Faculty Development Program in Dokuz Eylül School of Medicine: In the process of curriculum change from traditional to PBL

Introduction: In Dokuz Eylül School of Medicine (DESM) a faculty development program is being carried out by the "Trainers' Training Committee". DESM made a fundamental change in its curriculum from traditional to Problem-based Learning (PBL) in 1997. This was the first implementation of a PBL curriculum in Turkey. Faculty development activities were initiated in the same year. This paper describes the faculty development activities with a special emphasis on PBL courses. Program description: Between 1997-2000 27 four-day long PBL courses were held for 343 participants. The curriculum consisted of PBL philosophy, PBL steps, role of the tutor and students in PBL process, effective case design, assessment principles and group dynamics. PBL simulations enabled the participants to play the roles of both tutors and students. Process evaluation: At the end of the program most of the participants stated that length of the program, content, training methods and the course organization was appropriate. The majority of the participants (89.5%) found the program very useful. PBL steps, PBL practices and PBL philosophy were found as the most useful sessions. Discussion: These courses gave medical staff the opportunity to develop their understanding of PBL methodology and theory. PBL courses and continuous educational activities such as weekly tutor meetings are being held and new courses on advanced tutoring skills are being planned for the near future in DESM

Relationship between problem-based learning experience and self-directed learning readiness

Tun Hussein Onn University of Malaysia (UTHM) has been implementing Problem-Based Learning (PBL) to some degree in various subjects. However, to this day no empirical data has been gathered on the effectiveness of PBL as a methodology to develop self-directed learning (SDL) skills. The purpose of this study is to investigate self-directed learning readiness (SDLR) among UTHM students exposed to vaiying PBL exposure intensity. SDLR was measured using the modified version of Self-Directed Learning Readiness (SDLRS). Participants in this study were first-year undergraduate students at UTHM. The instrument was administrated to students in Electrical and Electronics Engineering, Civil and Environmental Engineering, and Technical Education (N=260). Data were analyzed using descriptive and inferential statistical techniques with analysis of variance (ANOVA) and the independent /'-test for equal variance for hypotheses testing. The results of this study indicate that overall SDLR level increase with PBL exposure up to exposure intensity twice, beyond which no increase in SDLR was observed with increase in PBL exposure. Within the same academic programme, results did not show a statistically significant difference of SDLR level between groups exposed to varying PBL exposure intensity. However, significant difference was found in some dimensions of the SDLR for the Technical Education students. Within the same education background, results did not show a statistically significant difference of SDLR level between groups exposed to varying PBL intensity. However, significant difference was found in some dimensions of the SDLR for students with both Matriculations and STPM background. A statistically significant difference of SDLR level was found between Electrical Engineering and Technical Education students for exposure once and in some SDLR dimensions. No statistically significant difference was found between students from different academic programme for exposure twice or thrice. The data supports the conclusion that SDLR level increases with increase in PBL exposure intensity up to a certain extent only, beyond which no increase of SDLR can be observed. The data also suggest that only certain dimensions of the SDLR improve with increased exposure to PBL

A Thermal Plume Model for the Martian Convective Boundary Layer

The Martian Planetary Boundary Layer [PBL] is a crucial component of the Martian climate system. Global Climate Models [GCMs] and Mesoscale Models [MMs] lack the resolution to predict PBL mixing which is therefore parameterized. Here we propose to adapt the "thermal plume" model, recently developed for Earth climate modeling, to Martian GCMs, MMs, and single-column models. The aim of this physically-based parameterization is to represent the effect of organized turbulent structures (updrafts and downdrafts) on the daytime PBL transport, as it is resolved in Large-Eddy Simulations [LESs]. We find that the terrestrial thermal plume model needs to be modified to satisfyingly account for deep turbulent plumes found in the Martian convective PBL. Our Martian thermal plume model qualitatively and quantitatively reproduces the thermal structure of the daytime PBL on Mars: superadiabatic near-surface layer, mixing layer, and overshoot region at PBL top. This model is coupled to surface layer parameterizations taking into account stability and turbulent gustiness to calculate surface-atmosphere fluxes. Those new parameterizations for the surface and mixed layers are validated against near-surface lander measurements. Using a thermal plume model moreover enables a first order estimation of key turbulent quantities (e.g. PBL height, convective plume velocity) in Martian GCMs and MMs without having to run costly LESs.Comment: 53 pages, 21 figures, paper + appendix. Accepted for publication in Journal of Geophysical Research - Planet

