Dataset Information

The use of open-ended problem-based learning scenarios in an interdisciplinary biotechnology class: evaluation of a problem-based learning course across three years.

ABSTRACT: Use of open-ended Problem-Based Learning (PBL) in biology classrooms has been limited by the difficulty in designing problem scenarios such that the content learned in a course can be predicted and controlled, the lack of familiarity of this method of instruction by faculty, and the difficulty in assessment. Here we present the results of a study in which we developed a team-based interdisciplinary course that combined the fields of biology and civil engineering across three years. We used PBL scenarios as the only learning tool, wrote the problem scenarios, and developed the means to assess these courses and the results of that assessment. Our data indicates that PBL changed students' perception of their learning in content knowledge and promoted a change in students' learning styles. Although no statistically significant improvement in problem-solving skills and critical thinking skills was observed, students reported substantial changes in their problem-based learning strategies and critical thinking skills.

SUBMITTER: Steck TR

PROVIDER: S-EPMC3577298 | biostudies-literature | 2012

REPOSITORIES: biostudies-literature

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The use of open-ended problem-based learning scenarios in an interdisciplinary biotechnology class: evaluation of a problem-based learning course across three years.

Steck Todd R TR Dibiase Warren W Wang Chuang C Boukhtiarov Anatoli A

Journal of microbiology & biology education 20120503 1

Use of open-ended Problem-Based Learning (PBL) in biology classrooms has been limited by the difficulty in designing problem scenarios such that the content learned in a course can be predicted and controlled, the lack of familiarity of this method of instruction by faculty, and the difficulty in assessment. Here we present the results of a study in which we developed a team-based interdisciplinary course that combined the fields of biology and civil engineering across three years. We used PBL s ...[more]

PMID: 23653774

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Project description:ObjectivesResearch into interdisciplinary education, where concrete examples and empirical evidence of interdisciplinary teaching is explored, is limited. Furthermore, there are no standardized guidelines on best practices for designing and implementing an interdisciplinary curriculum. Recently, in healthcare settings there has been a drive to adopt interdisciplinary or transdisciplinary practices, creating a need for training individuals capable of working across discipline-specific boundaries, or to even adopt a transdisciplinary practice. This is partially attributed to recognizing that local and global complex health challenges are interlinked and share common factors and often require a new integrated approach to management. In response, a new interdisciplinary course using a modified snowflake model of interdisciplinary course design was launched at a medical school. The course aimed to provide a broad foundation for lifelong learning with a strong emphasis on the development of knowledge, skills, and professional values essential for interdisciplinary and transdisciplinary practice in applied health promotion for individuals and society.MethodsA semi-structured focus group with students (n = 15% of the inaugural cohort) having completed at least 1 year of the course was undertaken to investigate student perspectives on best approaches for the development and delivery of interdisciplinary learning and teaching.ResultsResults highlighted the importance of providing training and opportunity for students to practice integration within the curriculum. Additionally, it was noted that including a module to introduce students to different disciplines and guiding students to explore their inherent interconnectedness is essential in helping them develop interdisciplinary thinking and skills. Crucially, the role of integrated assessments was also recognized as fundamental for demonstrating and practicing interdisciplinarity.ConclusionOverall, this study provides valuable insights and recommendations for educators with the objective of developing interdisciplinary learning in new or existing higher education courses or those seeking to prepare learners for contemporary and emergent societal challenges more generally.

Project description:BackgroundTraditional lecture-based medical ethics and law courses deliver knowledge but may not improve students' learning motivation. To bridge this theory-to-practice gap and facilitate students' learning effectiveness, we applied situated-learning theory to design an interdisciplinary court-based learning (CBL) component within the curriculum. Our study aimed to investigate students' learning feedbacks and propose a creative course design.MethodsA total of 135 fourth-year medical students participated in this course. The CBL component included 1 h of introduction, 1 h of court attendance, and 2 h of interdisciplinary discussion with senior physicians, judges, and prosecutors. After the class, we conducted a survey using a mixed-methods approach to gauge students' perceptions of engagement, performance, and satisfaction.ResultsA total of 97 questionnaires were received (72% response rate). Over 70% of respondents were satisfied and felt that the class was useful except for role-playing activities (60%). More than 60% reported a better understanding of the practical applications of medical law. Approximately half (54%) reported less anxiety about medical disputes. 73% reported that the lecture provided awareness of potential medical disputes, and most respondents expressed an interest in medical law courses after the court visit (78%). 80% of the respondents were able to display empathy and apply mediation skills. Qualitative analyses showed that students demonstrated new knowledge, including recognizing the significance of the medical profession, distinguishing the importance of physician-patient communication, having confidence in the fairness of the justice system, and being willing to increase their legal knowledge.ConclusionsCBL curriculum increases students' learning motivation in strengthening medical professionalism and medical law, develops students' empathy for patients and communication skills, as well as builds up students' trust in the justice system. This novel course design can be applied to teach medical ethics and law.

Dataset Information

The use of open-ended problem-based learning scenarios in an interdisciplinary biotechnology class: evaluation of a problem-based learning course across three years.

Publications

The use of open-ended problem-based learning scenarios in an interdisciplinary biotechnology class: evaluation of a problem-based learning course across three years.

Similar Datasets

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