Problem-Based Learning in Physician Assistant Education at a University in Eastern South Carolina: Improving an Active Learning Pedagogy

The purpose of this applied study was to solve the problem of designing and delivering a problem-based learning (PBL) curriculum which enhances students’ critical thinking and prepares physician assistant (PA) students to pass a national certifying examination at a small university in eastern South Carolina. A multi-methods approach utilizing concepts from qualitative and quantitative research was used. The study was guided through a central research question: How can the problems of problem-based learning be improved in PA education at a university in eastern South Carolina? Deeper understanding is discovered through the sub-questions: (a) how would PA education faculty in an interview solve the problems of problem-based learning at a university in eastern South Carolina? (b) how would students in a survey solve the problems of problem-based learning at a university in eastern South Carolina? (c) how would data from student surveys and standardized multiple-choice question instruments provide information related to the problems of problem-based learning at a university in eastern South Carolina? Data collection included personal interviews with five PA faculty, 15 student surveys and documents. Data analysis included bracketing, horizonalization, and coding for themes as well as transformation of data into means and frequencies with triangulation as a parallel analysis of qualitative and quantitative data. The data was analyzed to develop themes which produced three solutions to the problem. The solutions identified were a more thorough alignment of curriculum content across the program, improved faculty facilitation of PBL coursework, and restructuring the peer interactions to include more small group activities, role-playing, and use of patient simulators. Keywords: problem-based learning, physician assistant education, student learning outcomes, critical thinkin

Towards a generalised e-learning business process model

Modelling learning scenarios is central for e-learning domain. This has been manifested in the proliferation of the different Educational Modelling Languages, as well as in developed e-learning models. However, the existing modelled scenarios are deficient as they lack flexibility and the agility to respond to the dynamic nature of an e-learning process that is suitable to answer learners’ needs. This paper proposes a novel approach to develop a generalised business process model from a set of related business processes sharing the same goals and associated objectives. The proposed approach has been applied in the e-learning domain, which demonstrated its ability to develop a generalised e-learning business process model that is derived from the existing pedagogical models and technology-enhanced learning artefacts. Moreover, the proposed approach has been evaluated to test its effectiveness in generalising a set of business processes, which paves the ground to apply it in different contexts. The generalised e-learning business process model has been modelled using the industrial standard Business Process Modelling Notations (BPMN 2.0) so that processes can be dynamically enacted in service-oriented environments and, at the same time, adapting to answering e-learners’ learning requirements

M-Learning: Content Tool for Accounting

Independency of time and space are often named as the main advantages of e-Learning. The basic requirement of e-Learning is a Personal Computer (PC), and therefore a real independency of time and space is not given. Even with a notebook these independencies are not fulfilled, because a real independency of time and space means learning wherever and whenever you want to learn. Hardly anyone carries his notebook or his PC with him all the time. Due to certain requirements eLearning fulfils just partly this demand of independency. Mobile learning (MLearning), the next generation of the computer-aided and multimedia-based learning, is based on mobile phones. The market penetration of mobile phones in Malaysia is at a level of 81% and the numbers are rising. It can be said, that the great majority of the population has a mobile phone and carries it with them most of the time. Because of this fact the independency of time and space for learning is fulfilled to nearly a hundred percent. As a consequence the main advantage of mobile learning is learning wherever and whenever you want to learn. You can use idle periods for learning. For example: The times while you are traveling, while you are waiting for the bus or while you are waiting at the restaurant or at the trainstation. Nearly every unused and wasted time can now be used for efficient and effective learning. Therefore mobile learning will be an important instrument for lifelong learning, because it will help us to use our time more efficiently

Modelling and Coordination of Building design:an experience of BIM learning/upskilling

The implementation of Building Information Modelling (BIM) in the Architecture, Engineering, Construction and Operations (AECO) industry requires multidisciplinary teams equipped with new technical and managerial skills. Professionals that are inexperienced or unfamiliar with the BIM design process face difficulties in transposing complex concepts into BIM modelling and coordination practices, despite governments, industry bodies, and academia's efforts. With this issue in mind, this article's objective is to present the teaching-learning strategies and tools adopted in a practical case of modelling an existing building on a BIM platform. In terms of method, a phenomenological approach has been taken to report on an exploratory didactic experience. The Cognitive Load Theory (CLT) was used to assess learning based on the authors’ perceptions. The research has been structured into the following five stages: Literature Review; Analysis of Brazilian and International BIM Standards and Guides; Didactic exercise; Experience Assessment; and Conclusions. The results reveal aspects of BIM processes that can be widely investigated in an academic environment, such as the BIM design and coordination process model, which can be explored as a tool in the BIM teaching-learning process. Also, difficulties related to teaching BIM management processes were identified, thus calling for different didactic approaches. The contributions made by the research come from reporting and analysing the process of learning complex BIM content from the perspective of inexperienced professionals. The work also contributes to the field through the BIM learning assessment proposal and the BIM process model resulted from the authors’ practical experience.</p

Modelling and Coordination of Building design:an experience of BIM learning/upskilling

The implementation of Building Information Modelling (BIM) in the Architecture, Engineering, Construction and Operations (AECO) industry requires multidisciplinary teams equipped with new technical and managerial skills. Professionals that are inexperienced or unfamiliar with the BIM design process face difficulties in transposing complex concepts into BIM modelling and coordination practices, despite governments, industry bodies, and academia's efforts. With this issue in mind, this article's objective is to present the teaching-learning strategies and tools adopted in a practical case of modelling an existing building on a BIM platform. In terms of method, a phenomenological approach has been taken to report on an exploratory didactic experience. The Cognitive Load Theory (CLT) was used to assess learning based on the authors’ perceptions. The research has been structured into the following five stages: Literature Review; Analysis of Brazilian and International BIM Standards and Guides; Didactic exercise; Experience Assessment; and Conclusions. The results reveal aspects of BIM processes that can be widely investigated in an academic environment, such as the BIM design and coordination process model, which can be explored as a tool in the BIM teaching-learning process. Also, difficulties related to teaching BIM management processes were identified, thus calling for different didactic approaches. The contributions made by the research come from reporting and analysing the process of learning complex BIM content from the perspective of inexperienced professionals. The work also contributes to the field through the BIM learning assessment proposal and the BIM process model resulted from the authors’ practical experience.</p