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Radiography practice is fast developing with new imaging updates and challenging scenarios to deal with on a frequent basis. There is a need to equip students with the skill to be independent learners and develop critical thinking skills, so they can change their practice as the profession evolves. Problem Based Learning (PBL) has widely been adopted in medical and nursing training worldwide as a result of its desirable benefits. In order to ascertain the efficacy of the technique, this paper presents a review of the essential aspects of PBL, such as the theories, process, key roles and implication for radiography education and practice. The use of a defined model provides a useful structure to the PBL exercise with the addition of reflection, which is a pertinent inclusion within the process. The role of the facilitator in PBL is significant to students' learning as they help guide the students to the learning outcomes and provide support to the group; however, their skills development is an important factor to consider in PBL. This teaching approach has key benefits in radiography education and training in particular, its impact on preparing students for autonomous clinical practice. The application of PBL in developing students' critical thinking and decision-making abilities support the narrowing of the spoon-feeding expectation of students and render it a useful pedagogical implementation within radiography programmes. [ABSTRACT FROM AUTHOR]

Imparting dental education in times of the current pandemic of COVID-19 has transformed it to a Gordian knot. Dental education must focus on educating dental students for a lifetime of clinical practice. It must inspire them to pursue professional development during this era of rapid advancements and transformation, while being ethical and empathic. This pandemic has denied or limited access to clinical learning avenues for students. Hence, there is a need to adapt to the 'new normal' during and after this pandemic by finding a viable solution. This adverse situation must stimulate the dental educators to prepare a COVID-proof curriculum to tackle any (including the current) pandemic situation and prepare academicians to be ready to face such untoward occurrences in future. This would entail redefining learning outcomes, improvising teaching protocols, and adapting current assessment practices. [ABSTRACT FROM AUTHOR]

In recent times, new learning methodologies known as student-based methodologies have been introduced to simplify the learning process for the students and facilitate the acquisition of skills for them. Among them, problem based learning (PBL) and project-based learning (PjBL) are widely used methods in the world of education. Real case solving (RCS) is a variant of the PBL where students solve real cases through the application of the PBL methodology. RCS seems to be a relevant approach for educators, but it has an apparently limited implementation degree at the academic level. This article presents the successful implementation of four different RCS approaches in the lecturing process in five different classes in the engineering degree of University of Deusto. The initiative has been analyzed both quantitative and qualitatively; the overall performance and success rate of the students were compared with the ones acquired from conventional teaching methods. The results were found to be promising, demonstrating a significantly better performance than the traditional teaching methodologies. The successful results encouraged the university to continue working further in this direction. [ABSTRACT FROM AUTHOR]

Learning Analytics (LA) is a systematic and interdisciplinary field that uses methods and analysis techniques to measure the effectiveness of different pedagogical approaches such as problem based learning (PBL), project based learning etc. Analysis of data helps to bring improvements in the curriculum and content delivery in higher education. According to recent predictions, for educational technology, research seeks to analyze the learners' behavior, engagement time in learning, feedback, problem solving skills, ability to participate in team discussion. Teacher's involvement in designing an activity, keeping the student motivated and to induce them to participate in the activity sessions is a challenging task. Students' performance is always directly proportional to teachers' involvement. Combining PBL and LA helps to collect data and analyze in a structured way to make decisions for an academic purpose. The benefits include targeted course offerings to the students, students' learning outcomes, their behavior, performance, improved curriculum development, and improved personalized learning. Hence, this research enriches the application of PBL pedagogy with LA in engineering education. [ABSTRACT FROM AUTHOR]

The digital transformation of the production sector is setting the scene for a major industrial change. The need for supporting companies in this transformation is currently covered by several maturity models, generally operationalized through standardized questionnaires, which provide, as an outcome, an assessment of the current maturity stage and a set of general improvement recommendations according to it. However, to provide companies with a more tangible support, there is a need for more individual approach. In order to deal with this need, this paper proposes, following a design science research framework, a novel approach based on Problem-Based Learning for structuring the assessment procedure as a dialectic process. This approach aims at facilitating the contextualization of the assessed company and, consequently, the identification of context-specific improvement recommendations. The proposed approach, supported by a maturity model used for framing information collected during the assessment process, is tested in three industrial cases. Although these have been assessed at the same maturity stage, different improvement recommendations have been proposed according to contextual factors such as strategic goals, core processes and key performance indicators. [ABSTRACT FROM AUTHOR]

