Using Problem-Based Learning to Promote Self-directed Learning at UNLV School of Medicine

It is imperative that medical students develop skills that promote life-long learning and manage the doubling rate of medical knowledge. Through the use of problem-based learning (PBL), self-directed learning (SDL) can be practiced; and both can serve as ongoing learning approaches beyond medical school.https://digitalscholarship.unlv.edu/btp_expo/1064/thumbnail.jp

Developing clinical skill competency of undergraduate nursing students utilising a simulated psychomotor skill laboratory and model of self-directed learning : an evaluation research study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Nursing at Massey University

Nursing education today emphasises higher-level thought processes than in the past. The requirement for Bachelor of Nursing students to also demonstrate competence in the core clinical skills is critical for safe professional practice. Balancing curricular emphases on technical knowledge, clinical and interpersonal skills, ethical decision-making, and other critical thinking skills is becoming increasingly difficult for nurse educators. Changes in the health sector have resulted in increased complexity of care, reduced numbers of venues for clinical practicum experiences, and increased financial costs associated with student practicum. The commitment to ensure that students have requisite clinical skills appropriate to each stage of their programme, prior to their clinical practicum involves curricular, pedagogical and financial considerations. Drawing on international literature and a Faculty committed to the development of nursing knowledge and skill, discovery, reflection and self-directed learning, the Eastern Institute of Technology (EIT) implemented the use of the Clinical Arts and Technology Centre and a cooperative model of self-directed learning into the Bachelor of Nursing curriculum in January 2000. The Clinical Arts and Technology Centre is an "enhanced" clinical simulation laboratory that provides students with the facilities and resources to support and enhance their knowledge and skills in preparation for clinical practicum. This Evaluation Research study explores and determines the effectiveness of the Clinical Arts and Technology Centre and the cooperative model of self-directed learning in terms of student clinical competency outcomes, and student satisfaction with the facility and model of self-directed learning. An extensive review of literature was undertaken in relation to the development and use of clinical simulation laboratories, clinical simulation, and models of self-directed learning in nursing education. A combination of qualitative and quantitative data collection methods were used including a pre piloted research questionnaire and a collation of student competency assessment outcomes. One hundred and fifty-six EIT Bachelor of Nursing students participated in the study. Statistical research findings and themes that emerged demonstrated a high level of overall student satisfaction with the facility resources and model of learning and provide direction for future facility and resource development, and ongoing quality improvement initiatives

The results of Self-Directed Learning for Project Evaluation Skills of Undergraduate students

AbstractThe classroom action research was to study the results of self-directed learning for project evaluation skills of undergraduate students. Subjects were 50 undergraduate students. Research instruments comprised: a) 8 week lesson-plans for the experiment,b) student readiness for a self-directed learning scale, c) a scale for measuring project evaluation skills, and c) a questionnaire on teaching strategy for self-directed learning. The findings revealed high scores for students with regards to readiness for self- directed learning. After employing the teaching strategy for self-directed learning, students reported higher scores for their knowledge of project evaluation, compared to teaching strategy for self-directed learning. Students’ project evaluation knowledge and skills were significantly correlated. Overall, students’ scores for their satisfaction regarding the teaching strategy for self-directed learning were high

Modelling the Development of Children’s use of Optional Infinitives in Dutch and English using MOSAIC

In this study we use a computational model of language learning (MOSAIC) to investigate the extent to which the Optional Infinitive (OI) phenomenon in Dutch and English can be explained in terms of a resource-limited distributional analysis of Dutch and English child-directed speech. The results show that the same version of MOSAIC is able to simulate changes in the pattern of finiteness marking in two children learning Dutch and two children learning English as the average length of their utterances increases. These results suggest that it is possible to explain the key features of the OI phenomenon in both Dutch and English in terms of the interaction between an utterancefinal bias in learning and the distributional characteristics of child-directed speech in the two languages. They also show how computational modelling techniques can be used to investigate the extent to which cross-linguistic similarities in the developmental data can be explained in terms of common processing constraints as opposed to innate knowledge of Universal Grammar

