Academic literature on the topic 'Personal epistemology; medical students; problem-based learning'
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Journal articles on the topic "Personal epistemology; medical students; problem-based learning"
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Poyser, Tom. "Problem-based learning - the new paradigm of medical education." Morecambe Bay Medical Journal 5, no. 2 (August 1, 2006): 38–40. http://dx.doi.org/10.48037/mbmj.v5i2.354.
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When the Journal asked the fledgling Medical School to explain to the interested observer and the sceptic what the concept of Problem-Based Learning (PBL) meant to those staff members who might have to adapt their teaching methods, Tom Poyser’s name came up. Tom is a final year medical student at Liverpool who took a year out of the course to study International Health at Leeds. The Journal is pleased to publish this personal account of his experiences of the PBL curriculum at Lancaster, where he has been impressed with the personal nature of the teaching and the sense of involvement that students have with the practice of medicine. Minor editorial changes have had to be made to correct Tom’s misunderstanding that Lancaster was a ‘quiet’ medical community before the arrival of the medical school! For those of us who are looking for reassurance that the modern medical curriculum delivers an education comparable with the traditional one, here is a personal view that reflects the experience of a student and his peers.
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Khatiban, Mahnaz, Seyede Nayereh Falahan, Roya Amini, Afshin Farahanchi, and Alireza Soltanian. "Lecture-based versus problem-based learning in ethics education among nursing students." Nursing Ethics 26, no. 6 (May 1, 2018): 1753–64. http://dx.doi.org/10.1177/0969733018767246.
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Background: Moral reasoning is a vital skill in the nursing profession. Teaching moral reasoning to students is necessary toward promoting nursing ethics. Objectives: The aim of this study was to compare the effectiveness of problem-based learning and lecture-based methods in ethics education in improving (1) moral decision-making, (2) moral reasoning, (3) moral development, and (4) practical reasoning among nursing students. Research design: This is a repeated measurement quasi-experimental study. Participants and research context: The participants were nursing students in a University of Medical Sciences in west of Iran who were randomly assigned to the lecture-based (n = 33) or the problem-based learning (n = 33) groups. The subjects were provided nursing ethics education in four 2-h sessions. The educational content was similar, but the training methods were different. The subjects completed the Nursing Dilemma Test before, immediately after, and 1 month after the training. The data were analyzed and compared using the SPSS-16 software. Ethical considerations: The program was explained to the students, all of whom signed an informed consent form at the baseline. Findings: The two groups were similar in personal characteristics (p > 0.05). A significant improvement was observed in the mean scores on moral development in the problem-based learning compared with the lecture-based group (p < 0.05). Although the mean scores on moral reasoning improved in both the problem-based learning and the lecture-based groups immediately after the training and 1 month later, the change was significant only in the problem-based learning group (p < 0.05). The mean scores on moral decision-making, practical considerations, and familiarity with dilemmas were relatively similar for the two groups. Conclusion: The use of the problem-based learning method in ethics education enhances moral development among nursing students. However, further studies are needed to determine whether such method improves moral decision-making, moral reasoning, practical considerations, and familiarity with the ethical issues among nursing students.
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Bamuhair, Samira S., Ali I. Al Farhan, Alaa Althubaiti, Sajida Agha, Saeed ur Rahman, and Nadia O. Ibrahim. "Sources of Stress and Coping Strategies among Undergraduate Medical Students Enrolled in a Problem-Based Learning Curriculum." Journal of Biomedical Education 2015 (September 21, 2015): 1–8. http://dx.doi.org/10.1155/2015/575139.