Abstract The objective of this study was to compare the effectiveness of Problem Based Learning (PBL) versus PBL associated with the Active Learning Model for Critical Thinking (ALMCT) to improve critical thinking (CT) in nursing students in an educational intervention on Basic Life Support (BLS). A two-arm randomized, single-blinded, parallel clinical trial was carried out with 108 Brazilian undergraduate nursing students who participated in a BLS course. PBL + ALMCT was used in the control group (CG), and PBL was used in the experimental group (EG). Pre- and post-tests were used to evaluate CT dispositions using the California Critical Thinking Dispositions Inventory (CCTDI), and CT skills were evaluated using the California Critical Thinking Skills Test (CCTST). The results did not indicate significant differences between the CG and EG groups for total CCTDI and total CCTST scales and for most of their subscales. However, there was a significant difference in the EG when the mean scores on the pre- and post-test were compared on the CCTDI analyticity subscale (t = 2073; p = 0.043) and on the CCTST analysis subscale (t = 2302; p = 0.025). We strongly recommend further studies using PBL associated with ALMCT and randomized clinical trials that last more than one month. Highlights • Critical thinking contributes to assertiveness in clinical decision making. • ALMCT influences critical thinking improvement via analyticity disposition and analytical skill. • Self-report method tests that evaluate critical thinking should be interpreted with caution. [ABSTRACT FROM AUTHOR]

Critical thinking is one of the essential skills for learning in the twenty-first century. One strategy to encourage critical thinking skills in learning is to use a learning model that can educate these abilities. The study's conclusions indicate that the only form of training that can aid students in fostering their critical thinking skills is problem-based learning. The purpose of this research is to review articles from indexed journals that explore how well PBL model foster critical thinking skills. This paper discusses aim to describing the research findings that have been tried and published in good reputation daily articles during the past 5 years (2018 – 2022), while mindful of the importance of critical thinking skills to students and the use of PBL models to develop critical thinking skills. The data in this study is focused on data related to problem-based learning models and critical thinking skills in the field of social science. This study is a particular kind of literature study investigation employing the PRISMA method, which has four parts (identification, screening, eligibility and included). It was discovered from the identification, screening, and eligibility results of hundreds of article journals and twenty one papers were gathered from various journal publications. Based on the study's findings, research on the PBL model and critical thinking skills is mostly conducted in universities among numerous Asian nations, with Indonesia accounting for the biggest share. Science is a subject that is extensively researched utilizing quantitative methods. Additionally, it was discovered that other variables were being included in PBL research, in addition to critical thinking skills. It is clear from the results of the review of journal papers that the PBL model can fostering critical thinking skills. [ABSTRACT FROM AUTHOR]

The lack of applications using a more challenging approach, involving active learning as well as student-centred and problem-centred learning, can be seen in the existing mobile applications. Thus, this paper focused on the way the Problem Based Learning (PBL) environment was integrated into the design and development process of mobile apps for learning scientific terms. The app was tested by Form 2 students to find its effect on students’ critical thinking and explore how the app helps them to think critically. The findings showed that the app had a positive effect on the students’ critical thinking. Analysis of the t -test found a significant difference (p = 0.000, t(35) = 15.072, α < 0.05) between the pre-test score (mean = 7.20, SD = 3.791) and the post-test score (M = 29.97, SD = 7.578). Data from qualitative analysis also identified four features in this app that can help students improve their critical thinking skills. The findings also showed that there were seven processes involved in the development of students’ critical thinking during the intervention. This study contributes a mobile problem-based critical thinking framework in learning science. In addition, the framework is expected to offer guidance in science subjects to promote critical thinking among students. [ABSTRACT FROM AUTHOR]

Some engineering subjects, while mathematically straightforward, can be conceptually difficult for students to understand. Traditional lecture methods using textbooks and PowerPoint point slides, while popular with some lecturers, are not always the best teaching tool when critical concepts require embedding. In this paper we consider the development of a simple exercise to introduce and teach principles of particle size analysis. A practical exercise we have termed ‘sieving the class’ is introduced and explained and questions relating to size distributions are discussed. In ‘sieving the class’, the ‘size’ of each person in a volunteer group, ideally the class itself, is determined using single square apertures analogous to those in a wire mesh sieve, constructed from plumbing polyvinyl chloride piping. This approach has the potential to directly engage students in the construction of a size distribution, and to promote and provoke useful supplementary discussion. Ethics approval was required, and obtained, and an introductory trial was carried out to implement and evaluate the framework outlined here. Student response was assessed in a written survey with more than half the class acknowledging enhanced understanding of the concept of size distribution and more than eighty percent recording the lecture experience as enjoyable. [ABSTRACT FROM AUTHOR]

Psychology is a required element in nursing education in many countries. It is particularly aimed at teaching nursing students to get a better understanding of patients, colleagues, health care organizations and themselves, and moreover to apply what they learn about psychology to optimise their care. A meaningful integration of psychology within nursing education requires an emphasis on its application in understanding aspects of care and skills development. However, its ultimate value is demonstrated when addressing problem areas in nursing and health care. In this paper the authors outline an approach to psychology education in nursing which emphasises its development as a problem solving support. An example is presented which focuses on the application of psychology to the challenge of care erosion and deficient critical nursing reflection. The discussion includes the organisational context, social pressure, social cognition, reflection and the role of inner conflict (cognitive dissonance). Nursing educators can contribute to the prevention of care erosion by a combined effort to teach awareness of psychological mechanisms, ‘critical’ reflection, mastery in practice, strong values and standards, and ‘inoculation’ against justifications of substandard care. [ABSTRACT FROM AUTHOR]

