Problem-based Learning in the Teaching of Hospitality Law

Globalization of Problem-based Learning (PBL): Cross-cultural Implications

BackgroundLifelong learning is integral to providing safe and effective healthcare. This requires effective strategies for self-regulated learning (SRL). Problem-based learning (PBL) is one recognized method for fostering SRL skills. While self-assessment is known to promote SRL, its effectiveness within PBL tutorials, especially for new medical students, remains underexplored. Given the established evidence of self-assessment’s impact on SRL, this study examines its role specifically within PBL to explore whether it enhances self-regulatory processes in novice learners.MethodsUsing a post-positivist approach, a multi-method study was conducted, with Zimmerman’s SRL framework as a theoretical lens. A correlation analysis assessed the relationship between self-assessment and SRL. A pre-test post-test interventional study without a control group measured changes in SRL following implementation of self-assessment. Hierarchical multiple regression analysis was conducted to assess whether self-assessment predict students’ self-regulated learning improvement. The intervention used a previously validated tool the “Self-assessment Scale for Active learning and Critical Thinking (SSACT).” Additionally, qualitative methods explored the impact of self-assessment on SRL skills in the PBL tutorial context.ResultsOur findings indicate a positive correlation between self-assessment and SRL, suggesting a potential dynamic relationship between the two constructs. The students’ motivation after implementation of self-assessment is significantly increased. Self-assessment played a crucial role on the development of students’ self-regulated learning. Qualitative analysis reveals that self-assessment contributes to heightened self-awareness, goal orientation, and effective task planning among medical students in PBL tutorials. Furthermore, the provision of external feedback and revision opportunities enhanced students’ self-regulation in the learning process.ConclusionThis study sheds light on the promising role of self-assessment in augmenting SRL skills among novice medical students within PBL settings. The findings underscore the potential of self-assessment as a valuable tool to cultivate self-regulation. By bridging the gap in understanding the impact of self-assessment on SRL within PBL, this research not only contributes valuable insights but also informs the design of effective educational interventions. The use of a validated self-assessment tool can empower medical learners to develop the crucial skill of self-regulation, thereby enhancing their overall educational experience.

Objectives:The aim is to provide students in the preclinical with ultrasound image interpretation skills. Research question: Are students in smaller groups with access to a combination of lectures and hands-on patient contact most likely to have better ultrasound image interpretation skills, than students in larger groups with only interactive didactic lectures?Methodology:First-year students at the preclinical Program of the College of Medicine, participated in two 2-h introductory interactive ultrasound sessions. The study comprised two cohorts: 2012/2013 students, who were offered large group teaching (LGT) sessions (control group), and 2013/2014 students, who received the intervention in small group learning problem-based learning (PBL) sessions (experimental group). The overall learning objectives were identical for both groups. The success of the module was evaluated using pre- and post-tests as well as students’ feedback.Results:The students in the experimental group showed significantly higher scores in interpretations of images than those in the control group. The experimental group showed achievement of learning outcomes along with higher levels of satisfaction with the module compared to the latter.Conclusion:Posttest knowledge of the basics of ultrasound improved significantly over the pretest in the experimental group. In addition, students’ overall satisfaction of the ultrasound module was shown to be higher for the PBL compared to the LGT groups. Small groups in an interactive and PBL setting along with opportunities for hands-on practice and simultaneous visualization of findings on a high definition screen should enhance preclinical student learning of the basics of ultrasound. Despite the potential of ultrasound as a clinical, teaching and learning tool for students in the preclinical years, standardized recommendations have yet to be created regarding its integration into the curricula within academic institutions and clinical medicine. The interactive and PBL is here to stay at the college of medicine. Further research would be carried out to see if this trend persists in the upcoming vertical system-based curriculum of the college of medicine.

Between the pedagogical visions of Problem-Based Learning (PBL) and the detailed studies of interaction in problem-solving activities lies a fertile ground for mapping and presenting how groups of students work together over longer periods of time. This paper investigates students' collaborative practice through spatio-temporal diagramming in a PBL setting within engineering education. Drawing on a longitudinal video ethnographic study of architecture and design students at Anonymous University, we examine how activities in group work unfold across an entire working day. By adopting interaction analysis, we develop spatio-temporal visual diagrams to capture how students fluidly shift between individual work, dyadic engagements, and full-group collaboration across different spatial configurations. Our findings reveal that the students' work processes in PBL are not static, nor following predefined pedagogical scripts, but that the processes and practices are temporally evolving, contextual and deeply embodied, challenging conventional dichotomies between collaboration and cooperation. We argue for middle-ground analytical approaches that link micro-analytic snapshots of interaction and pedagogical visions of PBL to represent the nuanced and emergent nature of collaborative practice over time.

