Journal articles on the topic 'PBL programme'
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Mitchell, Nicole, Phillip Ebbs, and Samantha Burbidge. "A novel approach to problem-based learning in a paramedicine programme." International Paramedic Practice 9, no. 2 (June 2, 2019): 34–40. http://dx.doi.org/10.12968/ippr.2019.9.2.34.
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Background: Many paramedicine, nursing and medicine programmes use problem-based learning (PBL) to help bridge the gap between clinical theory and real-world practice. Aim: This paper describes a novel approach to PBL that has been used in a large, university-based paramedicine programme. Methods: Over a 3-year period, an applied pharmacology tutorial was progressively redesigned by a cross-disciplinary team of practising paramedic, pharmacy and educational design academics. Findings: A multi-space approach to PBL is described in six stages. Discussion: The pedagogical basis of the approach is examined. Strategies used within this subject are recommended for further evaluation and consideration.
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Adedayo, Sosina. "Need Assessment of Farmers in Crop-Livestock Production Systems in Ido Local Government Area, Oyo State, Nigeria." International Journal of Agricultural Extension 7, no. 2 (August 30, 2019): 177–86. http://dx.doi.org/10.33687/ijae.007.02.2730.
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Agricultural projects and programmes funded by governments and donor agencies often failed to achieve the desired set objective(s) at the system levels. The study tries to assess the existing production practices with a view of coming up with a consensus farmer need in a crop-livestock production system at Ido Local Government Area (LGA). The study used a three-stage-sampling technique to elicit information from 225 respondents. Ido Local Government Area was purposively selected for the study. Three cells were randomly selected for the research, three villages were randomly selected in each cell and twenty-five farmers were selected using the snowball selection technique. The data obtained from the Participatory Rural Appraisal were analyzed using descriptive statistics. The pairwise ranking tool helped in determining the importance of the identified problems from the FGD in the study area. The researcher identified the following problems (Pb) from the focus group discussion; inadequate capital for livestock production (Pb1), poor housing for livestock (Pb2), inadequate nutrition for livestock (Pb3), diseases of crops (Pb4), livestock and predatory attack on crops (Pb5). The pairwise comparison of percentage of Pb1 versus (vs) Pb2 was 80/20%, Pb1 vs Pb3 was 68/32%, Pb1 vs Pb4 was 80/20%, Pb1 vs Pb5 was 12/88%, Pb2 vs Pb3 was 68/32%, Pb2 vs Pb4 was 20/80%, Pb2 vs Pb5 was 20/80%, Pb3 vs Pb4 was 32/68%, Pb3 vs Pb5 was 20/80%, vs Pb4 vs Pb5 was 20/80% respectively. The ultimate farmers’ problem in crop-livestock production systems (CLPS) that needs immediate intervention and technical assistance was inadequate capital as perceived from the responses of the farmers.
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Kerr, Claire, and Elaine Smith. "An evaluation of the perceived effectiveness of problem-based learning on the Dundee MSc Educational Psychology training programme." Educational Psychology in Scotland 7, no. 1 (September 2005): 11–15. http://dx.doi.org/10.53841/bpsepis.2005.7.1.11.
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Problem-based learning (PBL) is an approach to teaching and learning that integrates learning using complex problems as the core curriculum. Other core features are its utilisation of small group and independent learning, and a focus on the development of life-long learning skills. A PBL approach was incorporated into the two-year postgraduate professional training programme for Educational Psychologists in cohort 2002–04.This paper presents initial results of a longitudinal evaluation of Educational Psychologists in Training’s (EPiTs) perceptions and experiences of PBL on the MSc training programme at Dundee University. Twenty-three EPiTs completed an anonymous questionnaire on PBL. There were three main areas of focus: the contribution of PBL to their level of preparedness for their future role as Educational Psychologists; the perceived strengths and weaknesses of the PBL approach; and their experiences of small group learning. The results are discussed in relation to changes made to the programme.
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Tingström, Pia R., Kitty Kamwendo, and Björn Bergdahl. "Effects of a Problem-Based Learning Rehabilitation Programme on Quality of Life in Patients with Coronary Artery Disease." European Journal of Cardiovascular Nursing 4, no. 4 (December 2005): 324–30. http://dx.doi.org/10.1016/j.ejcnurse.2005.04.008.
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Background: The aim of cardiac rehabilitation (CR) is not only physical improvement but also increased quality of life (QoL). A CR programme based upon problem based learning (PBL) philosophy was developed, to achieve and apply new knowledge related to coronary artery disease (CAD). The aim of this paper was to evaluate the impact of the PBL programme on QoL. Methods: 207 consecutive patients < 70 years of age with a recent event of CAD were randomised to a PBL group ( n = 104) or a control group ( n = 103). In addition to standard treatment, the PBL patients participated in 13 group sessions during 1 year, where individual learning needs and behavioural changes were focused upon. QoL was measured by the Ladder of Life, Self-Rated Health (SRH), SF 36, and Cardiac Health Profile (CHP). Results: Significant differences between the groups, favouring the PBL patients, were found by global instruments: more optimistic expectations of the future QoL and a better general condition. No differences were found by SRH, SF 36 or subscales of CHP, but QoL increased in both groups during the year. Conclusions: The main outcome was that QoL improved in both groups with some effects favouring the PBL programme.
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Subramanian, R. Raja, and C. Sivapragasam. "A Case Study on the Student Centric Course in Engineering Programme leveraging PBL." Journal of Engineering Education Transformations 35, no. 1 (July 1, 2021): 27–41. http://dx.doi.org/10.16920/jeet/2021/v35i1/22054.
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Abstract: Quantification of the quality of Engineers is a significant parameter contributing to an Industry person in recruiting an Engineering student, a government organization in sponsoring/ funding an entrepreneurial aspect of the student and an esteemed University in granting scholarship for higher education of the student. There is a need to improve the students' technological, communication, entrepreneurial skills during the course of the Engineering education. One such pedagogical technique contributing to student's skills is the Project Based Learning (PBL). Through PBL, students learn the courses instead of merely studying it. The significance of PBL and the consequences of practicing PBL in Engineering education is portrayed in this paper. The approach of PBL practiced in Kalasalingam Academy of Research and Education is explained with a case study of one of the courses, that followed PBL pedagogy. The evaluation pattern, rubrics and the supremacy of PBL over traditional pedagogy methods is estimated. Keywords: Project Based Learning, Assessment Methodologies, Engineering Education, Student Centric Course.
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Jefferies, Marcus, Swee Chen, and Jane Conway. "Assessment of Professional Competence in a Construction Management Problem-based Learning Setting." Construction Economics and Building 2, no. 1 (November 15, 2012): 47–56. http://dx.doi.org/10.5130/ajceb.v2i1.2886.
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This paper discusses the congruence between problem-based learning (PBL) and competencybased assessment and describes how competency based assessment has been implementedin a professional construction management programme. The design andunderlying principles of assessment approaches used to determine students' professionalcompetence through use of professional standards to frame learning and assessment arediscussed. Through presentation of preliminary findings of a case study that explores staffand student experiences in the construction management programme, the authors describethe issues and challenges they have encountered in implementing competencybased assessment in a PBL programme within the context of higher education.
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Griffith, Emma, Catherine Butler, Jenny Csecs, and Cara Davis. "An evaluation of a programme of problem-based learning within a clinical psychology doctorate." Psychology Teaching Review 24, no. 2 (2018): 38–54. http://dx.doi.org/10.53841/bpsptr.2018.24.2.38.
