Refine your search
Collections
Co-Authors
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z All
Judson, John Paul
- An Evaluative Study on Comparison of Problem Based Learning and Lecture Based Pedagogy on Self Directed Learning in Undergraduate Medical Education
Abstract Views :355 |
PDF Views:112
Authors
Affiliations
1 Dept. of Pathology, MY
2 Dept. of Human Biology Faculty of Medicine, International Medical University, MY
3 Educational Psychologist, Global Indian International School, Kuala Lumpur, Malaysia
1 Dept. of Pathology, MY
2 Dept. of Human Biology Faculty of Medicine, International Medical University, MY
3 Educational Psychologist, Global Indian International School, Kuala Lumpur, Malaysia
Source
Indian Journal of Science and Technology, Vol 2, No 12 (2009), Pagination: 59-67Abstract
This study was done to evaluate and compare the effectiveness of problem-based learning (PBL) with that of lecture based instructional approaches on various facets of students' self directed learning, including motivation and learning strategies. Participants included 96 phase 1 MBBS students instructed by the same facilitators, half of whom were control group. The authors randomly assigned 1 class as the experimental group and the other class as the control group. Lecturers instructed the control group with lecturer-centered, textbookoriented traditional instruction; they exposed the experimental group to problem-based learning, in which students worked with ill-structured problems. Results revealed that PBL students had higher levels of intrinsic goal orientation, task value, use of elaboration learning strategies, critical thinking, metacognitive self-regulation, effort regulation, and peer learning compared with control-group students.Keywords
Science Education, Medical, Problem Based Learning, Self Directed LearningReferences
- Achilles CM and Hoover SP (1996 November) Exploring problem-based learning (PBL) in grades 6-12. Paper presented at the annual meeting of the Mid-South Educational Res. Asso., Tuscaloosa, AL.
- Ames C and Archer J (1988) Achievement goals in the classroom: Student learning strategies and motivation processes. J. Edu. Psychol. 80, 260-267.
- Barlia L and Beeth ME (1999 March) High school students' motivation to engage in conceptual change learning in science. Paper presented at the Annual Meeting of the National Asso. for Res. in Sci. Teaching, Boston.
- Barrows HS (1986) A taxonomy of problem-based learning methods. Med. Edu. 20, 481-486.
- Curry JJ (2002) Problem-based learning pathway student handbook. Columbus: The Ohio State University, College of Medicine and Public Health.
- Curry JJ, Lubbers JA and Tijoe SA (2001) A "multisession" problem based learning case for first-year medical students focusing on spontaneous pnemothorax. The J. Clinical Problem Based Learning. 5, 40-63.
- Dembo MH and Eaton MJ (2000) Self-regulation of academic learning in middle-level schools. The Elementary School J. 100, 473-490.
- Gable R K (1998) Review of motivated strategies for learning questionnaire. In: The 13th mental measurements yearbook (eds.: Impara J & Plake, Lincoln BS), The Univ. of Nebraska Press. pp: 681-682.
- Galand B, Bentein B, Bourgeois K and Frenay EM (2003, August). The effect of PBL curriculum on students' motivation and self-regulation. Paper presented at the Biennial Conf. of the Eur. Asso. for Res. on Learning & Instruction, Padova, Italy.
- Gallagher, S. A., Stepian, W. J., Sher, B. T., & Workman, D. (1995). Implementing problem-based learning in science classrooms. School Sci. & Maths, 95, 136-146.
- Gordon PR, Rogers AM, Comfort M, Gavula N and McGee BP (2001) A taste of problem-based learning increases achievement of urban minority middle-school students. Edu. Horizons. 79, 171-175.
- Higgins BA (2000) An analysis of the effects of integrated instruction of metacognitive and study skills upon the selfefficacy and achievement of male and female students. Master's Res. Project, Miami University, Oxford, Ohio.
- Hoffman, B and Ritchie D (1997) Using multimedia to overcome the problems with problem-based learning. Instructional Sci. 25, 97-115.
- Karabulut US (2002) Curricular elements of problembased learning that cause developments of self-directed learning behaviors among students and its implications on elementary education. Doctoral dissertation, The University of Tennessee, Knoxville.
- Kelloway EK (1998) Using LISREL for structural equation modeling. Thousand Oaks, CA: Sage.
- King A (2002) Structuring peer interaction to promote high-level cognitive processing. Theory In to Practice, 41, 33-38.
- Kolb DA (1985) Learning style inventory: Self-scoring inventory and interpretation booklet. Boston: McBer.