The discussion through Skype on research topics between two laboratories were carried out as virtual problem based learning project. During the discussion, the blinking eyes were counted as biological data. After the project, questionnaires were given to the participants. Two series of data, biological data by counting blinking eyes and psychological data derived from questionnaires were compared and analyzed. Both data were compatible reasonably and could be well explained complimentary. If the system could be established systematically, it would be a very powerful educational tools for both teachers and students in the future. [ABSTRACT FROM AUTHOR]

This paper presents an experience of an introductory course on Parallel Programming. The course is dedicated to parallel programming tools and environments, and in particular to the analysis, development and optimization of parallel algorithms. It has a practical orientation and is guided with the use of problems from the Spanish Parallel Programming Contest. The different units are presented in the traditional lecture format, and a practical session accompanies each unit, with problems to work with in the tools or algorithmic paradigms presented in the previous lecture. The students work in the practical sessions on problems and using the system of the contest, which facilitates online and real time validation of their implementations. The practical approach of the course and the continuous evaluation used led to an important increase in the marks. [ABSTRACT FROM AUTHOR]

If engineers are to provide sustainable innovations for future societies, engineers should be able to think and act beyond pure technical competence. This is stressed in political and accreditation frameworks all over the world, and universities are trying to respond to this demand. However, in many cases, sustainability practices seem fragmented and there is a lack of knowledge of strategies and few clear examples of good practice. In this paper, activities to integrate sustainability in two engineering institutions, one in Denmark and one in Australia, are systematically compared to provide an understanding of different kinds of activities and their internal as well as external enablers. A conceptual framework to provide overview of education for sustainability activities and their enablers has been proposed, where activities are related to actors and resources at both university and national levels. The conceptual framework has been developed iteratively – moving back and forth trying to find a suitable structure to capture the contextual pillars of the activities in the two cases, using state-of-art within the research field of education for sustainable development to fill out potential blind spots in the case-material and, finally, continuously shaping the storylines in the two cases to provide the needed overview and understanding of the similarities and differences of the approaches. The interplay between the framework and the case-stories provides a platform for change, as the framework does not only create an overview of activities, it also points out potential routes not taken, and the case studies provide examples of activities, which can be transferred with careful consideration to the internal as well as external context. [ABSTRACT FROM AUTHOR]

What are our students doing: studying, working with classmates, looking for information at the library or Internet? During 2 years, 131 preservice teachers were monitored using a survey, obtaining hours they employed in different tasks. Within the second year, problems found in the first were managed. Results reveal that, in Problem Based Learning, working in groups is the greatest time consumer although is distributed relatively homogeneously. Furthermore, students spend too much time on almost all activities, leading to a general overload properly handled in the second part of the study. Reflections on the consequences of time allocation research offers valuable opportunities to improve the quality of teaching-learning processes. [ABSTRACT FROM AUTHOR]

Objective To elicit perceptions of midwifery graduates regarding the impact of Enquiry Based Learning (EBL) on their clinical practice. Design A qualitative approach utilising semi-structured interviews and content analysis. Setting A midwifery education provider in the Republic of Ireland. Participants Purposive sampling was employed to recruit fourteen midwifery graduates, from a total of twenty eight, from two cohorts who had successfully completed a Higher Diploma in Midwifery programme. Findings Findings centred on the theme ‘Effect of EBL on clinical practice’, with positive perceptions of EBL reported in relation to its connexion to midwifery practice. Conclusions Findings affirm the view that EBL augments linkage of theory to clinical practice in addition to linking clinical practice to theory. Consequently, competent practitioners are cultivated and an array of transferable skills developed, thus demonstrating the significant contribution of EBL in enriching clinical practice. [ABSTRACT FROM AUTHOR]

Aim: This paper aims to explore the development and evaluation results of a simulated skills package designed using a problem based learning approach with general nursing students. Background: Internationally, the use of high fidelity simulated learning environments has escalated. This has occurred as a result of growing concerns relating to patient safety, patient litigation, lack of clinical opportunities for student nurses to gain experience and integration of new teaching methods into nursing curricula. There are however both proponents and opponents to the value of simulation and high fidelity simulation within nursing education. Methods: This study was conducted in an Irish school of nursing. A simulated learning support package was developed by nurse educators and piloted with 134 third year nursing students. This was evaluated using a questionnaire in which 87 students responded. Findings: Students generally found the simulation sessions realistic and useful in developing clinical skills, knowledge and confidence for clinical practice. However student issues regarding support with preparation for the session were highlighted. Also, the need for a more formalised structure for debriefing following the simulation sessions were identified. Conclusion: It is hoped that this paper will provide nurse educators with some guidance to aid future development of innovative and interactive teaching and learning strategies. [ABSTRACT FROM AUTHOR]