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Problem-Based learning (PBL) is a widely used teaching method in UK Clinical Psychology training. This study considers the experience of using PBL as part of the University of Bath’s Doctorate in Clinical Psychology. Questionnaire and focus group analyses suggest PBL was predominantly experienced as useful by trainees when completed during the first year of clinical training, especially in terms of skill development around leadership and team working; which was maintained at two-year follow-up when the same cohort of trainees completed an adapted version of the questionnaire during their third year of training. Trainees suggested some difficulties with PBL (e.g. anxieties concerning the lack of a teacher) and suggested improvements (e.g. to timetabling and the case vignette), which have helped sculpt new PBL teaching for subsequent trainees. This study has its limitations, and future research is recommended to further evaluate the use of PBL within clinical psychology training courses nationally.
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Jabarullah, Noor H., and Hafezali Iqbal Hussain. "The effectiveness of problem-based learning in technical and vocational education in Malaysia." Education + Training 61, no. 5 (June 10, 2019): 552–67. http://dx.doi.org/10.1108/et-06-2018-0129.
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PurposeThe purpose of this paper is to examine the impact of the use of problem-based learning (PBL) with engineering students at a technical university in Malaysia.Design/methodology/approachThe setting provided a unique opportunity to evaluate the impact of PBL, since Universiti Kuala Lumpur offers both the traditional, predominantly classroom-focussed approach to engineering and the more hands-on approach referred to as Higher Technical and Vocational Education and Training (HTVET). The study sample consisted of 453 third-year students’ enroled in both programmes at Universiti Kuala Lumpur.FindingsStudents in the HTVET programme responded better to PBL teaching methods, as evidenced by improved performance on written as well as lab-based assessments. This result indicates that students using the hands-on approach advocated by HTVET tend to obtain the greatest benefit from experiential, student-centred learning approaches. The analysis suggests the possibility that the PBL approach is a moderator of student performance in HTVET programmes. This possibility merits further investigation.Research limitations/implicationsThe sample included students from only one institution of higher learning, which was chosen because both types of programmes are offered there. In addition, the current study does not consider potential mediating or moderating variables.Originality/valueThe findings provide an empirical basis for implementing PBL as a form of experiential learning at higher education institutions, especially those using the HTVET model. Furthermore, they provide a justification for designing curriculum structures and student learning time with an emphasis on active and experiential learning, thereby maximising the effectiveness of a hands-on approach, rather than the “minds-on” theoretical approach advocated by traditional engineering programmes in enhancing the teaching and learning experience.
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Noprianty, Richa. "Pendapat Mahasiswa terhadap Implementasi PBL pada Kurikulum Berbasis Kompetensi Program Studi S1 Keperawatan." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 5, no. 2 (July 31, 2016): 78. http://dx.doi.org/10.22146/jpki.25319.
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Background: New paradigm in health profession education caused exchange of medical education curriculum from conventional to Competency Based Curriculum (CBC). One teaching methode of competence-based curriculum implementation is Problem Based Learning (PBL). PBL was impemented in Bachelor of Nursing Programme STIKes Dharma Husada Bandung since 2010. This research aim was to analyse students opinion about the implementation of Problem Based Learning (PBL) for Bachelor phase of Nursing Programme in STIKes Dharma Husada Bandung.Method: This research was cross sectional study using questionnaires to students of level 2 and 3 Bachelor of Nursing. Total 114 students out of a population of 160 students (with stratified random sampling) involved in this study. Results: This study showed that most students (85.1%) gave positive opinion on PBL if socialized in the beginning of learning process. Scenario has stimulated the students as much as 71.1%, and the role of moderator and secretary duties as much as 77.2%, while skills lab instructors imprecise 50% weighting in accordance with the duties of assessment, there are 41.2% who disagree and knowledge becomes widely agreed as much as 77.2% of studentsConclusion: Most of the students gave positive opinion on PBL socialization in the beginning of the learning process. About 50% students felt skills lab instructor usually hard to be on-time and the literatures provided were not sufficient.
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Engku Ibrahim, Engku Haliza. "Problem-based Learning (PBL) in Sociolinguistics as a Way of Encouraging Active Learning." MATEC Web of Conferences 150 (2018): 05075. http://dx.doi.org/10.1051/matecconf/201815005075.
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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.
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Otting, Hans, and Wichard Zwaal. "Critical Task Characteristics in Problem-Based Learning." Industry and Higher Education 20, no. 5 (October 2006): 347–57. http://dx.doi.org/10.5367/000000006778702283.
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Tasks and problems in problem-based learning (PBL) are supposed to trigger and structure the learning process. The quality of problems in PBL is generally regarded as an important driver of the individual and collaborative learning processes. Although the importance of the PBL task is widely recognized, there is a lack of empirical findings and guidelines for the construction and evaluation of the tasks. The main goal of this study is to develop a valid and useful checklist for the construction and evaluation of PBL tasks. A checklist with critical characteristics of tasks will serve two purposes: it will support instructional designers in creating and constructing appropriate tasks, and it will provide a tool that can be applied to the evaluation of PBL tasks. Data for the study were gathered from a sample of undergraduate students and instructors on a hospitality management programme. Participants filled out a questionnaire with 94 importance and performance statements covering nine characteristics of PBL tasks. The results show that an instrument with 44 items and six factors seems to cover the key characteristics of PBL tasks.
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Sylvester, Cath, Jonny Hall, and Elaine Hall. "Problem-based learning and clinical legal education: What can clinical educators learn from PBL?" International Journal of Clinical Legal Education 4 (July 18, 2014): 39. http://dx.doi.org/10.19164/ijcle.v4i0.110.
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<p>This paper originated as a session at the Society of Legal Scholars conference in Leicester in September 2002. The writers4 have been teaching in Northumbria University’s Student Law Office for a number of years. We knew the practical benefits of clinical legal education but two particular problems presented themselves. The first was articulating the rationale for doing it beyond the fact that it exposes students to real practice. Given the fact that the UK already has a training contract regime whereby trainee solicitors spend the first two years of their professional life being supervised and supported by qualified professionals, what is the purpose of clinical legal education? The second problem we had arose when we looked at our Year 3 training programme5 and then student attitudes and ability when they reached the Year 4 programme.</p><p>We found that many of our new Year 4 students did not engage in our firm meetings to discuss other students’ cases very well. That once the client had been interviewed many of them simply approached their supervisor for the next step. That they effectively expected the supervisor to tell them where to look for the law, or just tell them the law. In short that they had some way to go in becoming effective problem solvers.</p><p>It was these difficulties that drew us to the theory of Problem Based Learning (PBL) and its methodology. This paper explores this element of what we are trying to achieve through the clinic experience, the basic theory of PBL6, a description of the problems that we have encountered with our programme, the implementation of PBL in our Year 3 programme and some research conducted into the student experience in our new Year 3 programme.</p>
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Seki, Masayasu, Yasuki Fujinuma, Masato Matsushima, Tatsuhiro Joki, Hideo Okonogi, Yasuhiko Miura, Iwao Ohno, and Jun Hiramoto. "Use of a 2-year continuing professional development programme to change Japanese physicians’ attitudes to learning primary care: a qualitative study." BMJ Open 12, no. 7 (July 2022): e059925. http://dx.doi.org/10.1136/bmjopen-2021-059925.
