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Related Concept Videos

Problem-Solving01:29

Problem-Solving

Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
Prismatic Beams: Problem Solving01:15

Prismatic Beams: Problem Solving

In the design of a supported timber beam subjected to a distributed load, both the beam's physical dimensions and the timber's characteristics, such as its grade and species, are critical. These factors determine the allowable stress values, which are crucial for calculating the necessary beam depth to ensure structural integrity and safety.
The design begins with analyzing the beam as a free body to identify moments and force balances, thereby determining support reactions. Next, the designer...
Principal Stresses: Problem Solving01:15

Principal Stresses: Problem Solving

When analyzing two planes intersecting at right angles under the influence of shearing, tensile, and compressive stresses, it is essential to identify principal planes, maximum shearing stress, and principal stresses. To find the principal planes, apply a formula that equates them to twice the shearing stress divided by the difference between tensile and compressive stresses.
Method of Sections: Problem Solving I01:27

Method of Sections: Problem Solving I

Consider a symmetrical roof truss structure, composed of vertical, diagonal, and horizontal members. The length of each horizontal member is 4 m. The lengths of the vertical members FB and HD are 4 m, while the length of member GC is 6 m. The loads acting at joints F, G, and H are 2 kN, while those at joints A and E are 1 kN.
Method of Sections: Problem Solving II01:30

Method of Sections: Problem Solving II

Consider an arbitrary truss structure composed of diagonal, vertical, and horizontal members fixed to the wall. To calculate the force acting on members CB, GB, and GH, method of sections can be used. The loads and lengths of the horizontal and vertical members are known parameters, as shown in the figure.
Friction: Problem Solving01:21

Friction: Problem Solving

Friction is an essential force that influences the motion of objects in daily life. Depending on the situation, it can be either beneficial or problematic. Consider a bus with a mass of three megagrams and its center of mass at a specific point, moving along a banked road at a constant speed. The coefficient of static friction between the tires and the road is 0.5. Find the maximum angle of the banked road at which the bus would not slip or tip.
Initially, a visual representation of the...

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Related Experiment Video

Updated: May 18, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Dysfunctional problem-based learning curricula: resolving the problem.

William K Lim1

  • 1Department of Paraclinical Sciences, Faculty of Medicine and Health Sciences, Universiti Malaysia Sarawak, Lot 77, KTLD Section 22, Jalan Tun Zaidi Adruce, Kuching, Sarawak 93150, Malaysia. kslim@fmhs.unimas.my

BMC Medical Education
|September 27, 2012
PubMed
Summary
This summary is machine-generated.

Hybrid problem-based learning (PBL) can create dysfunctional medical education curricula. Converting to standard PBL is a cost-effective solution, but requires careful planning, staff support, and administrative leadership for success.

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Last Updated: May 18, 2026

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10:26

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Published on: September 11, 2021

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
13:44

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • Problem-based learning (PBL) is a significant innovation in medical education, promoting student-centered learning and essential physician skills.
  • Hybrid PBL, combining PBL with conventional methods, is a common variant but risks undermining PBL's benefits.
  • Lack of medical education expertise in hybrid PBL programs can lead to dysfunctional curricula, potentially worse than traditional approaches.

Purpose of the Study:

  • To identify signs of dysfunctional PBL curricula in medical schools.
  • To discuss the feasibility and strategies for converting hybrid PBL programs to standard PBL.
  • To highlight critical factors for successful implementation of standard PBL.

Main Methods:

  • The paper analyzes the potential pitfalls of hybrid problem-based learning (PBL) in medical education.
  • It identifies indicators of curriculum breakdown in hybrid PBL models.
  • It explores alternative strategies and cost-effectiveness of standard PBL.

Main Results:

  • Hybrid PBL, without proper oversight and medical education expertise, can result in dysfunctional curricula.
  • Standard PBL is presented as a viable and cost-effective alternative for schools facing curriculum breakdown.
  • Key factors for successful transition include managing staff resistance, understanding lecture roles, allocating preparation time, and securing administrative support.

Conclusions:

  • Dysfunctional hybrid PBL curricula can be improved by converting to standard PBL, which is cost-feasible.
  • Continuous curriculum evaluation for dysfunction is crucial for hybrid PBL schools.
  • Successful conversion to standard PBL necessitates time, expertise, commitment, and strong administrative leadership.