PBL 2.0: enhancing problem-based learning through increased student participation

dc.creator	Daniel Wiznia
dc.creator	Robert Korom
dc.creator	Peter Marzuk
dc.creator	Joseph Safdieh
dc.creator	Bernice Grafstein
dc.date	2012-06-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:25Z
dc.date.available	2015-08-12T11:17:25Z
dc.identifier	10.3402/meo.v17i0.17375
dc.identifier	1087-2981
dc.identifier	https://doaj.org/article/9fed38fd4243474f9413a9fbd764e5db
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26315
dc.description	Purpose: The purpose of this study was to test a new problem-based learning (PBL) method to see if it reinvigorated the learning experience. Method: A new PBL format called PBL 2.0, which met for 90 min two times per week, was introduced in 2009 into an 11-week integrated neuroscience course. One hundred second-year medical students, divided into 10 groups of 10, who had completed their first year of medical school using a traditional PBL format, participated in PBL 2.0. Students were prohibited from using computers during the first session. Learning objectives were distributed at the end of the first day to the small groups, and students were assigned to pairs/trios responsible for leading an interactive discussion on specific learning objectives the following day. Student-led ‘lectures’ were prohibited. All students were responsible for learning all of the learning objectives so that they could participate in their discussions. Results: One hundred and six students were surveyed and 98 submitted answers (92% response). The majority of groups adhered to the new PBL method. Students invested more time preparing the learning objectives. Students indicated that the level of interaction among students increased. The majority of students preferred the new PBL format. Conclusions: PBL 2.0 was effective in increasing student interaction and promoting increased learning.
dc.language	English
dc.publisher	Co-Action
dc.relation	http://med-ed-online.net/index.php/meo/article/view/17375/pdf_1
dc.relation	https://doaj.org/toc/1087-2981
dc.rights	CC BY
dc.source	Medical Education Online, Vol 17, Iss 0, Pp 1-5 (2012)
dc.subject	problem-based learning
dc.subject	learning strategies
dc.subject	medical education
dc.subject	problem solving
dc.subject	critical thinking
dc.subject	problem-based curriculum
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	DOAJ:Medicine (General)
dc.subject	DOAJ:Health Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Medicine (General)
dc.subject	R5-920
dc.subject	Medicine
dc.subject	R
dc.title	PBL 2.0: enhancing problem-based learning through increased student participation
dc.type	article