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Background. Medical education is rated as one of the most difficult trainings to endure. Throughout their undergraduate years, medical students face numerous stressors. Coping with these stressors requires access to a variety of resources, varying from personal strengths to social support. We aimed to explore the perceived stress, stressors, and coping strategies employed by medical students studying in a problem-based learning curriculum. Methodology. This is a cross-sectional study of randomly selected medical students that explored demographics, perceived stress scale, sources of stress, and coping strategies. Results. Of the 378 medical students that participated in the study, males were 59.3% and females 40.7%. Nearly 53% of the students often felt stressed, and a third felt that they could not cope with stress. Over 82% found studying stressful and 64.3% were not sleeping well. Half of the students reported low self-esteem. Perceived stress scores were statistically significantly high for specific stressors of studying in general, worrying about future, interpersonal conflict, and having low self-esteem. Coping strategies that were statistically significantly applied more often were blaming oneself and being self-critical, seeking advice and help from others, and finding comfort in religion. Female students were more stressed than males but they employ more coping strategies as well. Conclusions. Stress is very common among medical students. Most of the stressors are from coursework and interpersonal relationships. Low self-esteem coupled with self-blame and self-criticism is quite common.
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MUÑOZ CATALÁN, ELISA. "Active methodologies for problem-based learning of Roman Law: inheritance, dowry and economic regime of Roman marriage." Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), no. 8 (July 1, 2013): 85–98. http://dx.doi.org/10.24310/rejie.2013.v0i8.7752.
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With the accomplishment of the writing that follow we pretended to investigate what the current importance of applying the learning through problems in the teaching of Roman Law, against the traditional theoretical and magistral classes. Influencing in the reach of the methodological requirements emerged with the new plans of study Law Degree, under the EHEA; as well, in the development of a set of skills in students, that will be very helpful once time they finish and face the difficulties of today's labor market, because they are the true protagonists of the teaching and learning process. Therefore, with the implementation of this first case about the economic regime of marriage compared with other unmarried partners as concubinage, dowry and the role of women, forms of servitude or inheritance, we approach the students to casuism roman jurisprudence completing the ideas seen in the previous practice; in this way, they will understand that the important thing is not to give the solution to case proposed but legal reasoning, through discussions in groups and personal work, getting a deeper knowledge of applicable rules and institutions.
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Chernykh, S. I. "Personal educational environment in the problem field of the philosophy of education." Professional education in the modern world 12, no. 1 (April 30, 2022): 11–19. http://dx.doi.org/10.20913/2618-7515-2022-1-2.
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Introduction. One of the main trends in the transformation of post-industrial education is the transfer of educational-activity to the internet. E-learning is available in its mobile version. This determines the development of the possibility of total continuous learning with the emphasis in this segment of intellectual learning. The latter is directly related to artificial intelligence, the selectivity of educational practices and the design of a personal educational environment (hereinafter – PIC). The actualization and design of the POS is the most difficult segment in the design of the electronic information and educational space (hereinafter – EEEP) of any educational institution. This manifested itself already at the stage of early e-learning, became apparent at the m-learning, (mobil learning) and is even more actualized at the stages of u-learning (ubiquitous learning) – тотального обучения and smart e-learning – интеллектуального обучения.Purpose setting. The aim of this article is to analyze what has been achieved in understanding the PIC problamatics at the stage of e-learning in the scope of the EEEP of the university.Methodology and methods of the study. The article is based on the methodogical principles of connectivism (W. G. Bowen, A. Marey, N. A. Kolesnikova, M. Horne, H. Steaker, A. Krol and other) as applied to the transformation of the modern pedagogical practices towards their individualization. The ideas of D. Buckley, actualized by the concepts of «personalization for the student» and «personalization of the student», by Mohammed Amin Chatti, whe substantiated the position of the PIC not only as a subjective set of tools for its creation, but also on the transfer of control over them to the continuously student, turned out to be important for the work. Sean Fitzgerald’s advice on the importance of the projective method for creating an individual educational space is also valuable. To date, there is no single definition and understanding of PIC, but as domestic teachers and philosophers of education (A. N. Ksenofontova, A. B. Ledeneva, A. B. Vasilchenko, A. V. Slepukhin, V. A. Starodubtsev, Yu. Duknich, I. Yu. Malkova, A. V. Feshchenko and other), and foreign (M. Martin, S. Wilson, A. Cann, S. Russel and others) agree that variability as the main property of EIOS (EEES, ICOS, ICOP) is the main determinant of design and creation PIC. The second «conciliatory» point is that PIC is an environment for the “new generation” of Zetas and Alphas, integrating artificial intelligence, needs, meanings, values and abilities of individuals of the “gigital economy” and “gigital education” in its development.Results. By the current time, the most development approaches in the formation of PIC are personological (based on which the subjectivity of the student is realized through his personal, including educational experience) and activity (based on the principle of autodidacties). In our opinion, it has a greater epistemological potential. The author tried to demonstrate the rationale for this in the article.Conclusions. Self-regulation, self-government, self-organization based on information and communication technologies are the main positional characteristics of PIC in the volume of an formation is carried out on the basis of the ICOS and informal learning, which integrates POCs of both learners and educatory. The subject in the case is a motivated student. Formal (mass) education presupposes the formation of another type of ICOP, more standardized for poorly motivated students. The professional educational space is the meaning of the type of ICOP.