Implementasi Problem Based Learning (PBL) Berbantuan Modul dalam Upaya Meningkatkan Kualitas Perkuliahan Metrologi

Penelitian ini bertujuan untuk meningkatkan aktivitas dan kemandirian mahasiswa dalam Perkuliahan Metrologi dengan menerapkan PBL berbantuan modul; dan untuk mengetahui seberapa jauh perkuliahan Metrologi dengan penerapan PBL berbantuan modul dapat meningkatkan prestasi belajar mahasiswa. Penelitian ini merupakan penelitian tindakan kelas dengan strategi Problem Based Learning (PBL). Teknik pengumpulan data dalam penelitian ini meliputi metode tes untuk mengetahui prestasi belajar mahasiswa, dokumentasi untuk mendapatkan catatan-catatan penting yang berhubungan dengan masalah pembelajaran, observasi untuk mengadakan pencatatan secara sistematis mengenai tingkah laku secara langsung kelompok ataupun individu, wawancara digunakan untuk mengungkap data tentang pelaksanaan perkuliahan melalui pendekatan pembelajaran PBL berbantuan modul. Analisis data yang digunakan dalam penelitian ini berupa analisis deskriptif dan analisis kualitatif. Analisis deskriptif meliputi perhitungan nilai rerata, standar deviasi, dan persentase. Selanjutnya hasil pengamatan masing-masing siklus dipaparkan secara kualitatif. Hasil penelitian menunjukkan bahwa Perkuliahan Metrologi dengan pendekatan PBL berbantuan modul dapat meningkatkan aktivitas dan kemandirian mahasiswa, serta dapat meningkatkan kualitas perkuliahan metrologi dan prestasi belajar mahasiswa. Dari nilai rerata yang didapatkan kelas A-1 yang diterapkan metode PBL menunjukkan nilai yang lebih tinggi. Selain itu nilai pos-test menunjukkan peningkatan. Dari nilai pre-test A-1 yang dilakukan reratanya 29,5 menjadi 74,5. dan kelas A-2 dengan rerata pre-test 28,25 menjadi 73,5, memang belumlah merupakan nilai yang tinggi, namun capaian nilai tersebut merupakan peningkatan yang baik dari mahasiswa, dibanding prestasi sebelumnya maupun dari kelas lain yang hasilnya lebih rendah. Berdasarkan hal tersebut dapat dinyatakan bahwa penerapan pendekatan PBL menunjukkan arah perbaikan peningkatan prestasi belajar mahasiswa. Dan berarti pula terdapat peningkatan kualitas perkuliahan metrolog

Evaluation of Student Perceived Self-Efficacy With the Implementation of a Problem-Based Learning Module

To facilitate the graduation of competent registered nurses, healthcare educators must create learning environments that foster content expertise, problem solving, collaboration, and refined learning skills. Although countless teaching strategies are in existence today, problem-based learning (PBL) has revealed noteworthy potential in healthcare education. In PBL, complex, reality-based problems are used as motivation for students to identify salient concepts, gather data, and ultimately work through posed problems. Considerable evidence supports the use of PBL as a method to promote learning, though examining knowledge alone cannot always assess actual behavioral performance. To ascertain the likelihood learned concepts would be utilized in practice, we can evaluate perceived self- efficacy. According to Bandura, self-efficacy is the degree to which an individual believes that a behavior can be successfully performed to produce a desired outcome. Information learned provides a foundation for performance to transpire, but in the absence of self-efficacy performance may not even be attempted. This study examined the relationship between PBL and perceived self-efficacy. Using a quasi-experimental, non-equivalent control group design, self-efficacy was measured using Schwarzer and Jerusalem\u27s General Self-Efficacy Scale. The study found that the perceived self-efficacy of undergraduate nursing students who participated in a PBL skills laboratory module were significantly higher than their counterparts who studied the same topic in a class not employing PBL