PENGARUH PENGGUNAAN BAHAN BELAJAR MANDIRI E-MODUL TERHADAP PENINGKATAN KEMAMPUAN SELF-DIRECTED LEARNING DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN SIMULASI DIGITAL

Masalah Pokok dalam Penelitian ini adalah “Apakah terdapat perbedaan peningkatan kemampuan Self Directed Learning dan hasil belajar ranah kognitif antara peserta didik yang menggunakan bahan belajar mandiri berbasis E-Modul dengan bahan belajar buku teks pada mata pelajaran simulasi digital di SMK Angkasa Lanud Husein Sastranegara?”. Lebih rinci masalah dalam penelitian ini adalah 1) Apakah terdapat perbedaan peningkatan hasil belajar aspek mengingat, 2) Apakah terdapat perbedaan peningkatan hasil belajar aspek memahami, 3) Apakah terdapat perbedaan peningkatan hasil belajar aspek menerapkan, 4) Apakah terdapat perbedaan peningkatan kemampuan self-directed learning aspek awarenes, 5) Apakah terdapat perbedaan peningkatan kemampuan self-directed learning aspek learning strategies, 6) Apakah terdapat perbedaan peningkatan kemampuan self-directed learning aspek learning activities, 7) Apakah terdapat perbedaan peningkatan kemampuan self-directed learning aspek evaluations, 8) Apakah terdapat perbedaan peningkatan kemampuan self-directed learning aspek interpersonal skill. Metode yang digunakan dalam penelitian ini adalah metode kuasi eksperimen dengan desain penelitian Nonequivalent Control Group bentuk pretest-posttest control group design. Instrumen dalam penelitian ini adalah tes objektif bentuk pilihan ganda dan angket bentuk tertutup. Pengambilan sampel dalam penelitian ini secara Cluster Sampling. Secara umum dapat disimpulkan bahwa hasil belajar siswa ranah kognitif siswa yang menggunakan bahan belajar mandiri berbasis E-Modul lebih tinggi dibandingkan dengan siswa yang menggunakan bahan belajar buku teks pada Mata Pelajaran Simulasi Digital, pada siswa kelas X SMK Angkasa Lanud Husein Sastranegara. Selain itu juga Kemampuan Self-Directed Learning siswa yang menggunakan bahan belajar mandiri berbasis E-Modul lebih tinggi dibandingkan dengan siswa yang menggunakan bahan belajar buku teks pada Mata Pelajaran simulasi digital, pada siswa kelas X SMK Angkasa Lanud Husein Sastranegara Bandung. ;---Main problem in this study is “Are there differences improved Self-Directed Learning and learning outcomes on conceptual knowledge between students who use the self-learning material based E-Modul with text book learning material in digital simulation subject at vocational high school Angkasa Lanud Husein Sastranegara?”. More detailed problem in this study is 1) Is there difference in improved learning outcomes knowledge subject aspects of remembering , 2) Is there difference in improved learning outcomes knowledge subject aspects of understanding, 3) Is there difference in improved learning outcomes knowledge subject aspects of implementing, 4) Is there difference in improved self-directed learning aspects of awareness, 5) Is there difference in improved self-directed learning aspect learning strategies, 6) Is there difference in improved self-directed learning aspect learning activities, 7) Is there difference in improved self-directed learning aspect evaluations, 8) Is there difference in improved self-directed learning aspect interpersonal skill. The method used in this research is the method of quasi-experimental research design penelitian Nonequivalent Control Group forms a pretest-posttest control group design. Instruments in this study is an objective test with multiple choice and questionnaire closed form. The sample in this study by Cluster Sampling. In general it can be concluded that result of student learning cognitive on students conceptual knowledge which used self-learning material based E-Module is higher than students used text book learning material in digital simulation, in grade X vocational high school Angkasa Lanud Husein Sastranegara. In addition the Self-Directed Learning of students used self-learning material based E-Module is higher than students used text book learning material in digital simulation, in grade X vocational high school Angkasa Lanud Husein Sastranegara Bandung