E-learning, broadly defined as all IT employed to support or improve the learning process of students, is becoming mainstream. Can e-learning also support the learning principles of problem-based learning (PBL)? This chapter focuses on how e-learning has been described to support PBL in groups working either face-to-face or online. A systematic literature search has been conducted. Characteristics of the 151 included studies are described, followed by a description of common ways to support PBL groups as well as examples of more innovative support. Two aspects of the PBL process are often supported: contextual learning and collaborative learning. There are only a few studies that focus explicitly on other aspects, such as support for activation of prior knowledge, cognitive elaboration, structuring and restructuring of information, and self-directed learning (although these aspects are frequently claimed as side effects of computer-mediated communication). Chances and risks of implementing e-learning in PBL settings are discussed, followed by conclusions and future directions.

Problem-Based Learning (PBL) is an engaging, student-centered teaching approach that has become increasingly popular in the field of medical education. Particularly during clinical rotations, PBL is thought to enhance students' clinical reasoning and skills. However, the impact of PBL in pediatric clerkships has not been fully explored. This study aimed to assess the influence of PBL on the clinical skills of medical interns during pediatric rotations, comparing the outcomes between PBL and traditional teaching methods. A randomized controlled trial was conducted with 72 medical interns (38 male, 34 female) participating in pediatric rotations at our hospital between November 2023 and September 2024. The interns were assigned at random to either the PBL group (36 students) or the traditional teaching group (36 students), with stratification based on baseline clinical examination scores. Both groups participated in a two-week pediatric internship, encountering identical clinical cases. The PBL group received instruction supplemented with PBL, while the traditional group received bedside teaching. The outcomes were evaluated using a theoretical knowledge exam, Mini-CEX assessments, and a PBL group satisfaction survey. The results of the theoretical knowledge exam showed no significant difference between the groups (PBL group: 90.25 ± 2.15, traditional group: 89.78 ± 2.14, p > 0.05), indicating similar support for theoretical learning. Mini-CEX evaluations demonstrated that the PBL group showed significant improvements in history taking, medical decision-making, physician-patient interactions, and comprehensive clinical skills compared to the traditional group. Feedback from the PBL group was overwhelmingly positive, with students highlighting significant improvements in clinical reasoning and diagnostic skills. PBL significantly enhanced clinical skills in pediatric clerkships, particularly in clinical reasoning, diagnosis, and communication. Although both teaching methods supported theoretical learning equally, PBL fostered greater student engagement and deeper learning, suggesting that it could be a valuable model for future medical education.

This chapter of Problem-Based Learning in Elementary Schools offers a review of the literature addressing problem-based learning (PBL) in elementary classrooms and other educational contexts. Definitions provided generally uphold PBL as a teaching method in which students gain knowledge and skills by working collaboratively to both investigate and respond to authentic and engaging open-ended questions and/or problems. Also described is the history of PBL and its instructional impact on student learning and achievement. In accordance with the current study conducted in Virginia, key strategies of PBL instruction are identified that contribute to 21st-century skills identified nationally and at the state level, which education policy in Virginia denotes as critical thinking, creativity, communication, collaboration, and citizenship (the 5Cs). While exploring the PBL phenomenon and the relevant literature, academic achievement, student impact, and patterns are discussed. At present, much of the existing research focuses on grades K–12 in general terms or postsecondary education. Elementary grades, while investigated, continue to be underrepresented in explorations of PBL, a gap that this book helps to fill.

Problem-based learning (PBL) fosters critical thinking skills (CTS) vital for achieving quality education for all (Sustainable Development Goals 4). This study investigates the experiences of purposely selected 20 first-year non-STEM mathematics preservice teachers at a State University in Negros Occidental in a PBL setting. This study employed concurrent triangulation mixed research methods and data collected through pre-tests, post-tests, and interviews. Pre-test results showed that the students were in the lower levels of CTS and performance in linear, quadratic, and polynomial functions problems. Most were Challenged Thinkers and performed at a minimal level. Post-test results showed that students improved their performance to Very Satisfactory as their level of CTS to be Advanced Thinkers. Focus group discussions (FGD) emphasized students' experiences with PBL. Results showed that PBL enhanced students' CTS and performance through exciting and challenging math problems, yet students find it tiring and time-consuming. They prefer teachers explaining step-by-step solutions.

The major concern of this paper is to advocate the integration of PBL strategies in classroom instruction as a way of promoting active learning. It is undoubted that the benefits of problem-based learning (PBL) are numerous. In the sciences, PBL has been well integrated in the curriculum. This research reports of an experience of integrating problem-based learning in an introductory Sociolinguistics course for 60 undergraduates of a Bachelors of English programme through a semester that ran for 14 weeks. A focused group interview and questionnaire were used to find out the perceptions of the students undergoing the hybrid PBL course. The findings of this study reveal that students generally enjoyed the PBL approach and found that they had little choice but to become active learners. Some challenges faced by the learners were also highlighted. These findings have implications for the integration of PBL in the field of social sciences.