Summary: In order to stimulate safety consciousness beyond the bedside, a series of meaningful, practice-based learning activities were devised that compel students in a baccalaureate nursing program to consider safety issues beyond the obvious concerns at the point of care. The assignments emphasize systems level thinking and process evaluation of facility characteristics, team communication, and unit based improvement campaigns. Reflective components engage students in evaluation of their comfort level with being an agent of change, the climate for change on their unit, and their confidence in delegation and communication skills. Through these assignments, students demonstrated integration of concepts from lecture (change theory, systems theory, quality improvement, and process evaluation) and achievement of Quality and Safety Education for Nurses (QSEN) competencies. The reflective components stimulated critical reflection of practice. Examples of student responses are included in this article. [Copyright &y& Elsevier]

Abstract: A project about nuclear safety was carried out through e-learning. It was a problem based learning (PBL) activity that took place in Second Life (SL), an online three-dimensional community. The virtual classroom was built on an island owned by Nagaoka University of Technology, Japan. Three students from a high school near Clarkson University participated in this project. A teacher gave them a short lesson about nuclear energy safety and then proposed the problem. The students understood the contents very well and solved the problem through voice chat interactions in SL. They engaged in active discussions and displayed high interest for the safe use of nuclear energy throughout this successful project. The results clearly indicate that this type of PBL class is possible for actual e-learning about nuclear safety and for engineering education. [Copyright &y& Elsevier]

Abstract: Objective: Setting up clinical reports within hospital information systems makes it possible to record a variety of clinical presentations. Directed acyclic graphs (Dags) offer a useful way of representing causal relations in clinical problem domains and are at the core of many probabilistic models described in the medical literature, like Bayesian networks. However, medical practitioners are not usually trained to elicit Dag features. Part of the difficulty lies in the application of the concept of direct causality before selecting all the causal variables of interest for a specific patient. We designed an automated interview to tutor medical doctors in the development of Dags to represent their understanding of clinical reports. Methods: Medical notions were analyzed to find patterns in medical reasoning that can be followed by algorithms supporting the elicitation of causal Dags. Clinical relevance was defined to help formulate only relevant questions by driving an expert''s attention towards variables causally related to nodes already inserted in the graph. Key procedural features of the proposed interview are described by four algorithms. Results: The automated interview comprises questions on medical notions, phrased in medical terms. The first elicitation session produces questions concerning the patient''s chief complaints and the outcomes related to diseases serving as diagnostic hypotheses, their observable manifestations and risk factors. The second session focuses on questions that refine the initial causal paths by considering syndromes, dysfunctions, pathogenic anomalies, biases and effect modifiers. A case study concerning a gastro-enterological problem and one dealing with an infected patient illustrate the output produced by the algorithms, depending on the answers provided by the doctor. Conclusions: The proposed elicitation framework is characterized by strong consistency with medical background and by a progressive introduction of relevant medical topics. Revision and testing of the subjectively elicited Dag is performed by matching the collected answers with the evidence included in accepted sources of biomedical knowledge. [Copyright &y& Elsevier]

Summary: Graduates'' perception of the value of their undergraduate program is a critical component of professional program evaluation and contributes a viewpoint rarely reported in the literature. It has been proposed that Problem Based Learning (PBL) enhances knowledge acquisition, clinical competency and professionalism as a consequence of students assuming the role of registered nurse as they work through real practice situations on a daily basis in the classroom. The purpose of this study was to determine how PBL graduates describe the contribution of the educational experience to their professional practice as nurses. Using focused ethnography, PBL graduates (N=45) participated in the study as individuals or through focus group discussions. Graduates described themselves as: self aware and self directed critical thinkers, patient advocates able to engage in evidence based holistic practice and interdisciplinary team members able to take on leadership roles and handle conflict. [Copyright &y& Elsevier]

Adolescents with asthma or allergies do not consider their disease when making their career choice. Therefore the aim of this project was to sensitize secondary school students for occupational diseases before they start working. Four virtual patients for secondary school students were created. They present their experiences as apprentices. Occupational diseases as well as prevention methods are discussed. Evaluation and longterm knowledge was assessed. Furthermore, a webpage (http://www.volle-puste.de/en/) was created, where free access to the virtual patients can be ordered by teachers. Virtual patients are suitable for age 13-16. On a scale from 1 (very good) to 6 (insufficient) students rated the use of the virtual patients with an overall mean of 2.7 (Standard deviation: 1.15). Long-term gain in knowledge was shown. Using virtual patients in adolescents is useful to enhance knowledge about occupational risks. Whether this contributes to an informed job choice has to be shown in further studies. [Copyright &y& Elsevier]

