Problem-based learning: Student learning experiences and outcomes.
The aim of this article is to examine processes occurring within problem-based learning (PBL) courses (inside the black box) by contrasting these processes with outcome-based studies (from outside the black box). We review meta-analyses of input-output studies of PBL in comparison with traditional a...
| Publicado en: | Clinical Linguistics & Phonetics Vol. 28; no. 1/2; pp. 131 - 143 |
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| Autores principales: | , |
| Formato: | case study tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Jan2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104004924&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104004924 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02699206 B6X jtl: Clinical Linguistics & Phonetics issn: 02699206 maglogo: Y pubinfo: dt: Jan2014 vid: 28 iid: 1/2 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 104004924 93718796 10.3109/02699206.2013.820351 NLM23944271 104004924 ppf: 131 ppct: 12 formats: fmt: @attributes: type: P tig: atl: Problem-based learning: Student learning experiences and outcomes. aug: au: Prosser, Michael Sze, Daniel affil: Centre for the Enhancement of Teaching and Learning, The University of Hong Kong Hong Kong China sug: subj: Student Experiences Problem-Based Learning Outcomes of Education Students, Health Occupations Curriculum Teaching Methods Student Attitudes Students, Nursing Students, Medical Hong Kong Australia Problem Solving ab: The aim of this article is to examine processes occurring within problem-based learning (PBL) courses (inside the black box) by contrasting these processes with outcome-based studies (from outside the black box). We review meta-analyses of input-output studies of PBL in comparison with traditional approaches and provide a summary of qualitative, phenomenographic and factor analytic analyses of student experiences when studying health sciences (dentistry and medicine) using PBL curricula. Results from meta-analyses showed PBL courses were preferred for the long-term retention of course content, short-term retention involving elaboration of new information and the application of clinical skills and reasoning. Traditional approaches were favoured for short-term retention of course content that did not require any elaboration. The qualitative studies reveal a diversity of student views about the concept of PBL pedagogy and approaches to learning in PBL curricula. They show that the ways in which students approach their studies in PBL in health sciences are closely related to how they conceive of PBL and that these dimensions are closely related to how the goals and standards of PBL courses are perceived. pubtype: Academic Journal doctype: case study tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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