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Linardi, Violantina, and Rizma Adlia Syakurah. "JOURNAL READING TASK: METHOD FOR MEDICAL STUDENTS TO LEARN HEALTH COMMUNICATION." Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education 11, no. 2 (June 15, 2022): 171. http://dx.doi.org/10.22146/jpki.58789.
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Background: COVID-19 became world health problem because of its rapid transmission among humans. Cause of that, Ministry of Education and Culture in Indonesia negated class at school and changed it to online class at home. But for some courses like communication, the students must communicate directly to the interlocutor. An online-based health communication learning model is required so that health communication learning continues to run optimally. This study aims to evaluate the new ways of learning health communication through reading journals and delivered in various media.Case study: The communication courses begin with a journal reading task based on predetermined Topics. This task is done in groups, and consists of 5 to 6 peoples. Then, the journal must be submitted in various educational media such as slide presentations, posters, or videos (participants are free to choose the media used) and will be presented via live Instagram or Zoom. Evaluation of this task was conducted to analyze the skills of communication and was assessed by their seniors in medical profession students of Sriwijaya University (peer review). The students was also give feedback (voluntarily) through the questionnaire on this task. Total of 40 presentations and educational media has been evaluated. Most of the students choose poster as their media promotion. The scoring is closed to balance, 55% enough and 45% good (discussion). Connection failure (60.63%) was the main problem that arise when they present the task.Conclusion: Students skill for making media promotion as they props for present the journal was good. The report and presentation of this task was satisfying. The students feel to have the effect of increasing their ability and personal knowledge on health communication. This task was effective for medical students to learn about health communication.
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Taylor, Molly, Johanna Hoch, and Ke'La Porter. "Educational interventions to improve emotional intelligence in nursing and medical students: A systematic review." Journal of Nursing Education and Practice 13, no. 1 (September 14, 2022): 19. http://dx.doi.org/10.5430/jnep.v13n1p19.
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Purpose: Emotional intelligence (EI) is a trainable skillset and has been shown to have a positive impact on clinician wellbeing, patient outcomes, and other personal and professional factors. This review aimed to evaluate and summarize current intervention strategies designed to improve EI in nursing and medical students.Results: Interventions varied by theme, content, learning activities, and duration. Nine different EI measurement instruments were utilized; learning outcomes were assessed by modified Kirkpatrick classifications. Nine out of 12 studies showed significant positive improvements in EI outcome measures post-intervention. Our review demonstrated moderate to high quality OCEBM level 1b and 2b evidence, moderate quality MERSQI/NOS-E risk of bias appraisal, and GRADE-defined desirable intervention effects with respect to positive modifications in Kirkpatrick identified learner perceptions and attitudes.Conclusions: Nearly all interventions resulted in positive change in EI. The greatest improvements resulted from intervention content relating to self-awareness, empathy, problem-solving, stress coping, and use/management of emotions, involved group-based learning activities, and were delivered in 10-15 hours spread over 8-12 weeks. No specific recommendations can be made about timing of interventions within nursing or medical professional curricula. Further research and development of objective behavioral EI skill assessments and patient outcomes is warranted.