Introduction: The College of Health Sciences (CHS), Makerere University has been training health professionals since 1924. Six years ago, there was a curriculum change to Problem Based Learning/Community based Education and Service (PBL/COBES). A SPICES model (Student centered, problem based, integrated, community based, electives, systematic) was adopted and defined to suit the CHS environment. The radiography program is 3 years in length which involves Ultrasound as an important part of the training. It was a challenge to adopt the new PBL method of learning after having a lecture-based pedagogical method for over 80 years. Objective: To implement the training of ultrasound in the PBL radiography curriculum as well as evaluate the opinions of the staff and students about Ultrasound training in the new curriculum. Methodology: A participatory approach was used. Workshops were conducted and objectives for ultrasound courses refined. Scenarios were written for use in the PBL sessions. A retrospective review of student performance in the ultrasound courses was carried out. A cross-sectional survey involving teachers and current radiography students was also carried out to evaluate learning of ultrasound using the PBL approach. Results: Students have consistently excelled in ultrasound courses using the PBL approach of learning. Both teachers and students rated the teaching of ultrasound to radiography students as being highly important and supported the new approach to training. Conclusion: Ultrasound training using PBL has been successfully implemented. However, this is still an ongoing process and will require the total commitment of both students and teachers. [Copyright &y& Elsevier]

Objective: To determine whether problem based learning (PBL) is an effective educational strategy in chronic disease management. Methods: The databases CINAHL, EMBASE, HealthStar, Medline and PubMed were searched for articles which focused on PBL and patient education or patient learning. Results: Individual studies using PBL as an intervention with chronic disease management reflect significant changes in cognitive and clinical outcomes among individuals experiencing diabetes, asthma, arthritis and coronary artery disease. Conclusion: There is a need for more well designed studies that assess the impact of PBL on self-care management of a variety of chronic diseases. Practice implications: There is some evidence that PBL is effective in promoting self-care with individuals experiencing diabetes, arthritis, asthma and coronary artery disease. [Copyright &y& Elsevier]

Summary: Purpose: This descriptive research aimed to identify and compare the conflict resolution skills of nursing students enrolled in a problem based learning (PBL) or conventional curriculum. Method: The setting for the research was two nursing schools at public universities in Istanbul and Izmir, Turkey. The sample included 255 students enrolled in Conventional Method School and 141 students in the PBL School. A questionnaire consisting of four sociodemographic questions and the 55-item Conflict Resolution Skills Scale (CRSS) was used to collect data. Independent t-test was used to determine differences in conflict resolution skill levels between students in the conventional and PBL schools. Findings and conclusion: The total conflict resolution skills scores and sub-scale (empathy, listening skills, requirement-based approach, social adaptation and anger management) scores of the students educated by PBL were significantly higher than those educated by the conventional method of education. This suggests that the emphasis on interpersonal skills, team communication and self-awareness that are a part of the PBL curriculum should become a focus in conventional curricula as well. These same skills and abilities should be more prominent in conventional schools of nursing as they become more student-focused. [Copyright &y& Elsevier]

Summary: Problem based learning (PBL) is widely utilised as a curricula modality within the health professions and extensive literature exists to support its application. Recently nurse educators have embarked on the PBL journey as a method of contextualizing theory into practice in the classroom and clinical setting. The University of Queensland, in partnership with key health care providers, introduced an innovative undergraduate nursing curriculum in 2004. The curriculum incorporates problem based learning, clinical skills sessions, lectures and clinical practice as part of an intense weekly program from first year onwards. The program facilitates integration of evidence based theoretical and clinical knowledge driven by the PBL philosophy. However, in reality is PBL utilised by clinicians as a method of clinical teaching in undergraduate health professional programs? A systematic review of the literature was undertaken to answer this question revealing a paucity of evidence supporting or confirming the application of PBL in the clinical setting. The findings of this review highlight the current gaps in the PBL literature, supporting further research into the role of PBL as a teaching strategy for undergraduate nurses in the clinical practice setting. [Copyright &y& Elsevier]

Summary: Problem based learning (PBL) has been adopted in many settings for the education of health professionals. It has generally been evaluated well by students although much of the literature comes from medical education. The aim of this study was to ascertain the views of student midwives at the beginning and at the end of their programme and three months after graduation about the use of a PBL based programme in midwifery. Eight focus groups were conducted with students whilst undertaking a PBL programme from both a shortened and three year programme across two sites. A questionnaire was sent 3 months after graduation to midwives who had completed the programme. Key themes which emerged from this study were that although students gained skills in information retrieval and critique some did not always feel well prepared for practice. The focus on individual presentations in the tutorial tended to be interpreted as performance rather than discussion in a spirit of enquiry. Students reported being particularly anxious at the beginning of their programme about their learning. They felt that their experience was dependent upon the participation and motivation of the group members. [Copyright &y& Elsevier]