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ObjectiveTo evaluate changes in the learning attitudes of primary care physicians.DesignQualitative study through one focus group interview with the programme’s participants. Analysis of the focus group content using the Steps for Coding and Theorization method.SettingJapan.ParticipantsEight primary care physicians who completed a 2-year continuing professional development (CPD) programme using a problem-based learning (PBL) approach, focused on acquiring the skills needed to practise as primary care physicians in the community.ResultsParticipants described positive changes in their attitudes and behaviours as a result of the training programme. These changes were grouped into three main themes: ‘changes in learning methods regarding medical practice’, ‘encounters with diverse perspectives and values, and confidence gained from those encounters’, and ‘showing one’s attitude towards learning and its influence on others’. The experienced practitioners participating in this study reported that the programme helped them apply their skills more broadly; for example, searching the literature for psychosocial aspects of practice and engaging more comfortably with diverse perspectives. They reported the positive impact of their learning on their coworkers.ConclusionA 2-year CPD programme using PBL can influence primary care physicians’ attitudes and learning-related behaviours. Further research is needed to determine which specific aspects of the programme are the most effective and whether the changes in attitudes and behaviours described affect patient care.
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Ali, Mustafa, and Abdulaziz Alshammari. "Effects of Project-Based Learning on Postgraduate Students' Research Proposal Writing Skills." European Journal of Educational Research 12, no. 1 (January 15, 2023): 189–200. http://dx.doi.org/10.12973/eu-jer.12.1.189.
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<p style="text-align: justify;">Research is considered a vital component for propelling progress and development. This study aims to investigate the effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study recommended the adoption of PBL in undergraduate programmes as well as in high school education.</p>
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Goh, Clarence, Yuanto Kusnadi, Gary Pan, and Poh Sun Seow. "Enhancing Cultural Intelligence and Digital Literacy in Accounting Education: Insights from a University’s Global Student Consulting Programme." International Journal of Education (IJE) 09, no. 02 (June 30, 2021): 01–12. http://dx.doi.org/10.5121/ije2021.9201.
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Recent literature has advocated for the use of project based learning to engage students in active learning. This study examines how students’ learning is enhanced through an overseas project-based learning (PBL) programme at a Singapore University (UNIS), called the UNIS-XO pedagogy. Specifically, this study provides a framework through which students, faculty members, and industry partner can collaborate through consulting programs with the aim to provide feasible recommendations to the clients. Our findings suggest that an experiential PBL with an overseas client is an important learning experience through which students can strengthen their digital literacy as well as cross-cultural competency to make them more futureready for their work.
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Czabanowska, Katarzyna, Jos H. C. Moust, André W. M. Meijer, Peter Schröder-Bäck, and Herma Roebertsen. "Problem-based Learning Revisited, introduction of Active and Self-directed Learning to reduce fatigue among students." Journal of University Teaching and Learning Practice 9, no. 1 (January 1, 2012): 73–86. http://dx.doi.org/10.53761/1.9.1.6.
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Despite several years of successfully applying problem-based learning at Maastricht University, the Faculty of Medicine observed a slow erosion of problem-based practices and “PBL fatigue” among themselves and students. In response to this fatigue and new research into the development of the young adult brain, Active Self-Directed Learning was introduced through the new bachelor of European Public Health programme in an effort to re-energise the classical PBL model and reduce or eliminate erosion. ASDL is split into a four part learning cycle: 1) sensitisation, 2) exploration, 3) integration, and 4) application. The cycle supports problem-based learning and the developing minds of students through the integration of information, critical thinking and self-evaluation, while also teaching self-responsibility and team management skills. When applied as part of a problem-based learning curriculum, ASDL at Maastricht University helped reduce PBL fatigue and re-energised students’ interest in PBL within the first EPH cohort (2006-2009) according to survey feedback obtained after the 5th semester. The positive student response was tempered by recommendations on how to continue improving the ASDL model.
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Dewi, Luh Ayu Viarini, Nancy M. Rehatta, and Budi Utomo. "IDENTIFIYING THE SUCCESSFULNESS OF A PROBLEM-BASED LEARNING IN AN UNDERGRADUATE MEDICAL EDUCATION PROGRAMME." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 7, no. 3 (December 13, 2018): 170. http://dx.doi.org/10.22146/jpki.41838.
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Background: Problem Based Learning (PBL) is active learning with a student-centered approach where unstructured issues are used as starting points for inquiry and learning process and problem-based learning is one of the teaching uses stimulus materials in helping the college students figure out the problems, questions, or issues. In a PBL system, the instructor helps the students develop problem solving skills, self-directed learning, so students can identify what they need to know how to know and how to access new information they need.Method: A cross-sectional study, using questionnaire distributed to 2015th generation of medical students in medical faculty of Airlangga University.Results: Result of data settlement, got 2 ways that is subjective and objective way, by using questioner by student, and objective using result of graduation of the course. From the results of the study, the results of the study program are prepared from students who are directly graduated from the problem-based learning program.Conclusion: This problem-based learning program is more successful than not using problem-based learning.
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Coleman, Iain P. L., and Adam S. Watts. "Use of PharmaCALogy Software in a PBL Programme to Teach Nurse Prescribing." Bioscience Education 10, no. 1 (December 2007): 1–11. http://dx.doi.org/10.3108/beej.10.1.
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Haghparast, H., A. Ghorbani, and M. Rohlin. "Dental students’ perception of their approaches to learning in a PBL programme." European Journal of Dental Education 21, no. 3 (March 9, 2016): 159–65. http://dx.doi.org/10.1111/eje.12195.
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Reynolds, Rysia, David Saxon, and Graham Benmore. "Impact on the Student Experience of Extending Problem-Based and Enquiry-Based Learning." Industry and Higher Education 20, no. 5 (October 2006): 359–70. http://dx.doi.org/10.5367/000000006778702364.
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This article reports on extended research into the use of enquiry-based learning (EBL) and problem-based learning (PBL) in a human resource management undergraduate programme. The authors have collected and analysed qualitative and quantitative data over a three-year period, some of which have been previously reported (Reynolds and Benmore, 2003, 2006). Here they present their analysis of the most recent data. They present further evidence that EBL/PBL activities have a significant role to play in the development of independent learning, teamworking skills and the acquisition of deeper knowledge. However, the extent to which these benefits are realized will be influenced by key factors such as cohort culture, small group interaction and student ability levels.
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Pichel, Jaro, Barend Last, Julie De Ronde, Alicja Garbaciak, Henrietta Hazen, and Stefan Jongen. "Information-Wise." Journal of Information Literacy 15, no. 1 (January 11, 2021): 105. http://dx.doi.org/10.11645/15.1.2845.
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At Maastricht University (UM), the importance of information literacy (IL) is widely recognised – students require structured support in dealing independently with (academic) information, and encouragement to develop creative and critical approaches when faced with complex questions and sources. IL is especially significant in a problem-based learning (PBL) environment such as that offered by UM, which advocates a constructive, contextual, collaborative, and self-directed approach toward learning and knowledge creation.