Convective structure of the planetary boundary layer of the ocean during gale

The structure of the Planetary Boundary Layer (PBL) was measured, using an airborne lidar, over the Atlantic Ocean during several intensive observation periods of the Genesis of Atlantic Lows Experiment (GALE). Primary emphasis is on the understanding of the convective structure within the PBL during cold air outbreaks. Cold outbreaks generally occur in between the development of coastal storms; and behind a cold front sweeping down from Canada out across the Atlantic. As the cold dry air moves over the relatively warm ocean, it is heated and moistened. The transfer of latent and sensible heat during these events accounts for most of the heat transfer between the ocean and atmosphere during winter. Moistening of the PBL during these eventsis believed to be an important factor in determining the strength of development of the storm system which follows. In general, the more PBL moisture available as latent heat the higher the probability the storm will intensify. The major mechanism for vertical mixing of heat and mositure within the PBL is cellular convection. Knowlede of the organization and structure of the convection is important for understanding the process

Problem-based learning in facilities planning: a pilot implementation

In Universiti Teknologi Malaysia, Problem Based Learning (PBL) is proposed as an alternative to lectures in moulding engineering graduates to acquire attributes that are required to excel in today’s k-economy. To investigate if PBL is viable for undergraduates in the Faculty of Mechanical Engineering, a pilot implementation of PBL in Facilities Planning, a subject required for final year Mechanical Engineering undergraduates with specialization in Industrial Engineering was executed. With 60 students in the class, the whole syllabus of the subject was covered using three main PBL problems. PBL was conducted with the help of industrial partners: a semiconductor company, and a furniture factory. The outcome of the implementation was highly encouraging. Students were able to illustrate good understanding of the content, while progressively exhibiting maturity in their generic skills, such as communication, team-working, self-directed learning and problem-solving. However, several aspects of the execution can be further improved

Use of project-based learning in increasing students' vocabulary knowledge & communicative ability

The paper reports on a study that examined the use of Project-Based Learning (PBL) increasing students’ vocabulary knowledge. The study was conducted in some private institutes for some Iranian junior high school students.After applying the approach and conducting post-test, significant differences were observed. This approach can be used as a training tool to help acquire vocabulary. The Project-Based Learning (PBL) approach in education often generates justifiable enthusiasm among those who have become frustrated with the limitations of traditional lecture-based education. In recent years, it has been widely acknowledged that classes designed by utilizing Project-Based Learning (PBL) are effective in enhancing the problem-solving ability of students.In PBL-based classes, students worked in groups and tried to apply their knowledge to solve the problems by themselves; therefore, such classes were effective in improving students’ vocabulary knowledge and communication abilities

The effectiveness of problem – based learning methods in improving high-order thinking skills

Problem based Learning (PBL) methods is a teaching approach based on real life problems, which involves the utilization of various skills in solving the issue. The purpose of this quasi – experimental research is to study the effectiveness of PBL technique in increasing students’ high order thinking skill. The research took a period of eight weeks to be completed. The instruments used in this research are pre-post test questions and survey. The research involved 71 respondents from Sekolah Menengah Kebangsaan Tun Ismail who were divided into two groups, which are the treatment and controlled groups. All of the respondents were a group of students undertaking the form four Science subject. The acquired data was analysed descriptively and inferentially using the Statistical packages for Social Science Version 21.0 (SPSS) software. The findings of this research have proven that PBL method is successful in increasing students’ high order thinking skill. A similar finding was also obtained regarding students’ perceptions in using PBL to help in their achievements, showing a high mean score of 4.00. In conclusion, the use of PBL shows positive response from students and the findings illustrate that different, interesting and effective teaching and learning methods are more capable of increasing students’ high order thinking skill compared to traditional methods