Summary: Increasingly complex needs and expanding roles in the delivery of health care require professional nurses to be capable critical thinkers and self-directed learners. Problem-based learning (PBL) is promoted as a mean to facilitate critical thinking (CT) in nursing students attending generic and post RN baccalaureate programs. The authors summarize and analyze nursing research and theoretical literature (1992–2005) related to four key topic areas: critical thinking, nursing education, PBL, and post RN education, to determine what is known about the impact of PBL on CT among post RN students. CINAHL, ERIC, Medline and PsychINFO databases were searched and based on the literature retrieved, there is no strong research evidence to suggest changes occur in baccalaureate nursing students’ CT during their educational programs, including those using PBL. Similar results were found among post RN students although the literature on this topic is sparse. There is a need for additional research and ongoing development of valid and reliable instruments to measure CT in nurses to guide teaching and learning strategies that effectively facilitate CT among nursing students. [Copyright &y& Elsevier]

Abstract: During the fourth semester, just before they have to choose among one of the engineering disciplines taught at the Vrije Universiteit Brussel, students are confronted with four different practical problems, one per discipline. These problem based learning courses are intended to familiarize students with the most typical aspects of each discipline, in order to facilitate a conscious choice. This paper describes the project related to “Electronics and Information Technology” that essentially focuses on computer based process control and gives a summary of the experience accumulated with the project over three years. [Copyright &y& Elsevier]

Summary: Background: Problem- or evidence-based learning (PBL or EBL) has become more widely used in the education of health professionals. Although there has been research exploring its effectiveness and the student’s perspective, there has been little research exploring the perceptions of the teacher. The objective of this study was to investigate the experiences of teachers facilitating a problem based learning curriculum in midwifery. The study took place at Thames Valley University, which has implemented this approach across the entire curriculum. Methods: Semi-structured interviews were undertaken following random selection from two groups of teachers; those more experienced as teachers and those who had entered teaching more recently. Findings and discussion: Aspects of the teacher’s role identified included questioning students to draw out their knowledge and understanding and to help students challenge each other, discuss and evaluate their learning. Strategies used varied depending on the stage of the programme. Difficulties encountered were mostly in relation to facilitating groups of differing backgrounds and ability and seeking to enable the students to work well together. Key challenges for teachers were in relation to developing facilitation skills, balancing input or guidance with facilitating independent learning. Conclusions: Problem based learning was perceived to be beneficial in helping students relate theory to practice and in encouraging an active and enquiring approach to evidence, but teachers raised important questions about its practice. Tensions were identified between the constructivist theories on which the model of PBL rests and the formal requirements of an externally regulated professional curriculum. [Copyright &y& Elsevier]

Summary: A successful problem based learning approach to the education of health care professionals is dependent upon facilitators having access to a bank of authentic scenario. The assertion made here is that methods employed to build scenario, containing problems that act as triggers for learning, are difficult to author and compel the facilitator to define the problems at the outset negating any need for the learner to engage in problem identification, a crucial skill for learners to acquire. The article explores several methods of building scenario that have the potential to offer a solution to the problem of problem pre-definition with the conclusion that they all have limitations and bring with them a new set of challenges for the facilitator. The article goes on to introduce Penfield Virtual Hospital (Penfield), a computer-based tool developed to address some of the challenges posed by scenario building particularly relating to problem pre-definition. [Copyright &y& Elsevier]

Abstract: Increasingly, graduates across a range of professions are required to possess the ability to critically evaluate information, solve problems and participate in collaborative group work. Problem Based Learning (PBL) is a pedagogical approach to learning that emphasises student centred engagement with real problems or situations, involving learners in active decision making processes and in using theory to inform practice. This paper reports the perceptions a group of pre-service educators had to their participation in a unit of study conducted using a PBL scenario. The paper examines issues associated with teacher education, such as skills acquisition and the notion of the ‘gap’ between theory and practice. The findings reported here indicate that PBL offers the opportunity for pre-service educators to participate in a learning experience that supports them in developing skills appropriate to their profession and in understanding how theory may be related to practice. [Copyright &y& Elsevier]

This paper deals with the development and utilization of an e-learning course at ENSIC in France. Some definitions and examples of problem based learning (PBL) or e-learning utilizations in the world of chemical engineering are first given. This survey results from discussions held in the frame of the Working Party on Education of the European Federation of Chemical Engineering. The e-learning course developed at ENSIC is described and its use, according to an original pedagogy mixing e-learning and PBL, is detailed. The results show that this new pedagogy does not reduce the time of training but induces much more active learning, a better comprehension of technology and the possibility for the students to progress at their own rhythm. [Copyright &y& Elsevier]

Abstract: This review describes the development of the BSGE nurse hysteroscopy training programme over the past 4 years. The programme attracts academic credit and is often a way into the Masters education pathway. A recent survey of qualified nurse hysteroscopists illustrates how much hospitals rely on these individuals for teaching, training and provision of services. All nurse hysteroscopists are working in outpatient hysteroscopy clinics and new developments within the training programme mean that they can now offer treatment as well as diagnosis. [Copyright &y& Elsevier]