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.

BackgroundThe coronavirus disease 2019 (COVID-19) pandemic has had a great impact on the traditional teaching mode (Lecture-based Learning, LBL) and laboratory teaching. To address this challenge, the researchers conducted online Problem-based learning (PBL) teaching and virtual simulation laboratory teaching through DingTalk, and evaluated the effectiveness of this method in teaching clinical biochemistry.MethodsWith the method of cluster sampling, the researchers randomly selected 60 students from two classes of the Class 2019 as the experimental group for this prospective experimental study. The theory class was taught online PBL through DingTalk, and experimental lectures were given by virtual simulation. After the experimental teaching, students were assessed for theory and operation. Self-administered questionnaires were administered through DingTalk. 65 students from our 2018 medical laboratory class were randomly selected as the control group, and offline LBL and traditional experimental teaching methods were used. Examination results were obtained through teaching portfolios.ResultsThe experimental group had significantly better examination scores in theoretical knowledge and experimental operational skills than the control group (87.45 ± 5.91 vs. 83.52 ± 9.94, P = 0.0095; 87.08 ± 12.42 vs. 80.18 ± 14.04, P = 0.0044). The results of the questionnaire survey revealed that the experimental group was more receptive to the DingTalk-PBL teaching method and virtual simulation laboratory teaching. Moreover, this hybrid teaching method was more effective in promoting basic knowledge understanding (95.0%, 57/60), facilitating the mastery of operational skills (93.3, 56/60), cultivating interest in learning (96.7%, 58/60), training clinical thinking (95.0%, 57/60), improving communication skills (95.0%, 57/60), and enhancing self-learning ability (91.7%, 55/60) and was more satisfying than traditional teaching method (all P < 0.05).ConclusionThe DingTalk-based PBL method combined with virtual simulation experiments was an effective and acceptable teaching strategy during the pandemic compared with the traditional teaching method.

Background; Innovative learning also known as Problem Based Learning (PBL) is student centered whereas Traditional teaching is tutor centered. PBL is a main method of acquiring and applying knowledge and thus develop life-long learning skills. Moi University school of Medicine uses PBL whereas University of Nairobi uses traditional learning methods. Objectives; To evaluate the perceptions of professional competence among medical doctors using innovative learning methods (PBL) as contrasted to traditional teaching methods in their medical education. Methods; This was a cross-sectional study carried out on the medical doctors from Moi University and University of Nairobi. Moi University uses problem-based learning whereas University of Nairobi uses traditional methods as a learning model. A total of 92 post internship medical doctors were recruited. After the obtaining an informed consent, data was collected from the sampled respondents. Data was analyzed using STATA version 10 to obtain descriptive variables. Results; From Moi University there were 37(40.2%) and from University of Nairobi were 55(59.8%). There were 38 females (41.3%) and 54 male (58.7%). Majority of the respondents (79.3%) were in the age range of 25-29years. A total of eight competencies were assessed. In all the eight assessed competencies, the P-value for variable rating in two competencies was less than 0.05. These were; Leadership skills and Planning, organization and working independently. Conclusion; PBL curricula graduates felt that they were better prepared in leadership skills as compared to counterparts who were trained using traditional teaching methods.

The context of the study presented in this paper is a sixth-semester undergraduate course on "Relational database management system" that was held in session 2009---2010. The course is part of the bachelor's degree curriculum of Computer Science and Engineering branch at Punjab Technical University, Punjab, India. It consists of a lecture course and a concurrent lab course. The common approach has been to divide the course into lectures, tutorials, and practicals. To conduct practical sessions, lab plan is prepared beforehand by the faculty. The course duration is 14---16 weeks. Here the lab course was conducted in a blended learning mode, starting with syllabus related tasks, then subject specific projects, and presenting team project results. Problem based learning (PBL) and Blogging have been introduced for practical sessions. This paper describes this novel approach in which problems are designed to cover the syllabus topics, and blogging is used to bridge the communication gap. A significant difference was seen between performance and attitude of the treatment group (PBL with blogging) and control group (only PBL) for Lab sessions. Additionally teamwork and communication skills were also significantly improved in the case of PBL with blogging class.

In this chapter, Mark Anthony Torrez discusses concepts related to the diversity of today’s college students. In the context of this chapter (and book), college student diversity is positioned as a central discourse, which fundamentally orients the research, theory, organization, and practice of U.S. higher education in the 21st century. Because people’s worldviews and ideologies are related to their decisions and behaviors, as we learn more about how higher education stakeholders differentially perceive diversity, we may also gain critical insight(s) into their differential motivations and modalities of engaging today’s college student population.

Carle Illinois College of Medicine.