The project Information-Wise launched in February 2019 and resulted in an evidence-informed IL programme for bachelor students. The ADDIE model (analysis, design, development, implementation, evaluation) was adopted to organise the development process of the programme. The analysis phase was conducted by gathering qualitative and quantitative evidence. Two literature reviews and a university-wide survey with responses from over 600 bachelor students and about 100 staff teachers resulted in recommendations for an IL programme at UM. The design phase consisted of the development of an IL framework that embraces the PBL vision of UM. The framework consists of four dimensions: 1) Resource Discovery, 2) Critical Assessment, 3) Organising Information, 4) Creation & Communication. In order to translate the conceptual research outcomes and framework dimensions into educational practices, the project team created a developmental rubric with intended learning outcomes (ILOs). In the development phase, a five-step piloting approach was used to design teaching activities and assessments that support students in achieving these rubric ILOs. The constructive alignment approach helped to align these activities with the content of the subject courses in which these pilots took place. Part of the IL programme is an online curriculum consisting of generic and discipline-specific online modules. For the implementation phase, this report presents Do’s, Don’ts, and Don’t knows, which outline the future integration of the IL programme into faculty curricula. The evaluation phase still has to be done.
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Kostanian, Z. V., and S. Iu Kuznetsova. "Professionally-oriented approach to teaching english genre writing to journalism students." Philology at MGIMO 6, no. 4 (December 28, 2020): 89–102. http://dx.doi.org/10.24833/2410-2423-2020-4-24-89-102.
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The article describes the experience of implementing the innovative programme Basic Journalism Writing (BJW) aimed at B2+-C1 (CEFR) journalism students. The programme was tested among first and second year bachelor students at the Faculty of Journalism, Moscow State University, in 2018-2020. The article analyses a complex methodological approach, which combines elements of Content and Language Integrated Learning (CLIL), process and product writing and Project-Based Learning (PBL). The programme is aimed at improving students’ English writing skills by means of developing journalistic competencies: genre writing, editing, pitching and publishing. In its step-by-step approach it guides the learner from meticulously studying and analyzing texts of various genres, from breaking news and features to opinion articles and reviews, to writing their own articles and publishing them in English language student media created as part of the programme. The article summarizes the results and draws the conclusions about the efficiency of project-based approach to writing for journalism students.
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Lungu, Iuliana. "Project-based Learning as an Efficient Way of Studying English for Specific Purposes." Logos Universality Mentality Education Novelty: Philosophy & Humanistic Sciences 10, no. 1 (August 31, 2022): 45–52. http://dx.doi.org/10.18662/lumenphs/10.1/63.
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This article is based on a Project-based Learning (PBL) experience which has been successfully developed during the last academic year, 2021-2022, with the students of the 2nd year of study, Faculty of Psychology and Educational Sciences, Specialization Pedagogy of Primary School and Pre-school Education, in the context of promoting and sustaining innovative learner-centred methods. In fact, it was an attempt to move from theory to practice as a result of my recent participation within a project, financed by the EU through the Erasmus+ programme, the Restart for Education in a Digital Era through Project-Based E-learning (Restart4EDU). Therefore, the paper aims to share my first project-based learning (PBL) experience designed and implemented in an English as a Foreign Language (ELF) classroom, as a way of involving the students in an simultaneous process of learning language, content and skills. The learning outcomes did not take long to appear. On the one hand, the students received PBL very well. They acquire not only the 21st century skills, but also those related to language such as listening, reading, speaking, and writing skills, with their related components, vocabulary, gramma rand pronunciation). Moreover, they come to use authentic language materials and improve communication competences. On the other hand, there were some challenges that should be considered before using this approach in the classroom. Further studies focusing on implementing PBL are needed, in particular on measuring its efficiency, and finding ways to overcome its disadvantages. Finally, PBL should become part of the university curriculum.
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Rukajärvi-Saarela, Maija, and Tiina Ylä-Kero. "Designing Chemistry Project course at Centria University of Applied Sciences." Lumat: International Journal of Math, Science and Technology Education 1, no. 1 (January 30, 2013): 123–30. http://dx.doi.org/10.31129/lumat.v1i1.1128.
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In the study programme of chemical technology at Centria University of Applied Sciences, project studies have been designed since 2011, and evaluation of the progress was done for the first time in spring 2012. Chemistry Project course is based on the methods of Problem Based Learning (PBL) and Project Oriented Problem Based Learning (POPBL). The aim is to train self-directed experts of the field with teamwork and collaboration skills.
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Borg, Christel, Johanna Tell, Terese Lindberg, Lina Nilsson, Anki Olsson, and Lisa Skär. "Problembaserat lärande i kombination med digitala verktyg för genomförande av sjuksköterskeutbildning under Covid-19 pandemin." Högre utbildning 12, no. 2 (December 2, 2022): 177–22. http://dx.doi.org/10.23865/hu.v12.3560.
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När covid-19 pandemin bredde ut sig våren 2019 förändrades förutsättningarna för att bedriva utbildning. För Sveriges lärosäten för högre utbildning innebar det att i stort sett all undervisning med kort framförhållning behövde planeras om för att genomföras på distans. Campusförlagd sjuksköterskeutbildning har fokus på både teoretiska och praktiska kurser och därmed blev omställningen till distans uppenbar. Sjuksköterskeprogrammet vid det studerade lärosätet genomförs med problembaserat lärande (PBL), där utgångspunkten är fysiska möten i mindre grupper. Undervisningen fick genom omställningen genomföras med digitala verktyg. Denna omställnings påverkan på sjuksköterskeutbildningen är viktigt att reflektera över då framtidens undervisning och lärande sannolikt kommer bli alltmer hybrid. Nyckelord: Problembaserat lärande, digitala verktyg, sjuksköterskeutbildning, Covid-19 pandemin ENGLISH ABSTRACT Problem-based learning with digitals tools in the nursing programme during the Covid-19 pandemicDuring the spring 2019, the prerequisites for conducting education were changed due to the pandemic. For higher education in Sweden almost all education switches on to digital education. Nursing education has focus on both theoretical and practical courses, which is a challenge for digital or distance education. Furthermore, the nursing programme at the studied university used problem-based learning (PBL), with base-groups at campus. Instead of physical meetings at campus, the base-groups took part with digital tools. The impact of base-groupsmeeting with digital tools are important to reflect on, especially since the education and learning of future probably will be more hybrid.
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Uziak, Jacek, and Venkata P. Kommula. "Application of Problem Based Learning in Mechanics of Machines Course." International Journal of Engineering Pedagogy (iJEP) 9, no. 1 (February 22, 2019): 68. http://dx.doi.org/10.3991/ijep.v9i1.9673.
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The predominant educational methods in engineering education follow traditional classroom teaching, with some elements of tutorials and lab work. Although, there has been a growing tendency in recent years to introduce elements of active learning, and in particular problem-based (PBL) and project-based learning (PjBL). The paper reports on an attempt to use PBL in a topic on kinematics analysis of planar linkages, in a 3-credit course on Mechanics of Machines, offered in Year 3 of a 5-year BEng Mechanical Engineering programme. The aim of this study was to investigate the students’ response and perception to such a learning environment. A survey was administered to investigate students’ views on the application of problem-based learning in the course.
The survey proves that the students responded well to the new approach en-joying activity (72%), trying hard (94%) feeling positive (68%), considering time spent to be beneficial (90%) and believing in instructor having best interest of the students in mind (74%). The response was also positive to interest generation and motivation towards the topic; 82% and 78% positive responses, respectively. The students were convinced about the learning new knowledge aspect of PBL. The majority declared learning more by gathering information themselves (66%) and especially more details on the topic in comparison to the traditional lecture/tutorial approach (72%).