Summary: This paper details the results of the first phase of a project using eLearning to support students’ learning within a simulated environment. The locus was a purpose built clinical simulation laboratory (CSL) where the School''s philosophy of problem based learning (PBL) was challenged through lecturers using traditional teaching methods. The solution: a student-centred, problem based approach to the acquisition of clinical skills that used high quality learning objects embedded within web pages, substituting for lecturers providing instruction and demonstration. This encouraged student nurses to explore, analyse and make decisions within the safety of a clinical simulation. Learning was facilitated through network communications and reflection on video performances of self and others. Evaluations were positive, students demonstrating increased satisfaction with PBL, improved performance in exams, and increased self-efficacy in the performance of nursing activities. These results indicate that eLearning techniques can help students acquire clinical skills in the safety of a simulated environment within the context of a problem based learning curriculum. [Copyright &y& Elsevier]

This paper describes and evaluates the use of a virtual learning environment (VLE) to enhance ICM capacity building within a higher education context. It was found that when combined with an appropriate teaching strategy, in this case, problem based learning, the VLE provides a valuable learning resource. Overall, the learning process experienced by students was perceived to be more beneficial than a conventional lecture-based teaching strategy. It was also found that even poorly motivated students engaged with material more fully than with alternative delivery methods. The paper concludes that capacity building techniques require more detailed debate in order to identify and develop appropriate techniques to maximise the potential of capacity building opportunities. [Copyright &y& Elsevier]

This paper debates the use of problem based learning in accelerated pre-registration nursing programmes that are specifically designed for candidates with 'graduate status'. We discuss the benefits of using problem based learning (PBL) within a graduate entry nursing (GEN) curriculum and its effectiveness in producing dynamic nurses who are both capable and value-centred practitioners. [ABSTRACT FROM AUTHOR]

• Students' ways of integrating historical bodily-material resources are important aspects of developing a professional dialogic practice. • Professional dialogical practice is composed of bodily, material and historical resources in interaction. • Embodied interaction analysis provides a stance for viewing how students are developing a professional dialogic practice in action. Previous studies of engineering and design students found that they are less competent than professionals in managing iterative processes, working with ill-structured problems and integrating objects and materials into their design process. Accordingly, there is a broad interest in understanding how students learn to design collaboratively and how they are becoming professionals. In this paper, we explore how a group of architectural engineering students are collaboratively developing a dialogic practice, which resembles how professionals work. We base this analysis on video extracts of a group of students preparing for a formal design review session by asking: What are the characteristics of students' dialogic practice in a collaborative design project? Does it develop into a professional dialogic practice? Based in embodied interaction analysis of the video extracts, we show how this professional dialogical practice is developed using bodily, material and historical resources, rather than only being manifested in verbal discourse. We argue that mastering these dialogic practices is an important part of becoming a professional. Our analysis shows that the students are oriented to the tactile and kinaesthetic aspects of their collaborative work, they engage in collaborative embodied design activities and they integrate the history of the design process by repurposing materials in their current activity. We also argue that our methodological orientation to the students' interactional work allows us to see how they develop a dialogic practice better than existing studies using protocol analysis. [ABSTRACT FROM AUTHOR]

Summary Background The practice and policy of mental health nursing are changing. Integration of health and social care, an increased emphasis on wellness and recovery and greater expectation of involvement from both service users and carers require competence in both group and interpersonal working. The active and dynamic processes of problem based learning provide the ideal environment to achieve proficiency in these skills. Objectives The aim of this review was to understand those programme elements that best support the delivery of a problem based learning module. Data Sources This study utilised a standard module evaluation. Review Methods A systematic analysis of completed module evaluations allowed key themes to be established. Results Problem based learning helps develop the skills and attributes that mental health nursing need in an increasing collaborative and wellness focused practice environment. Successful integration of PBL is more likely to occur when student centred approaches are already incorporated within a programme. Creating the right conditions for learning are key to successful facilitation of PBL groups. Conclusions Successful implementation of PBL requires identification of relevance to practice by students, a programme approach that is compatible with the aims and philosophy of PBL and a form of facilitation that encourages development of student autonomy. [ABSTRACT FROM AUTHOR]

Background Information literate person are aware of where and how they can obtain the information they need. Little is known about student nurses information literacy skills in different education programs. Objectives To find out how final year nursing students rated their own abilities to acquire new information. Design and Participants This study used comparative and descriptive cross-sectional surveys. Participants were final year students in two different programs, in two different universities in Turkey. Methods The study sample consisted of final year nursing students who received training in Classic Learning (N: 61) and Problem-Based Learning (N: 96). As an evaluation instrument for the perceptions of the students their own information literacy, a scale consisting of 28 questions with 7 Likert ratings for each was used (min: 28, max: 196). Results The return rates of the surveys were 96.7% in the school with classic training and 81.2% in the school with PBL. It was found that the average scores of the students were high, with a mean of 137 ± 29 in the school where the classic training program was carried out, and 163 ± 21 in the school where the training was PBL. A statistically significant difference was found by comparing the average scores of the two independent groups (t : − 6.0; p < 0.05). Conclusions Students in both of the training programs rated themselves as high. However, PBL training had a stronger influence on the development of their self-perceptions regarding information literacy. We conclude that training programs should be reviewed, and new methods should be developed based on these concepts. [ABSTRACT FROM AUTHOR]

