The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis

In this meta-analysis, we examined the effects on students’ motivation of student-centered, problem-driven learning methods compared to teacher-centered/lecture-based learning. Specifically, we considered problem-based (PBL), project-based (PjBL), and case-based learning (CBL). We viewed motivation as a multifaceted construct consisting of students’ beliefs (competence and control beliefs), perceptions of task value (interest and importance), and reasons for engaging in tasks (intrinsic or extrinsic). In addition, we included students’ attitudes toward school subjects (e.g., science). We included 139 subsamples from the 132 included reports (83 PBL, 37 PjBL, and 19 CBL subsamples). Overall, PBL, PjBL, and CBL had a small to moderate, heterogeneous positive effect (d = 0.498) on motivation. Moderator analyses revealed that larger effect sizes were found for students’ beliefs, values, and attitudes compared to students’ reasons for studying. No differences were found between the three instructional methods on motivation. However, effect sizes were larger when problem-driven learning was applied in a single course (when compared to a curriculum-level approach). Larger effects were also found in some academic domains (i.e., healthcare and STEM) than in others. While the impact of problem-driven learning on motivation is generally positive, the intricate interplay of factors such as academic domain and implementation level underscores the need for a nuanced approach to leveraging these instructional methods effectively with regard to increasing student motivation

Professional approaches in clinical judgements among senior and junior doctors: implications for medical education

<p>Abstract</p> <p>Background</p> <p>Clinical experience has traditionally been highly valued in medical education and clinical healthcare. On account of its multi-faceted nature, clinical experience is mostly difficult to articulate, and is mainly expressed in clinical situations as professional approaches. Due to retirement, hospitals in Scandinavia will soon face a substantial decrease in the number of senior specialist doctors, and it has been discussed whether healthcare will suffer an immense loss of experienced-based knowledge when this senior group leaves the organization. Both senior specialists and junior colleagues are often involved in clinical education, but the way in which these two groups vary in professional approaches and contributions to clinical education has not been so well described. Cognitive psychology has contributed to the understanding of how experience may influence professional approaches, but such studies have not included the effect of differences in position and responsibilities that junior and senior doctors hold in clinical healthcare. In the light of the discussion above, it is essential to describe the professional approaches of senior doctors in relation to those of their junior colleagues. This study therefore aims to describe and compare the professional approaches of junior and senior doctors when making clinical judgements.</p> <p>Methods</p> <p>Critical incident technique was used in interviews with nine senior doctors and nine junior doctors in internal medicine. The interviews were subjected to qualitative content analysis.</p> <p>Result</p> <p>Senior and junior doctors expressed a variety of professional approaches in clinical judgement as follows: use of theoretical knowledge, use of prior experience of cases and courses of events, use of ethical and moral values, meeting and communicating with the patient, focusing on available information, relying on their own ability, getting support and guidance from others and being directed by the organization.</p> <p>Conclusion</p> <p>The most prominent varieties of professional approaches were seen in use of knowledge and work-related experience. Senior doctors know how the organization has worked in the past and have acquired techniques with respect to long-term decisions and their consequences. Junior doctors, on the other hand, have developed techniques and expertise for making decisions based on a restricted amount of information, in relation to patients' wellbeing as well as organizational opportunities and constraints. This study contributes to medical education by elucidating the variation in professional approaches among junior and senior doctors, which can be used as a basis for discussion about clinical judgement, in both pre-clinical and clinical education. Further research is required to explain how these professional approaches are expressed and used in clinical education.</p

The Dreyfus model of clinical problem-solving skills acquisition: a critical perspective

Context: The Dreyfus model describes how individuals progress through various levels in their acquisition of skills and subsumes ideas with regard to how individuals learn. Such a model is being accepted almost without debate from physicians to explain the &#x2018;acquisition&#x2019; of clinical skills. Objectives: This paper reviews such a model, discusses several controversial points, clarifies what kind of knowledge the model is about, and examines its coherence in terms of problem-solving skills. Dreyfus&#x2019; main idea that intuition is a major aspect of expertise is also discussed in some detail. Relevant scientific evidence from cognitive science, psychology, and neuroscience is reviewed to accomplish these aims. Conclusions: Although the Dreyfus model may partially explain the &#x2018;acquisition&#x2019; of some skills, it is debatable if it can explain the acquisition of clinical skills. The complex nature of clinical problem-solving skills and the rich interplay between the implicit and explicit forms of knowledge must be taken into consideration when we want to explain &#x2018;acquisition&#x2019; of clinical skills. The idea that experts work from intuition, not from reason, should be evaluated carefully

Towards a framework for attention cueing in instructional animations: Guidelines for research and design