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Malan, Sharon B., Mdutshekelwa Ndlovu, and Petra Engelbrecht. "Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills." South African Journal of Education 34, no. 1 (February 5, 2014): 1–16. http://dx.doi.org/10.15700/201412120928.
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Jeppesen, Mette Møller. "Language in the technology subject at the Danish Higher Technical Examination Programme." Journal of Pragmatic Constructivism 11, no. 1 (June 8, 2021): 29–42. http://dx.doi.org/10.7146/jopracon.v11i1.127251.
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Working with problem-based learning (PBL) in the technology subject differentiates The Higher Technical Examination Programme (HTX) from other secondary school programs in Denmark. Challenges include interpretation of different elements which vary from teacher to teacher as the teachers have very different professional backgrounds. This has consequences for students and indicates that a solid disciplinary tradition has yet to be developed. It could possibly be argued that teachers’ communications on the subject, are only abstractions and not concepts. To solve these problems, it seems pertinent to apply the conceptualising method (Nørreklit 1973), to create useful and precise concepts free from possible ambiguities as a contribution to a coordinated language. In conclusion, it has been possible to use Pragmatic Constructivism (PC) to unfold the language games of the technology subject and enable the teachers to discuss their subject with each other thereby creating change in the subject and organisation.
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Naalsund, Liv unni. "Design and Evaluation of an Assessment Programme for a PBL-course in Applied Pharmacology and Therapeutics." Pharmacy Education 2, no. 1 (January 1, 2002): 15–21. http://dx.doi.org/10.1080/15602210290028110.
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Jung, Bonny, Joyce Tryssenaar, and Seanne Wilkins. "Becoming a tutor: exploring the learning experiences and needs of novice tutors in a PBL programme." Medical Teacher 27, no. 7 (November 2005): 606–12. http://dx.doi.org/10.1080/01421590500069728.
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Groves, Michele, Peter O’rourke, and Heather Alexander. "The association between student characteristics and the development of clinical reasoning in a graduate-entry, PBL medical programme." Medical Teacher 25, no. 6 (November 2003): 626–31. http://dx.doi.org/10.1080/01421590310001605679.
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Peng, Fanke, Benjamin Altieri, Todd Hutchinson, Anthony J. Harris, and Daniel McLean. "Design for Social Innovation: A Systemic Design Approach in Creative Higher Education toward Sustainability." Sustainability 14, no. 13 (July 1, 2022): 8075. http://dx.doi.org/10.3390/su14138075.
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The role and responsibilities of our creative Higher Education are evolving in our ever-changing society. Systemic design thinking equips our design students with the means to promote sustainable development objectives via engagement, community building and discourse. This study reflects on interdisciplinary resource recovery projects for the City of Adelaide (CoA) during a final-year systemic design course in the Product Design programme at the University of South Australia. Since 2015, the core design team has collaborated with external partners outside of HE sectors, including NGOs, local councils, the Australian Capital Territory (ACT) government and the South Australia (SA) government, to promote social innovation towards sustainability. Systemic design is one of the core courses of the Bachelor of Design, Product Design programme within the faculty of Creative, University of South Australia. In this course, system thinking combined with project-based learning (PBL) was adapted and illustrated to demonstrate good systemic design practice for social innovation. This study was focussed on how we can collaborate on a variety of interdisciplinary projects to contribute to the realisation of the United Nations’ (UN) Sustainable Development Goals (SDGs) from a human-centred systemic design perspective.
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Solazzo, E., R. Bianconi, G. Pirovano, M. D. Moran, R. Vautard, C. Hogrefe, K. W. Appel, et al. "Evaluating the capability of regional-scale air quality models to capture the vertical distribution of pollutants." Geoscientific Model Development 6, no. 3 (June 12, 2013): 791–818. http://dx.doi.org/10.5194/gmd-6-791-2013.
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Abstract. This study is conducted in the framework of the Air Quality Modelling Evaluation International Initiative (AQMEII) and aims at the operational evaluation of an ensemble of 12 regional-scale chemical transport models used to predict air quality over the North American (NA) and European (EU) continents for 2006. The modelled concentrations of ozone and CO, along with the meteorological fields of wind speed (WS) and direction (WD), temperature (T), and relative humidity (RH), are compared against high-quality in-flight measurements collected by instrumented commercial aircraft as part of the Measurements of OZone, water vapour, carbon monoxide and nitrogen oxides by Airbus In-service airCraft (MOZAIC) programme. The evaluation is carried out for five model domains positioned around four major airports in NA (Portland, Philadelphia, Atlanta, and Dallas) and one in Europe (Frankfurt), from the surface to 8.5 km. We compare mean vertical profiles of modelled and measured variables for all airports to compute error and variability statistics, perform analysis of altitudinal error correlation, and examine the seasonal error distribution for ozone, including an estimation of the bias introduced by the lateral boundary conditions (BCs). The results indicate that model performance is highly dependent on the variable, location, season, and height (e.g. surface, planetary boundary layer (PBL) or free troposphere) being analysed. While model performance for T is satisfactory at all sites (correlation coefficient in excess of 0.90 and fractional bias ≤ 0.01 K), WS is not replicated as well within the PBL (exhibiting a positive bias in the first 100 m and also underestimating observed variability), while above 1000 m, the model performance improves (correlation coefficient often above 0.9). The WD at NA airports is found to be biased in the PBL, primarily due to an overestimation of westerly winds. RH is modelled well within the PBL, but in the free troposphere large discrepancies among models are observed, especially in EU. CO mixing ratios show the largest range of modelled-to-observed standard deviations of all the examined species at all heights and for all airports. Correlation coefficients for CO are typically below 0.6 for all sites and heights, and large errors are present at all heights, particularly in the first 250 m. Model performance for ozone in the PBL is generally good, with both bias and error within 20%. Profiles of ozone mixing ratios depend strongly on surface processes, revealed by the sharp gradient in the first 2 km (10 to 20 ppb km−1). Modelled ozone in winter is biased low at all locations in the NA, primarily due to an underestimation of ozone from the BCs. Most of the model error in the PBL is due to surface processes (emissions, transport, photochemistry), while errors originating aloft appear to have relatively limited impact on model performance at the surface. Suggestions for future work include interpretation of the model-to-model variability and common sources of model bias, and linking CO and ozone bias to the bias in the meteorological fields. Based on the results from this study, we suggest possible in-depth, process-oriented and diagnostic investigations to be carried out next.
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Tejada, Jesús, and Tomás Thayer Morel. "Design and validation of a music technology course for initial music teacher education based on the TPACK framework and the project-based learning approach." Journal of Music, Technology and Education 12, no. 3 (December 1, 2019): 225–46. http://dx.doi.org/10.1386/jmte_00008_1.
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This project outlines a design for, and presents an evaluation and validation of, an information and communication technology (ICT) training course on an initial teacher education programme for pre-service music teachers at a Spanish University. The primary objective was to improve initial teacher education in music technology through a course design with two key components: (1) constructivist learning through collaborative projects (PBL) and (2) the technological pedagogical content knowledge (TPACK) integration framework. The course saw students carry out four real-life projects, three of which involved the elaboration of educational material through the exclusive use of musical technology, and one of which involved an ICT research project. Results were obtained through an end-product evaluation and a self-assessment questionnaire and indicated that the course was well received and highly valued by the participants. In their self-assessment responses, students spoke of the academic value of the course, a confidence in their own skills, their willingness to use ICTs in future teaching contexts, the importance of ICTs in their degree programme, the fact that the course surpassed their expectations in terms of achievement (a fact corroborated through data triangulation in the end-product evaluation) and the transferability of the knowledge acquired to the music classroom. Finally, they provided suggestions for potential improvements to the course.
