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A review of the last decade of research in problem-based learning

A review of the last decade of research in problem-based learning . Lauren E.M. Dahlquist. Outline. Background on PBLs Materials and Methods Results Conclusion. Introduction. Origin of PBL McMaster University Foundation “human desire to solve problems” Key points of PBL

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A review of the last decade of research in problem-based learning

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  1. A review of the last decade of research in problem-based learning Lauren E.M. Dahlquist

  2. Outline • Background on PBLs • Materials and Methods • Results • Conclusion

  3. Introduction • Origin of PBL • McMaster University • Foundation • “human desire to solve problems” • Key points of PBL • presentation of a problem to a group, • initial collaboration with peers to propose key concepts and identify strategies for solving the problem, • a period of self-study and independent research, • final group collaboration and organization of data and facts, and • a final presentation of solved problem

  4. Materials and Methods • Databases • NCBI’s PubMed • Web of Knowledge • Key words • “problem-based learning, Problem-based learning in science, and science pedagogy” • Article results • English • Last decade • Graduate and undergraduate education • N=33, 47 studies

  5. Universities that use PBL exercises Pharmacy School Polytechnic School 7% 27% Medical School 31% 21% 14% Undergraduate School Dental School

  6. PBL use by Country or Region British Columbia 7% United Kingdom 11% Singapore 32% 29% United States

  7. Role of the Facilitator during PBL • Who is the facilitator? Mentor? Instructor? • Creation of the exercise • Instigate new directions or discussion by providing focused and thought-provoking questions • Characteristics of an effective facilitator

  8. Types of Assessments in PBL Assignments Verbal Survey (7%) 7% Presentations 34% Various Survey (27%) 13% 9% 9% Examinations 7% Self-Study Pre- and Post-Test

  9. Key Points • PBL activities are helpful in scientific courses that require critical thinking and can stimulate additional discovery • Tutors facilitating PBL activities in the classroom allows students to capitalize on learning • Discussion with peers is helpful to develop critical thinking and reasoning skills

  10. Conclusion • Student perspective • Professor perspective • PBL activities are beneficial as a supplement to traditional lecture

  11. Acknowledgements • Biology Department at the University of Nebraska at Omaha • University Committee on Research and Creative Activity(L. Dahlquist)

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