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Nierenberg, David W. "The Challenge of “Teaching” Large Groups of Learners: Strategies to Increase Active Participation and Learning." International Journal of Psychiatry in Medicine 28, no. 1 (March 1998): 115–22. http://dx.doi.org/10.2190/ef68-j848-lah1-n8ql.
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While teaching in a tutorial, seminar, or problem-based learning group format may be the most fun and most active/interactive for both learner and faculty mentor, there are situations in medical student education in which various constraints require the use of the “lecture” format. Similar constraints may occur in the field of continuing medical education, or graduate medical education, as well. When this occurs, the faculty mentor can increase the active participation of the learners in the audience by continuously stressing seven key pedagogical (androgogical) principles. These include: 1) begin the learning exercise with a clinical example or anecdote to show the relevance of the material to the student; 2) frequently ask the students whether they have ever seen examples of what you describe in their previous experience with patients, personal experience, experience with relatives, etc.; 3) ask students frequently whether they have heard similar material presented differently in other courses; 4) recruit students to help solve “mystery cases”; 5) show examples of similar material from real life (e.g., patient descriptions, or even excerpts from favorite TV shows); 6) ask students to help summarize key points at the end of the session; and 7) allow, or even encourage, whispering during the class. Using some or all of these techniques can help turn a “lecture format” into a much more fun, interactive, and valuable session that emphasizes “learning” rather than “teaching.”
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Kwan, Chiu-Yin. "The control of vascular smooth muscle function: My life-long learning and continuous discovery with Professor E.E. Daniel." Canadian Journal of Physiology and Pharmacology 83, no. 8-9 (August 1, 2005): 669–74. http://dx.doi.org/10.1139/y05-074.
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This communication is neither a comprehensive review of my research, nor a description about my recent new original scientific findings in smooth muscle or in cell Ca2+. For that intention, I will choose to publish via a regular channel, certainly not in this special edition. My intention is to take this opportunity to recapitulate Dr. Daniel's thoughts and spirits through the progress of my research, teaching, and personal development at McMaster University, stemming largely from Dr. Daniel's life-long interest in the regulation of Ca2+ in the control of smooth muscle function, specifically the vascular smooth muscle. Being a culturally adsorbent person, I am sure that my thoughts and behavior must have been substantially influenced by Dr. Daniel over 27 years of our collaboration. His influence may have molded me into whom and what I am today, both socially and scientifically. Equally, I may also have influenced him in some particular or peculiar way. Dr. Daniel's academic contribution is globally well known for, but not limited to, his insightful and productive research in smooth muscle, but also for his effective application of problem-based learning to education in pharmacology and his influence on students and colleagues.Key words: vascular biology, smooth muscle, endothelial cell, calcium regulation, herbal pharmacology, hypertension, problem-based learning.
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Silva, Mariana Pentagna Pereira da, Na Flávia Pivetta Pala, Glauber Cerizza Silveira, Reinaldo Bulgarelli Bestetti, and Lucélio Bernardes Couto. "Quality of life in medical students who act in PBL methodology." Revista de Medicina 98, Suppl (October 4, 2019): 22. http://dx.doi.org/10.11606/issn.1679-9836.v98isupplp22-22.