- Krynock KB and Robb L (1996) Is problem-based learning a problem for your curriculum? Illinois School R & D J. 33, 21-24.
- Lohman MC and Finkelstein M (2000) Designing groups in problem-based learning to promote problem-solving skills and self-directedness. Instructional Sci. 28, 291-307.
- Loyens SMM, Magda J and Rikers RMJP 2008) Selfdirected learning in problem-based learning and its relationships with self-regulated learning. Edu. Psychol. Rev. 12, 411-427.
- McBroom DG and McBroom WH (2001) Teaching molecular genetics to secondary students: An illustration and evaluation using problem-based learning. The Problem Log. 6, 2-4.
- Meece J, Blumenfeld P and Hoyle R (1988) Students' goal orientation and cognitive engagement in classroom activities. J. Edu. Psychol. 80, 514-523.
- Miflin B (2004) Adult learning, self-directed learning and problem-based learning: deconstructing the connections. Teaching in Hr. Edu. 9, (1), 43-53.
- Neber H and Schommer-Aikins M (2002) Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High Ability Studies. 13, 59-74.
- Nolen S (1988) Reasons for studying: Motivational orientations and study strategies. Cognition & Instruction. 5, 269-287.
- Paris SC and Paris AH (2001) Classroom applications of research on self-regulated learning. Edu. Psychol. 36, 89-101.
- Perry NE, Vandekamp KO, Mercer LK and Nordby CJ (2002) Investigating teacher-student interactions that foster self-regulated learning. Edu. Psychol. 37, 5-15.
- Pintrich PR (2000) The role of goal orientation in selfregulated learning. In: Handbook of self-regulation, (eds.: Boekaert M, Pintrich PR & Zeidner M), San Diego, CA: Acad. Press. pp: 452-502.
- Pintrich PR and De Gischolar_main E (1990) Motivational and selfregulated learning components of classroom academic performance. J. Edu. Psychol. 82, 33-40.
- Pintrich PR, Smith DAF, Garcia T and Mckeachie WJ (1991) A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor: The Univ. of Michigan, National Center for Res. to Improve Postsecondary Teaching & Learning.
- Pintrich PR, Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Predictive validity and reliability of the Motivated Strategies for Learning Questionnaire. Educational and Psychological Measurement, 53, 801-81
- Risemberg R and Zimmerman BJ (1992) Self-regulated learning in gifted students. Roeper Review. 15, 98-101.
- Rosing J (1997) Teaching biochemistry at a medical faculty with a problem based learning system. Biochem. Edu. 25, 71-74.
- Sage SM (1996, April) A qualitative examination of problem-based learning at the K-8 level: Preliminary findings. Paper presented at the annual meeting of the Am. Edu. Res. Asso., NY.
- Savery JR and Duffy TM (1995) Problem-based learning: An instructional model and its constructivist framework. Edu. Technol. 35, 31-38.
- Savoie JM and Hughes AS (1994) Problem-based learning as classroom solution. Edu. Leadership. 52, 54-57.
- Schunk DH and Zimmerman BJ (1997) Social origins of self-regulatory competence. Edu. Psychol. 32, 195-208.
- Shu-Shen S (2002) Children's self-efficacy beliefs, goal setting behaviors, and self-regulated learning. J. National Taipei Teachers College. 15, 263-282.
- Stevens J (2002) Applied multivariate statistics for the social sciences. Mahwah, NJ: Erlbaum.
- Torp L and Sage S (1998) Problems as possibilities: Problem-based learning for K-12 education. Alexandria, VA: Asso. for Supervision & Curr. Devpt.
- VanderStoep SW, Pintrich PR and Fagerlin A (1996) Disciplinary differences in self-regulated learning in college students. Contemporary Edu. Psychol. 21, 345-362.
- West SA (1992) Problem-based learning-A viable addition for secondary school science. School Sci. Rev. 73, 47-55.
- Wolters CA, Yu SY and Pintrich PR (1996) The relation between goal orientation and students' motivational beliefs and self-regulated learning. Learning & Individual Differences. 8, 211-238.
- Zimmerman BJ (2000) Attaining self-regulation. In: (Eds.: Kaerts M, Pintrich PR & Zeidner M), Handbook of selfregulation, San Diego, CA: Academic Press. pp: 13-39.
- Zimmerman BJ (2002) Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64-70.
- Zimmerman BJ and Risemberg R (1997) Self-regulatory dimensions of academic learning and motivation. In: Handbook of academic learning: Construction of knowledge (Ed.: Phye GD). San Diego, CA: Academic Press. pp: 105-123.