Highlights: [•] Study of tutor, rather than tutee, experiences within problem based learning. [•] Ethnographic study producing tutor focussed narrative of their experiences. [•] Undergraduate perception of academic role and pedagogic processes probed. [•] Socialisation of tutors improves management and communication skills. [•] Methods for developing tutors’ abilities within tutorial based learning environments proposed. [ABSTRACT FROM AUTHOR]

Abstract: During academic session 2008–2009, the Department of Chemical Engineering, University of Strathclyde, changed Year 4 Chemical Engineering Design project teaching to include mixed groups from Bachelors and Masters programmes; team delivery and two separate components of design. This paper presents data for 408 students studying Chemical Engineering at the University of Strathclyde pre and post change; exploring the impact of these changes and highlighting potential for supported, vertically integrated learning programmes, across the first four years of teaching, to provide a framework fostering student confidence and autonomy. The impact of course restructuring indicates that Bachelors students’ aspirations are increased, with no detriment to Masters performance. Early years performance over this period is unchanged, allowing separate investigation of the changes made in 2008–2009. Gender basis analysis shows that male students’ performance is little affected, although the whole cohort fit shows a marked change due to the improved performance of low attaining female students. Post 2009 final performance shows direct correlation with Chemical Engineering Design mark, suggesting the latter may indicate final expected grades for given students. The study reveals widely applicable benefits for increased student motivation, managing expectation, and facilitating students’ utilisation and integration of knowledge gained during their studies. [Copyright &y& Elsevier]

Summary: Assessing the learning goals set by faculty is an important part of problem-based learning (PBL). Students also develop individual and group goals during module tutorials. They choose learning activities and create a framework for their self-directed study in order to achieve these goals. This investigation analyzes perceptions of the depth of understanding that students acquire. The effects of setting learning goals by faculty and by students themselves are examined, and we explore differences within groups and within the different years in the program. Nursing students responded to a questionnaire indicating how well they thought they had understood new material, according to both the goals preset by the faculty and those developed by the students themselves. A five-point Likert scale was used for this. The findings indicate no significant difference between tutors'' and students'' evaluations of student level of understanding within the different years of the program. Students and tutors in all three years indicated that they achieved adequate or good understanding of learning goals. (Students: First year: 91.6%, second year: 76.5%, third year: 90.1%; Tutors: First year: 76.8%, second year: 65.7%, third year: 89.1%) These findings are useful for evaluation of PBL outcomes for curriculum committees. Based on these research results, our faculty curriculum committee has decided to give the students a list of faculty generated learning goals at the end of every curriculum module. The students then compare these with their own self-directed goals in feedback sessions with faculty members. These feedback sessions have been very popular with students. [Copyright &y& Elsevier]

Abstract: There is general agreement that professionalism and professional behaviour should be (formatively and summatively) assessed, but consensus on how this should be done is still lacking. After discussing some of the remaining issues and questions regarding professionalism assessment, this article discusses the importance of qualitative comments to the assessment of professional behaviour, focuses on the currently most frequently used tools, as well as stresses the need for triangulation (combining) of these tools. [Copyright &y& Elsevier]

Abstract: Core medical knowledge has been assessed for over fifty years and technical and communication skills for at least twenty. The assessment of professionalism however has failed to achieve recognition within this time frame. The interest in the assessment of professionalism and professional behaviour thus is a fairly recent development. This article will firstly clarify how professional behaviour assessment relates to other assessment methods using the framework proposed by Miller6. Thereafter a brief overview will be provided of the current “tool box” of methods available to assess professionalism. Data on the validity, reliability, feasibility, acceptability and educational utility of these “tools” as derived from published evidence will be reviewed. Subsequently a general overview of the way forward in the assessment of professionalism and professional behaviour will be given. [Copyright &y& Elsevier]

Abstract: Recommendations in the literature concerning measures to address the challenges to professionalism have converged on the establishment of an education community, on a structured curriculum dealing with professionalism, on developing programs for role modelling and mentoring, and on attention to the assessment of professional conduct. The interventions in the field of medical education appear central among these efforts, since it is during medical school that the template for professional conduct in medicine is primarily learned. This article attempts to provide a more in-depth discussion of the goals, purposes and current factors influencing teaching and learning professional behaviour in the medical school curriculum and the residency programs. [Copyright &y& Elsevier]