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Shia, Nessie, and Veronica Bankole. "The evaluation of an interdisciplinary learning initiative in managing depression." Journal of Practice Teaching and Learning 8, no. 1 (December 20, 2012): 31–50. http://dx.doi.org/10.1921/jpts.v8i1.358.
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This paper reports the findings from a descriptive study exploring community-nursing students’ experiences of interdisciplinary learning on managing depression. The study was completed as part of a specialist module workshop included in a post-registration community specialist practitioner programme. Questionnaire data included attitude ratings and qualitative evaluations of problem-based learning (PBL). A cohort of 34 community nurses responded. The findings identified issues relating to the learning process and its influence on the knowledge gained and attitudes to team work. Community nurses reported the workshop was thought provoking and the challenging issue is the different opinions of the district nurses role in managing depression from the perspective of the students. This study suggests that problem based learning had a positive impact on students’ learning which makes it a well-received contribution to learning. It also reinforced the importance of healthy attitudes towards collaboration in promoting mental health practice. All of these do ultimately have implications for clinical practice.
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Shaw, Sue, David Gerrett, and Bruce Warner. "A preliminary study to evaluate the impact of problem-based learning (PBL) to a postgraduate clinical pharmacy programme in the UK." Pharmacy Education 6, no. 1 (March 1, 2006): 33–39. http://dx.doi.org/10.1080/15602210500528174.
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Petross, Chisomo, Shannon McMahon, Julia Lohmann, Rachel P. Chase, Adamson S. Muula, and Manuela De Allegri. "Intended and unintended effects: community perspectives on a performance-based financing programme in Malawi." BMJ Global Health 5, no. 4 (April 2020): e001894. http://dx.doi.org/10.1136/bmjgh-2019-001894.
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BackgroundSeveral performance-based financing (PBF) evaluations have been undertaken in low-income countries, yet few have examined community perspectives of care amid PBF programme implementation. We assessed community members’ perspectives of Support for Service Delivery Integration - Performance-Based Incentives (‘SSDI-PBI’), a PBF intervention in Malawi, and explored some of the unintended effects that emerged amid implementation.MethodsWe conducted 30 focus group discussions: 17 with community leaders and 13 with mothers within catchment areas of SSDI-PBI implementing facilities. We analysed data using the framework approach.ResultsCommunity leaders and women had mixed impressions regarding the effect of SSDI-PBI on service delivery in facilities. They highlighted several improvements (including improved dialogue between staff and community, and cleaner, better-equipped facilities with enhanced privacy), but also persisting challenges (including inadequate and overworked staff, overcrowded facilities and long distances to facilities) related to services in SSDI-PBI-implementing facilities. Further, respondents described how four targeted service indicators related to maternal risk factor management, antenatal care (ANC) in the first trimester, skilled birth attendance and couple’s HIV testing sparked unintended negative effects as experienced by women and communities. The unintended effects included women returning home for delivery, women feeling uncertain about their pregnancy status, women feeling betrayed or frustrated by the quality of care provided and partnerless women being denied ANC.ConclusionPBF programmes such as SSDI-PBI may improve some aspects of service delivery. However, to achieve system improvement, not only should necessary tools (such as medicines, equipment and human resources) be in place, but also programme priorities must be congruent with cultural expectations. Finally, facilities must be better supported to expect and then address increases in client load and heightened expectations in relation to services.
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Alobaidi, Amina. "Community- Based Education: Tikrit University College of Medicine Experience. PART ONE: Concept and Rationale of Community –Based Education." International Journal of Medical Sciences 1, no. 3 (August 1, 2018): 69–72. http://dx.doi.org/10.32441/ijms.v1i3.106.
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Tikrit University College of Medicine [TUCOM] is a community based college incorporating PBL and it is the first and only medical school in Iraq to introduce an innovative curriculum [1]. TUCOM/CBE programme constitutes a community based curriculum including an acceptable balance of community based activities through out of the educational settings [6 years of study] [2]. CBE is one of the most powerful and important teaching and learning strategy that allows students to study the sources, nature and magnitude of health and related problems [3]. In CBE, the community plays an important role in determining its own health needs, health problems and to overcome such problems. Furthermore, the students encouraged to learn from the community and assist them to attain their educational objectives [4]. Furthermore, well planning and well implementation of CBE are the important factors that driven the outcome of such innovative education method [5]. Recently, Worley [5] perform analysis of CBE and proposed a model for the key relationship in which student must be an active participant to facilitate high quality learning. He provided evidence for “the role of clinical, institutional, social and interpersonal relationships in providing a framework for describing quality in CBME curricula- the 4R model”
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Kiran Fatima Mehboob Bana, Muhammad Shahid Shamim, and Zeelaf Shahid. "Self-assessment of active learning and critical thinking during problem-based learning: an exploratory study." Journal of the Pakistan Medical Association 72, no. 9 (August 15, 2022): 1771–74. http://dx.doi.org/10.47391/jpma.4473.
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Objective: To assess whether problem-based learning enhances students’ perception of their active learning and critical thinking skills with time, and to validate the self-assessment scale regarding active learning and critical thinking in the local context. Method: The exploratory study was conducted at the Bahria University Dental College, Karachi, from February to September 2020, and comprised dental undergraduates in their first and second years of the academic programme Data was collected using the self-assessment scale on active learning and critical thinking questionnaire which was administered twice after problem-based learning tutorials. Data was analysed using SPSS 23. Results: There was a significant difference in the mean questionnaire scores of modules 1 and 3 of the first-year batch and modules 4 and 6 of the second-year batch (p=0.001). Cronbach’s alpha value was 0.735 in the first-year cohort and 0.802 in the second-year cohort. Conclusion: Dental students’ perception of active learning and critical thinking increased with time using problem-based learning as the tool. The self-assessment scale on active learning and critical thinking was also found validated in the local context. Key Words: Active learning, Critical thinking, Dental undergraduates, Problem-based learning, PBL, Self-assessment.
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De Allegri, Manuela, Chris Makwero, and Aleksandra Torbica. "At what cost is performance-based financing implemented? Novel evidence from Malawi." Health Policy and Planning 34, no. 4 (May 1, 2019): 282–88. http://dx.doi.org/10.1093/heapol/czz030.
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Abstract Our study estimated the full economic cost of implementing performance-based financing [PBF, the Support for Service Delivery Integration Performance-Based Incentives (SSDI-PBI) programme], as a means of first introducing strategic purchasing in a low-income setting, Malawi. Our analysis distinguished design from implementation costs and traces costs across personnel and non-personnel cost categories over the 2012–15 period. The full cost of the SSDI-PBI programme amounted to USD 3 402 187, equivalent to USD 6.46 per targeted beneficiary. The design phase accounted for about one-third (USD 1 161 332) of the total costs, while the incentives (USD 1 140 436) represented about one-third of the total cost of the intervention and about half the cost of the implementation phase. With a cost of USD 1 605 178, personnel costs represented the dominant cost category. Our study indicated that the introduction of PBF entailed consumption of a substantial amount of resources, hence representing an important opportunity cost for the health system.