- An Exploration of the Strategic Challenges of Problem Based Learning (PBL) in Medical Education Environment: a Paradigm Shift from Traditional Lectures
Abstract Views :425 |
PDF Views:138
Authors
Affiliations
1 Dept. of Pathology, Faculty of Medicine, 2Dept. of Human Biology, Intn. Medical University, MY
1 Dept. of Pathology, Faculty of Medicine, 2Dept. of Human Biology, Intn. Medical University, MY
Source
Indian Journal of Science and Technology, Vol 3, No 2 (2010), Pagination: 216-221Abstract
This study was done to explore the challenges of problem-based learning (PBL) in medical education and to propose a framework with implications for practice and learning. The paper uses a total of 24 undergraduate medical students divided into 3 groups who participated in the focus group discussions. A quantitative instrument was used as triangulation to gather data on 18 statements through Likert scale ratings. In addition, semi-structured interviews were conducted with 6 medical PBL facilitators. Quotes from the participants are used to support the key themes and issues that have emerged from the data. Quantitative data are used to support certain important issues. The successful development of PBL will depend on re-establishing the strategic direction of PBL within a certain context, evaluating the social and learning structures associated with power distribution, and providing non-routine rigorous educational systems to enhance learning.Keywords
Problem Based Learning (PBL), Medical Education, Focus Group Discussion, MalaysiaReferences
- Alvarstein V and Johannesen LK (2001) Problembased learning approach in teaching lower-level logistics and transportation. Inter. J. Phy. Dist. Logistics Mgmt. 31, 557-573.
- Cowdroy RM (1995) Concepts, constructs and insights: the essence of problem-based learning. In: Reflections on Problem-Based Learning. Chen SE, Cowdroy R, Kingsland A and Ostwald M (Eds), Australian PBL Network, Sydney. pp: 45-72.
- Eldredge JD (2004) The librarian as tutor/facilitator in a problem-based learning (PBL) curriculum. Ref. Serv. Rev. 32, 54-59.
- Enger KB, Brenenson S, Lenn K, Macmillan M, Meisart, MF, Meserve H and Vella SA (2002) Problem-based learning: evolving strategies and conversations for library instruction. Ref. Serv. Rev. 30,355-358.
- Creedy D and Hand B (1995) Determining changing pedagogy in PBL. In: Reflections on Problem-Based Learning. Chen SE, Cowdroy R, Kingsland A and Ostwald M (Eds.), Australian PBL Network, Sydney. pp:141-56.
- Kanfer R (1990) Motivation and individual differences in learning: An integration of developmental, differential and cognitive perspectives. Learning & Individual Differences. 2, 221-239.
- Kwan CY (2000) What is problem-based learning (PBL): it is magic, myth and mindset. National Univ. Singapore Centre for Development of Teaching and Learning Brief. 3 (3), 1- 2.
- Perry C (1998) Processes of a case study methodology for postgraduate research in marketing. Euro. J. Market. 32,785-802.
- Podell DM and Soodak LC (1993) Teacher efficacy and bias in special education referrals. J. Educat. Res. 86, 247-253.
- Ponterotto JG, Burkard A, Rieger BP, Grieger, D'Onofrio A and Dubuisson A (1995) Development and initial validation of the Quick Discrimination Index (QDI). Educat. Psych. Meas. 55, 1016-1031.
- Soodak LC and Podell DM (1993) Teacher efficacy and student problem as factors in special education referral. J. Spl. Educat. 27, 66-81.
- Soodak LC and Podell DM (1994) Teacher’s thinking about difficult-to-teach students. J. Educat. Res. 88, 44-51.
- Stonyer H and Marshall L (2002) Moving to problembased learning in the NZ engineering workplace. J. Workplace Learning. 14 (5), 190-197.
- Tucker CM and Herman KC (2002) Using culturally sensitive theories and research to meet the academic needs of low-income African American children. Am. Psychol. 57, 762-773.
- Tucker CM, Zayco RA, Herman KC, Reinke WR, Trujillo M and Carraway K (2002) Teacher and child variables as predictors of academic engagement among African American children. Psychol. School. 39, 477-488.
- Walker A, Bridges E and Chan B (1996) Wisdom gained, wisdom given: instituting PBL in a Chinese culture. J Educat. Admin. 34 (5), 12-31.
- Woolfolk AE and Hoy WK (1990) Prospective teacher’s sense of efficacy and beliefs about control. J. Educat. Psychol. 82, 81-91.
- Zimmerman BJ and Martine Pons M (1988) Construct validation of a strategy model of student selfregulated learning. J. Educat. Psychol. 80, 284-290.