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Introduction: The learning takes place, mainly, by the integration of new knowledge acquired to previously existing ones, that is, by the elaboration of new information, in any of its previously analyzed forms. In the Problem Based Learning (PBL) method, constructivism is obtained at the expense of activation of prior knowledge, elaboration of new information, establishment of goals for self-directed study, and increament in the complexity of semantic networks in the final discussion of problem solving. Quality of life (QoL) can be considered as a subject of multiple approaches, contextualizations and applicability of which is used by several areas of knowledge. All the components that make up the quality of life can be measured and evaluated using quantitative instruments, including questionnaires, the main one being the WHOQOL-Bref, developed by the WHO, for having a cross-cultural evaluation methodology that allows uniform results. Objectives: To analyze in a global way the quality of life of medical students who work in the PBL model of the University of Ribeirão Preto (UNAERP). Methodology: A total of 90 students from the UNAERP medical school, aged over 18, enrolled in the 1st, 6th and 11th stages were included in this study. After signing the TCLE approved by the local CEP, the students answered a questionnaire based on the WHOQOL-bref. Results: A total of 55.5% of the women and 44.5% of the men with a mean age varying according to the stages (20 years, 1st stage, 22 years, 6th stage and 26 years in the 11th stage) were evaluated. When analyzing the degree of satisfaction of the students with regard to the PBL methodology, a percentage of 49.1% satisfaction was observed at the beginning of the course (1st stage), followed by 65.4% in the 6th stage and 77% at the end of the course (11th stage). The student’s satisfaction with the ability to perform the activities of his day-to-day recorded that in the first stage, 21.2% can carry out their activities with adequacy; in stage 6, 34.5% and in stage 11, 69.8% feel satisfied or very satisfied in this analysis. Students also had increased satisfaction with their academic performance when compared to the beginning and end of the course; on the other hand, in the intermediate phase, a percentage decrease can be observed as can be observed in the first stage: 42.8%; 6th stage: 33.5%; 11: 77%. Discussion and conclusions of the results: In this study, we measured the quality of life of university students of medicine at UNAERP and then made them reflect on how they deal with their personal, physical, social and mental issues throughout their training course. The PBL methodology enhances the need for independent study and focuses on student-led learning and improvement, which allows the student to evolve with a progressive improvement in the ability to perform day-to-day tasks and academic performance.
Dissertations / Theses on the topic "Personal epistemology; medical students; problem-based learning"
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Murray, Anne-Marie. "Personal epistemology and approaches to learning in medicine: a case study of second-year medical students." Thesis, 2013. http://hdl.handle.net/2440/83852.
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Personal epistemology addresses "the theories and beliefs that individuals hold about knowledge and knowing and the way in which such epistemological perspectives are related to academic learning" (Hofer, 2004, p. 120). Hofer and Pintrich (1997) proposed that personal epistemological theories consist of two constructs: the nature of knowledge and the nature of knowing. These constructs are hypothesised to exist on a continuum ranging from naïve to sophisticated epistemological beliefs. Personal epistemology is particularly applicable to medical students in a problem-based-learning (PBL) program, as it emphasises self-directed learning, as "beliefs about knowing and knowledge are potentially important determinants of intellectual performance" (Kuhn, Cheney & Weinstock, 2000, p. 309). There is a paucity of studies in the medical education literature on personal epistemological beliefs (Knight & Mattick, 2006). Roex and Degryse (2007) argue that "insights into students‘ epistemological beliefs have yet to find their way into the curriculum" (p. 616). Savin-Baden (2000) reported that "students‘ voices are largely missing from the literature on problem-based-learning, key elements such as learning context… are rarely acknowledged" (p. 26).
The aims of this study was to investigate how personal epistemological beliefs were conceptualised by medical students at the end of their first two years in a PBL medical program; whether their beliefs evolved over the first two years and were related to the process of learning; and whether they differed between students from the lowest and highest ranked academic groups.
A qualitative research design framed this investigation. A series of interviews were conducted with 12 second year medical students selected according to a maximum variation purposeful sampling technique (Patton, 2002). The participants represented the highest and lowest academically ranked in their year. Interview transcripts were analysed using a combination of thematic analysis, the constant comparison approach, and a personal epistemological theory framework. The results were presented as thematic narratives constructed on the students‘ retrospective experience of learning over the first two years of medical school. Narratives are well-suited to reporting these qualitative results to "link audience, text, structure, empirical inquiry and lived experience" (Denzin, 1997, p. 244).