Multi-Task Video Captioning with Video and Entailment Generation

Video captioning, the task of describing the content of a video, has seen some promising improvements in recent years with sequence-to-sequence models, but accurately learning the temporal and logical dynamics involved in the task still remains a challenge, especially given the lack of sufficient annotated data. We improve video captioning by sharing knowledge with two related directed-generation tasks: a temporally-directed unsupervised video prediction task to learn richer context-aware video encoder representations, and a logically-directed language entailment generation task to learn better video-entailed caption decoder representations. For this, we present a many-to-many multi-task learning model that shares parameters across the encoders and decoders of the three tasks. We achieve significant improvements and the new state-of-the-art on several standard video captioning datasets using diverse automatic and human evaluations. We also show mutual multi-task improvements on the entailment generation task.Comment: ACL 2017 (14 pages w/ supplementary

Curricular Elements of Problem-Based Learning That Cause Developments of Self-Directed Learning Behaviors Among Students and Its Implications on Elementary Education

Rapid technological and social changes and developments in the world put high demands on individuals. The high demanding world increases the pressure on educational systems to be more effective. “Therefore, educators have looked at constructivist pedagogical designs that are based of cognitive and social interactions in problem-centered environments” (Greeno, Collins, & Resnick, 1996; Savery & Duffy, 1994). It is claimed that the active learning emphasized in PBL promotes self-directed learning strategies needed for lifelong learning. Self-directed learning is related with cognitive ability, selfconcept, and achievement. Therefore, it is important to determine curricular elements of problem-based learning that cause self-directed behaviors among its students. Problem-based curriculum is student centered, students attempt to identify and solve a problem with their existing knowledge, they identify knowledge deficits and generate appropriate learning issues, they independently search the learning issues, critiquing the resources used for research, and apply the new knowledge to the problem, and students in the small group collaborative reflection on self-directed behavior improve students’ self-directed behaviors. It is believed that discussions in the tutorial group, content to be tested, lectures, tutor, and reference literature also impact on students’ self-directed behaviors. Most of the studies about problem-based learning and self-directed behaviors have been carried out among college students more particularly among medical students. On the other hand elementary students have different characteristics than do medical students. The basic elements of problem-based curriculum, which affect students’ self-directed learning behaviors, require some changes and modifications so that they can be effectively applied to elementary-aged students

Building capacities of Auxiliary Nurse Midwives (ANMs) through a complementary mix of directed and selfdirected skill-based learning—A case study in Pune District, Western India

Auxiliary nurse midwives (ANMs) play a pivotal role in provision of maternal and newborn health at primary level in India. Effective in-service training is crucial for upgrading their knowledge and skills for providing appropriate healthcare services. This paper aims at assessing the effectiveness of a complementary mix of directed and self-directed learning approaches for building essential maternal and newborn health-related skills of ANMs in rural Pune District, India. Methods: During directed learning, the master trainers trained ANMs through interactive lectures and skill demonstrations. Improvement and retention of knowledge and skills and feedback were assessed quantitatively using descriptive statistics. Significant differences at the 0.05 level using the Kruskal-Wallis test were analysed to compare improvement across age, years of experience, and previous training received. The self-directed learning approach fulfilled their learning needs through skills mall, exposure visits, newsletter, and participation in conference. Qualitative data were analysed thematically for perspectives and experiences of stakeholders. The Kirkpatrick model was used for evaluating the results. Results: Directed and self-directed learning was availed by 348 and 125 rural ANMs, respectively. Through the directed learning, ANMs improved their clinical skills like maternal and newborn resuscitation and eclampsia management. Less work experience showed relatively higher improvement in skills, but not in knowledge. 56.6% ANMs either improved or retained their immediate post-training scores after 3 months. Self-directed learning helped them for experience sharing, problem-solving, active engagement through skill demonstrations, and formal presentations. The conducive learning environment helped in reinforcement of knowledge and skills and in building confidence. This intervention could evaluate application of skills into practice to a limited extent. Conclusions: In India, there are some ongoing initiatives for building skills of the ANMs like skilled birth attendance and training in skills lab. However, such a complementary mix of skill-based ‘directed’ and ‘self-directed’ learning approaches could be a plausible model for building capacities of health workforce. In view of the transforming healthcare delivery system in India and the significant responsibility that rests on the shoulder of ANMs, a transponder mechanism to implement skill building exercises at regular intervals through such innovative approaches should be a priority