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Czajka, Agnieszka, Monika Markiewicz, Beata Kowalska, and Urszula Smolińska. "Reaction of clubroot-resistant genotypes of Brassica rapa, Brassica napus and Brassica oleracea to Polish Plasmodiophora brassicae pathotypes in laboratory tests." European Journal of Plant Pathology 158, no. 2 (August 26, 2020): 533–44. http://dx.doi.org/10.1007/s10658-020-02100-y.
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Abstract The Brassica genotypes selected for the experiments were previously found to be resistant to various Plasmodiophora brassicae pathotypes (Pb). Their interaction with pathotypes Pb2, Pb3 and Pb9 isolated in Poland was studied, using macroscopic observation for the presence of root galls, microscopic observations of P. brassicae plasmodia in the root hairs and quantitative PCR for determination of the pathogen’s quantity in plant roots and growing media. Of the Brassica genotypes studied, only B. rapa var. capitata line AABBcc was fully resistant to all the Polish pathotypes of P. brassicae. Some of the other “clubroot-resistant” genotypes tested were resistant to selected pathotypes, e.g. Brassica napus var. rapifera ‘Wilhelmsburger’ to Pb 2 and Pb3, Brassica oleracea var. capitata ‘Kilaton F1’ to Pb2 and Brassica rapa subsp. pekinensis ‘Bilko F1’ to Pb3, but were susceptible to others. B. oleracea var. capitata ‘Bindsachsener’, B. oleracea var. acephala subvar. lacinata ‘Verheul’ and B. napus var. napus ‘Mendel F1’ were moderately to highly susceptible to all Polish P. brassicae pathotypes. These results show that the classification of virulence of P. brassicae pathotypes selected in various areas differs significantly toward the same Brasssica genotypes and puts in question the practical value of pathotype classification determined with differential sets for farmers and plant breeders. Our results showed that B. rapa var. capitata AABBcc line, B. napus var. rapifera ‘Wilhelmsburger’, B. oleracea var. capitata ‘Kilaton F1’, B. rapa subsp. pekinensis ‘Bilko F1’ could be considered in Brassica breeding programmes as a source of resistance to Polish P. brassicae isolates.
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Mohd Sharif, Shahida, Izyan Ayuni Mohamad Selamat, and Januarius Gobilik. "STUDENTS EMPOWERMENT IN CAMPUS SUSTAINABILITY THROUGH ART INSTALLATION PROJECT." Journal of BIMP-EAGA Regional Development 3, no. 1 (December 15, 2017): 64–77. http://dx.doi.org/10.51200/jbimpeagard.v3i1.1031.
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Campus sustainability is a movement that requires a significant engagement from various campus stakeholders. Students as the biggest stakeholders have to play a meaningful role as the implementers, and academicians, on another side, must feel free to address campus sustainability issues and inspire the students to get involved in making the campus sustainability movement a reality. In 2013, Universiti Malaysia Sabah established an EcoCampus Management Centre to lead the sustainability movement to a higher level. The goal of the university is becoming an EcoCampus by 2018. Thus, in parallel with the goal of the movement, the Horticulture and Landscaping Programme (HG35), Faculty of Sustainable Agriculture (FSA), UMS has set out one of the Programme learning outcomes as to produce graduates who could grasp the concepts and principles of sustainable horticulture and landscaping. Several HG35 academicians and Key Persons appointed by the UMS authority had implemented the EcoCampus Core Values and Key Elements in teaching and learning activities. In this paper, the authors share their experience in integrating the sustainability movement in teaching and learning process for Garden Planning and Management course. A project-based learning (PBL) named EcoProject was structured to empower the students of the course to create something that could achieve the goal of the sustainability movement and most importantly is meaningful to them. The assessment is designed to allow the students (1) to integrate a variety of knowledge and skills pertaining to horticulture and landscaping in their projects, 2) to give a platform to the students to explore and adopt a sustainable initiative in FSA campus creatively, and 3) to foster a sense of belonging to the sustainability movement introduced by the University. The performance of the students was then evaluated using a Likert scale. At the end of the project, the students produced several distinctive art installations, for example, a lath house, that is, a shelter made of 1000 recycled 1.5L transparent plastic water bottles functioning as a plant nursery especially for acclimatising young seedlings before field planting. The EcoProject assessment had demonstrated that sustainability movement could be harmoniously integrated into teaching and learning activities in higher education institutions. The project had inspired the students to be creative and confident to engage in a sustainability movement, and this experience is expected to stay with them once graduated.Â
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Cabo, Carolina Alexandra, Orlando Fernandes, María Mendoza-Muñoz, Sabina Barrios-Fernandez, Laura Muñoz-Bermejo, Rafael Gómez-Galán, and Jose A. Parraca. "An Active Retirement Programme, a Randomized Controlled Trial of a Sensorimotor Training Programme for Older Adults: A Study Protocol." Healthcare 11, no. 1 (December 28, 2022): 86. http://dx.doi.org/10.3390/healthcare11010086.
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Research shows that exercise training programmes lead to several improvements in older adults’ health-related quality of life (HRQoL) and well-being. This study will examine the effects of an active retirement programme on Portuguese older adults, investigating its effects on body composition, physical fitness, HRQoL, and physical activity level (PAL). Therefore, a parallel-group randomised controlled trial will be conducted, including body composition (height and body weight), physical fitness (strength, flexibility, agility, postural control, and gait), HRQoL, and PAL assessments before and after the application of the programme. The programme will be carried out for six months, two days per week (45 min), plus a year of follow-up. The programme will consist of six circuits with eight physical exercises each. The circuits will change at the end of the four weeks (one monthly circuit). The exercises’ difficulty will increase throughout the programme, with alternatives for all the participants. If the effectiveness of the programme is demonstrated, implementation in different services and municipalities could be advised, as the actors involved in health and social services should promote the well-being of their citizens through, among others, health-related physical activity and the prevention of diseases associated with inactivity.
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Ellis, Ricky, Peter A. Brennan, Duncan S. G. Scrimgeour, Amanda J. Lee, and Jennifer Cleland. "Does performance at the intercollegiate Membership of the Royal Colleges of Surgeons (MRCS) examination vary according to UK medical school and course type? A retrospective cohort study." BMJ Open 12, no. 1 (January 2022): e054616. http://dx.doi.org/10.1136/bmjopen-2021-054616.
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ObjectivesThe knowledge, skills and behaviours required of new UK medical graduates are the same but how these are achieved differs given medical schools vary in their mission, curricula and pedagogy. Medical school differences seem to influence performance on postgraduate assessments. To date, the relationship between medical schools, course types and performance at the Membership of the Royal Colleges of Surgeons examination (MRCS) has not been investigated. Understanding this relationship is vital to achieving alignment across undergraduate and postgraduate training, learning and assessment values.Design and participantsA retrospective longitudinal cohort study of UK medical graduates who attempted MRCS Part A (n=9730) and MRCS Part B (n=4645) between 2007 and 2017, using individual-level linked sociodemographic and prior academic attainment data from the UK Medical Education Database.MethodsWe studied MRCS performance across all UK medical schools and examined relationships between potential predictors and MRCS performance using χ2 analysis. Multivariate logistic regression models identified independent predictors of MRCS success at first attempt.ResultsMRCS pass rates differed significantly between individual medical schools (p<0.001) but not after adjusting for prior A-Level performance. Candidates from courses other than those described as problem-based learning (PBL) were 53% more likely to pass MRCS Part A (OR 1.53 (95% CI 1.25 to 1.87) and 54% more likely to pass Part B (OR 1.54 (1.05 to 2.25)) at first attempt after adjusting for prior academic performance. Attending a Standard-Entry 5-year medicine programme, having no prior degree and attending a Russell Group university were independent predictors of MRCS success in regression models (p<0.05).ConclusionsThere are significant differences in MRCS performance between medical schools. However, this variation is largely due to individual factors such as academic ability, rather than medical school factors. This study also highlights group level attainment differences that warrant further investigation to ensure equity within medical training.