The findings revealed that students‘ prior learning experiences in high school had a major impact on their epistemological interpretations of the medical program. There was a pattern of epistemological beliefs between the two groups of students. Students from the lowest ranked group retained naïve epistemological beliefs after two years. These students misinterpreted the constructivist curriculum and their approach to learning was disabling. Students from the highest
ranked group demonstrated sophisticated beliefs. These students struggled with the transition to the medical program but turned these into opportunities for epistemological development. These results provide an epistemological explanation for why some students struggle, and will continue to struggle, based on their prevailing epistemological beliefs. The findings also suggested that the constructivist PBL approach was a major influence on the development of students‘ epistemological views, and that a constructivist PBL medical program can accelerate students‘ epistemological development.Thesis (Ph.D.) -- University of Adelaide, School of Medicine, 2013
Book chapters on the topic "Personal epistemology; medical students; problem-based learning"
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Uden, Lorna, and Chris Beaumont. "Why Problem-Based Learning." In Technology and Problem-Based Learning, 44–64. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-744-7.ch003.
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Since its adoption at McMaster University, Canada, in the 1960s for medical school teaching, PBL has gained popularity and has spread to many disciplines worldwide. Why has PBL become so popular? We will discuss the benefits of PBL for learning by students compared to traditional methods of teaching. Although PBL offers many benefits to students in their learning, it also has disadvantages. Some of these disadvantages are discussed in this chapter. The chapter concludes with personal testimonies from students describing their experiences using PBL in their studies as well as in their current jobs.
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"Studying at medical school." In Oxford Handbook for Medical School, edited by Kapil Sugand, Miriam Berry, Imran Yusuf, Aisha Janjua, Chris Bird, David Metcalfe, Harveer Dev, et al., 23–40. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780199681907.003.0002.
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Chapter 2 outlines key considerations when choosing a medical school, including location, a city versus campus-based medical school, course teaching style and length, entry requirements, and need for aptitude testing. Tips on work experience, personal statement writing, and interview are given. An overview of learning styles and teaching is presented which may be a helpful tool to support medical school selection, and to set expectations of the learning environment at medical school. The basic sciences which formulate the medical curriculum (anatomy, physiology, etc.) are outlined and their scope is described. The various teaching formats at medical school are presented (lectures, seminars, workshops, problem-based learning) as well as the practical sessions (microscopy, prosection, dissection). Tips for essay writing are presented as are the key considerations when tackling coursework. Placements are part of the medical school learning experience which place clinical learning into context, as well as clinical examinations. Tips on approaching GP and hospital placements are given. Mobile devices are important resources in medical education: a section on the ‘top ten apps’ for medical students helps to identify the most helpful applications at medical school.
Conference papers on the topic "Personal epistemology; medical students; problem-based learning"
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Beļicka, Līga, and Tatjana Bicjutko. "Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.73.
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The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.
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Hunt, Emily M., Pamela Lockwood-Cooke, and Judy Kelley. "Evaluation Methods for Linked-Course PBL in Engineering." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68494.
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Problem-Based Learning (PBL) has become an increasingly popular method across disciplines in K-12 and higher education worldwide since it was first introduced to medical education in the late 1960’s. However, it has not gained significant popularity in engineering curricula due to the large time-scale needed to solve complex engineering problems. Previous work by the authors in this area has developed a method for combining problem solving opportunities on a small time scale in linked courses that culminate to solve a challenging problem that would normally take a significant amount of class time. This method of problem-based learning provides a practical application that can be used in engineering curricula. While this method has produced favorable response from both students and faculty involved, there is a need for a more comprehensive effort to develop strategies for evaluation of PBL in mathematics, science and engineering courses, both directly and indirectly. In this study, Engineering Statics, Engineering Physics, and Calculus II are linked using PBL to increase both student engagement and success. For smaller problems, group work with directed individual or interactive tasks is facilitated through teacher-guided discussions. Students who are in these linked (co-enrolled) classes work on small mathematics, physics, and engineering problems that are used to solve a challenging engineering problem. The project addresses concepts taught in class, reinforces connections among the courses, and provides real-world applications. A mixed method evaluation approach was utilized by the external evaluators, the West Texas Office of Evaluation and Research (WTER) including surveys, focus groups, and personal interviews.