of assessment instruments, with each one designed to discover something unique.

Context: In 2003, UCLA introduced a new, systems-based, integrated curricular structure for first year medical students. The curriculum emphasises small group and independent learning, limiting lectures to 10 h per week. A problem-based learning (PBL) case presents the clinical theme of each week, and provides the framework for incorporating the basic science learning. The exemplary case: In an integrated curriculum organised around a clinical case, the ideal case simultaneously serves as an exemplar that assists students in integrating their knowledge, while teaching them about commonly encountered diseases. Fetal Alcohol Syndrome (FAS) was chosen as a commonly encountered clinical disorder, which was able to carry teaching about the basic sciences of embryology, neuroanatomy and brain development, and epidemiology, as well as other important clinical topics such as ethics and law, counselling, and health behaviour. During the portion of the curriculum covering the neurosciences, a week was designed to address ‘Nurture or Nature’ using FAS as an exemplar clinical case. A PBL case began the week with a web-administered presentation of a school-aged child with physical features and learning and behaviour problems potentially attributable to a number of prenatal (including alcohol, cocaine, and nicotine exposure) and postnatal factors. An evidence-based portion of PBL required students to investigate the literature to either research a related learning issue or to defend or refute the position that ‘It is safe for a woman to drink a little during pregnancy’. The PBL case ended with a discussion of the impact of fetal alcohol exposure on child development and ‘hands-on’ practice screening a child for FAS, including conducting a facial dysmorphology exam to assess physical features associated with prenatal alcohol exposure. In another exercise, small groups of students worked with a standardised patient case learning to screen adolescents for alcohol and drug use and practising a brief intervention to reduce binge drinking. A portion of a Law and Order television episode in which a woman is prosecuted for drinking while pregnant facilitated students' consideration of legal and ethical issues as they formed juries and wrestled with a verdict. Evaluation: Results of assessments and course evaluations by the 146 students completing the FAS elements of the curriculum suggest increased awareness, knowledge and appreciation of the potential damage alcohol causes to the developing embryo and fetus and the consequences of FAS to the family and broader society. On a quiz testing knowledge of alcohol's effect on the fetus, students completing the embryology lab had a mean score of 5.65 (maximum = 6) and rated the lab's effectiveness as 4.11 (maximum = 5). Students attained a mean score of 4.31 (maximum = 5) on the FAS items in the weekly quiz. Students' end of course evaluations yielded mean ratings of 3.7 and 3.6 on the FAS-related PBL and standardised patient cases, respectively, using a 5-point scale (1 = not effective; 5 = very effective). These rating compared favourably to ratings of other first year cases in the curriculum.

The aims of this research is to determine the chemistry instructional model to improve student learning outcomes, communicative and self confidence character’s for XI grade of senior high school on teaching solution chemistry. The 3 experiment class as a samples were taken by purposive random sampling respectively from 3 units of state senior high school (SMA Negeri) in Medan. These experiment class were taught by various teaching model. The experiment class-1 (Ec-1) taught by direct instruction strategy, experimen class-2 (Ec-2) by problem-based learning without media and experiment class-3 (Ec-3) by problem-based learning using the Internet media. The achievement test about solution chemistry used as instrument to know student outcomes, and quisionary and observation list used as intrument to know how communicative and confidence student characters. The one-way ANOVA in SPSS 19 for windows program used to hypothesis testing at α = 0.05 level of significance. The results shows (1) There is a significant differences of students' learning outcomes between students which taught by direct instruction model, problem-based learning without media and problem-based learning model using internet media on teaching solution chemistry. (2) There is a significance differences of student communicative character between students which taught by by direct instruction model, problem-based learning without media and problem-based learning model using internet media on teaching solution chemistry. (3) There is a significance differences of student self confidence character between students which taught by by direct instruction model, problem-based learning without media and problem-based learning model using internet media on teaching solution chemistry. (4) There is a significant corelation between student communicative character with student learning outcomes in class who taught by problem-based learning using internet media. (5) There is a significant corelation between self-confident character with student learning outcomes in class who taught by direct instruction, problem-based learning without media and problem-based learning using internet media.

Objective To explore the effects of health education based on problem-based learning (PBL) in patients with non-alcoholic fatty liver disease (NAFLD) , so as to provide a basis for improving nursing quality and health education. Methods From January 2017 to January 2018, we selected NAFLD patients at Liaocheng People's Hospital of Shandong Province as subjects by convenience sampling. All of the patients were divided into control group and intervention group with the method of random number table, 100 cases in each group. Control group carried out routine health education, while intervention group adopted health education based on PBL. We compared the result of B-ultrasound and quality of life among patients between two groups 9 months after intervention. Results After intervention, the ratio of NAFLD by liver B-ultrasound of intervention group was lower than that of control group with a statistical difference (χ2=10.526, P<0.05) ; the score of quality of life of patients in observation group was higher than that in control group with a statistical difference (t=-4.949, P<0.01) . Conclusions Patient-centered health education based on PBL can effectively improve fatty liver of patients with NAFLD, patients' quality of life and nursing intervention. Key words: Fatty liver; Non-alcoholic fatty liver disease; Problem-based learning; Health education; Quality of life

Objective In our university a system-based horizontally integrated courses of biomedic-al education was developed and problem-based learning teaching method was applied in biomedical educa-tion in order to promote students' understanding of biomedical knowledge and train students' abilities of self-directed learning, critique thinking, communication skills and teamwork spirit. Method The basic medical courses had been horizontally integrated into one basic medical science introduction section, eight system modules and some special topics. The PBL teaching method had been applied in this new courses. The reform had been carried out in the teaching of part of the seven-year-program students of our university. Resutls Good results had been observed. The students' abilities of problem-solving and communication were obviously better than those students who studied with the traditional courses and teaching method. Conclusions Horizontally integrated courses and PBL teaching method can effectively promote the students' manifold abilities. It is very important to update the teachers' educational conception and strengthen the function of expert curriculum steering committee in the reform process. Key words: Horizontally integrated courses; Problem-based learning; Basic medical education