جستجوی مقالات مرتبط با کلیدواژه « Problem based learning (PBL) » در نشریات گروه « پزشکی »

Training with active learning approaches and student - centered are more effective to strengthen problem-solving skills in nurses. The aim of this study was to determine the effect of PBL method and lecture on nursing student's knowledge and performance in Qom Islamic Azad University.
This quasi-experimental study with two groups of pre-post test method was conducted during 2015 on 64 nursing students (in their third semester) who had chosen evaluation of health status course in Qom Islamic Azad University. The students were randomly divided into two groups of cases (32 persons). Having applied PBL and lecture during 2 week, knowledge and performance were evaluated via one questioner and checklist at the end of two months after the course. Data was analyzed using mean, standard deviation, Fisher, dependent and independent t-Test. The level of significance was 0.05.
Learning significantly increased the mean scores of knowledge (9.66 ± 1.92) and performance (4.16 ± 1.41) in the learning group based on problem solving in relation to the lecture group with (6/28± 1/9) for knowledge and (2/81 ± 1/71) for performance
There was no significant difference between the lecture group and the problem solving before the intervention in terms of level of knowledge (P = 0.574).
our results suggest that although both forms of teaching were effective, PBL seemed to be more effective than Lecture in improving knowledge and performance; because the instructor manage the process of discussion, give positive feedback, and conduct a summary.

Problem based learning (PBL) has developed all over the world and this educational strategy is being used in many universities. Due to some problems in its classic form, it was difficult to use conventional PBL in Shahroud university of medical sciences (SHMU). Researchers conducted a modified form of PBL. In this study, 31 students by the subject of nursing in respiratory diseases with 1.5 credits were asked to reflect their idea in regard to a new method of teaching and modified problem based learning (MPBL). The results of this study indicated that in MPBL students had tendency and good motivation toward more clinical and applied part of the subject. 77.4% of subjects have satisfaction from MPBL. Based on the findings of this study, we concluded that advantages of MPBL to PBL are as fallow: 1- In PBL the tutor is less active but in MPBL the tutor plays a more active role in process of teaching and feels more effectiveness. 2- There is no need to assign many tutors in each class. 3- More students can be taught in a shorter period of time. 4- MPBL is not expensive and dose not imposes financial load to administrative system.