This paper examines the transferability of successful cueing approaches from text and static visualization research to animations. Theories of visual attention and learning as well as empirical evidence for the instructional effectiveness of attention cueing are reviewed and, based on Mayer’s theory of multimedia learning, a framework was developed for classifying three functions for cueing: (1) selection—cues guide attention to specific locations, (2) organization—cues emphasize structure, and (3) integration—cues explicate relations between and within elements. The framework was used to structure the discussion of studies on cueing in animations. It is concluded that attentional cues may facilitate the selection of information in animations and sometimes improve learning, whereas organizational and relational cueing requires more consideration on how to enhance understanding. Consequently, it is suggested to develop cues that work in animations rather than borrowing effective cues from static representations. Guidelines for future research on attention cueing in animations are presented

Dutch Oncology COVID-19 consortium:Outcome of COVID-19 in patients with cancer in a nationwide cohort study

Aim of the study: Patients with cancer might have an increased risk for severe outcome of coronavirus disease 2019 (COVID-19). To identify risk factors associated with a worse outcome of COVID-19, a nationwide registry was developed for patients with cancer and COVID-19. Methods: This observational cohort study has been designed as a quality of care registry and is executed by the Dutch Oncology COVID-19 Consortium (DOCC), a nationwide collaboration of oncology physicians in the Netherlands. A questionnaire has been developed to collect pseudonymised patient data on patients' characteristics, cancer diagnosis and treatment. All patients with COVID-19 and a cancer diagnosis or treatment in the past 5 years are eligible. Results: Between March 27th and May 4th, 442 patients were registered. For this first analysis, 351 patients were included of whom 114 patients died. In multivariable analyses, age ≥65 years (p < 0.001), male gender (p = 0.035), prior or other malignancy (p = 0.045) and active diagnosis of haematological malignancy (p = 0.046) or lung cancer (p = 0.003) were independent risk factors for a fatal outcome of COVID-19. In a subgroup analysis of patients with active malignancy, the risk for a fatal outcome was mainly determined by tumour type (haematological malignancy or lung cancer) and age (≥65 years). Conclusion: The findings in this registry indicate that patients with a haematological malignancy or lung cancer have an increased risk of a worse outcome of COVID-19. During the ongoing COVID-19 pandemic, these vulnerable patients should avoid exposure to severe acute respiratory syndrome coronavirus 2, whereas treatment adjustments and prioritising vaccination, when available, should also be considered

What and how advanced medical students learn from reasoning through multiple cases

The study reported in this article concerns the questions what and how fourth-year medical students can learn from a series of cases that have a similar underlying problem. This question is crucial in the theoretical sense as it looks at mechanisms of updating and improving knowledge structures, which are conjectured to consist of 'illness scripts', which integrate knowledge about enabling conditions for a disease, the underlying fault, and the consequences or signs and symptoms of the disease. It was found that much learning was implicit, whilst students explicitly paid attention to variations in enabling conditions and consequences, which led to improvement of these knowledge components. Integration of biomedical knowledge into the fault component was, however, hampered by lack of knowledge and by misconceptions that students were unable to debug in the absence of learning resources or detailed feedback. The practical importance of this study stems from its close parallels to the learning situation in clinical practice, where patients (or cases) are the most important learning resources, whilst feedback on results is often minimal. Implications and possible solutions for clinical teaching are discussed

Learning for sustainable regional development: towards learning networks 2.0?

In learning networks for sustainable development, partnerships of actors aim at sustainable, innovative solutions through knowledge sharing or collaborative knowledge development. Joint learning in these networks takes place through a variety of communicative interactions with learning outcomes at the individual level as well as the group level. According to learning technologists there is great potential in the application of social 'Web 2.0' software to support the interactions in learning networks, resulting in more effective 'learning networks 2.0'. This article presents a first exploration of the potential of social network software to support learning networks for sustainable development. A design-based approach to this novel area of study was followed, with the aim to identify opportunities, constraints and challenges for further research and development. The approach comprised of the development of a functional and technical design of a social network platform in constant interaction with prospective users and testing of a prototype in two small-scale, but real-life pilots. The results indicate that supporting learning for sustainable development with social network software is technically feasible and can be functionally effective. However, it appears that designers of social software support for such learning networks are also faced with fundamental tensions, which concern the degree of mixing private and professional life, learning networks and social networks, face-to-face and virtual interactions, top down and bottom up control, hierarchical and emergent structure. To deal with these tensions, we recommend to design dedicated, tailor-made social software-based platforms for specific learning networks, with a varying and flexible degree of social network features, depending on the needs and preferences of the users and how these evolve in time

Box 23, Folder 7 Warren County Marriage Records, Dr-Ha

A new one-pot synthesis of furan-2,5-dicarboxaldehyde and thiophene-2,5-dicarboxaldehyde in 80 % and 75 % yields, respectively, via dimetalation of furan and thiophene, is described. In addition, monoprotected furan-2,5-dicarboxaldehyde was prepared in 73 % yield from furfural.