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Soini, Katriina, Kaisa Korhonen-Kurki, and Henna Asikainen. "Transactional learning and sustainability co-creation in a university – business collaboration." International Journal of Sustainability in Higher Education 20, no. 6 (October 4, 2019): 965–84. http://dx.doi.org/10.1108/ijshe-11-2018-0215.
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Purpose The purpose of this study is to explore the learning outcomes of the project-based learning in a Master Class programme on sustainability carried out in collaboration by the University of Helsinki and a private company operating in global mining technology. The following two questions were addressed: Q1. What kind of sustainability competences do participants acquire in the Master Class? Q2. What is the role of PBL in the learning outcomes? Design/methodology/approach The study is based on an ex ante open-ended survey and post-ante interviews addressed to the participants. The data were analysed using the qualitative content analysis. Findings The findings show that the Master Class contributed to most of the competences under study. However, unlike in previous studies, systemic thinking is highlighted as a fundamental rather than a parallel core competence. Furthermore, the results also emphasise the role of emotions, which is insufficiently acknowledged and accounted for in sustainability education. Research limitations/implications The study focussed only on the learning outcomes of the participants (students) and not the other parties (such as company and researchers). Practical implications Future research should focus on affective dimension as a stepping stone to the transformational learning. In addition, the role of the systemic understanding in sustainability education should be highlighted as a core competence. Social implications The study revealed the overall positive impacts of the co-creation in university – business collaboration to the participants’ sustainability competences. Originality/value The study presents an empirical case study where the various competence frameworks were applied with a result of confirming the validity of the existing key competences, in particular the systemic understanding and showing the role of the affective dimension in the transactional learning.
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Kaur, Sukhninder, Mohinder Sidhu, and Ajmer Dhatt. "Genetic diversity analysis through cluster constellation in Brinjal (Solanum melongena L.)." Genetika 53, no. 2 (2021): 629–40. http://dx.doi.org/10.2298/gensr2102629k.
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In present investigation, 110 locally developed genotypes from different breeding programmes in brinjal were classified into eleven clusters on the basis of their D2 values computed from Mahalanobis D2 statistics of twelve morphological traits, wherein inter-and intra-cluster distances highlighted the genetic divergence of the genotypes grouped among and within different clusters. Among all, fourth cluster was the largest with 33 genotypes; however, each of second, fifth, ninth, tenth and eleventh clusters contained only single genotype. The genotypes of eighth and tenth clusters were highly diverse (1584.40) followed by third and eighth (1431.31), eighth and ninth (1302.69), sixth and eighth (1126.33) and first and eighth (1042.91) clusters. Intra-cluster (within cluster) variation was the highest in seventh cluster (74.43) followed by eighth (61.20) and sixth (54.36) that described the diverse nature of eighteen, five and nineteen genotypes in these groups, respectively. However, PBL-268, PBGL-401, PBL-243, PSR 308 and PBOB-518 were grouped individually in IInd, Vth, IXth, Xth and XIth clusters, respectively. Overall, fifth cluster had most vigorous and high yielding ((2.82 kg/plant) genotype (PBGL-405); eighth cluster included genotypes with big round fruits and maximum fruit weight (317.43g); and tenth cluster had the earliest genotype (PSR-308) with the maximum number of fruits per plant (43.17). Out of twelve morphological traits, 94.19% diversity was brought by average fruit weight (67.86%), number of fruits per plant (17.26%), fruit yield per plant (5.37%) and fruit breadth (3.70%), however, other traits had negligible share towards the variation. This study created the foundation for future hybridization programmes in brinjal, where the parents can be selected on the basis of highly diverse groups as well as traits.
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Royeen, Charlotte Brasic, and Penny Salvatori. "Comparison of Problem-Based Learning Curricula in Two Occupational Therapy Programmes." Canadian Journal of Occupational Therapy 64, no. 3 (June 1997): 197–202. http://dx.doi.org/10.1177/000841749706400314.
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There is increasing interest in the use of problem-based learning (PBL) approaches in the education of health professionals. This paper compares the PBL occupational therapy programmes at McMaster University in Hamilton, Ontario and Shenandoah University in Winchester, Virginia. The first section of the paper offers some general comments about problem-based learning; the second section presents an overview of key components of the occupational therapy programmes at McMaster University and Shenandoah University. A description of the similarities and differences between the programmes is provided, and critical issues that have emerged in the process of implementing these programmes are discussed.
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Isles, M., and L. Pugsley. "Surgical Procedure-based Assessment: How Did We Get Here and Where are we Going?" Bulletin of the Royal College of Surgeons of England 92, no. 7 (July 1, 2010): 1–3. http://dx.doi.org/10.1308/147363510x511625.
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The Intercollegiate Surgical Curriculum Programme (ISCP) has implemented a tool for assessment of surgical technique called procedure-based assessment (PBA). It is part of a spectrum of workplace-based assessments being used for the surgical specialist training programmes. We reviewed the literature on observational assessment of surgical practice in order to analyse how PBAs relate to the evidence base for this form of assessment.
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Hawkins, Tim, Alison Lee, Helen Stephens, Gisa Matthies, and Alison Bailey. "Higher specialist training in child and adolescent psychiatry: a survey of academic programmes." Psychiatric Bulletin 30, no. 1 (January 2006): 19–23. http://dx.doi.org/10.1192/pb.30.1.19.
Full textAbstract:
Aims and MethodAcademic programmes are mandatory in child psychiatry specialist registrar training. A postal questionnaire survey was undertaken to explore the views of specialist registrars and academic programme coordinators identified nationally with regard to their local academic programme.ResultsSixty per cent of specialist registrars (152 out of 253) and 90% of coordinators (17 out of 19) responded. All schemes offered an academic programme with protected time. Teaching methods were diverse, and satisfaction varied within and between schemes, with trainees reporting greater satisfaction associated with active involvement of coordinators.Clinical ImplicationsThe authors provide recommendations for local planning of academic programmes. The authors request the assistance of CAPSAC in standardising the appointment and training of coordinators and facilitating their release from clinical commitments.
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Jacobs, Tricia. "Developing Integrated Education Programmes for Occupational Therapy: The Problem of Subject Streams in a Problem-Based Course." British Journal of Occupational Therapy 60, no. 3 (March 1997): 134–38. http://dx.doi.org/10.1177/030802269706000311.
Full textAbstract:
Much has been written in the past 15 years by medical educators on problem-based learning (PBL) in medical schools. The other health professions, such as occupational therapy, social work and nursing, have been slow in taking up the challenge and developing PBL programmes to suit their professional needs. The purpose of this article is to summarise previous developments and offer a schema for the preparation of curricula in occupational therapy. No schema for PBL has previously been published, so it is proposed that this attempt will be able to be adapted to a wide range of courses using the acknowledged educational concepts implicit in integrated, problem-based programmes.