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Related Concept Videos

Coping Strategies: Problem Focused01:27

Coping Strategies: Problem Focused

Coping strategies are methods people use to manage, tolerate, or reduce the effects of stressors. These strategies involve both behavioral and psychological actions to handle stressful situations. One common approach is problem-focused coping, which aims to change or eliminate the source of stress rather than merely addressing its consequences. This method involves taking direct action to resolve the issue causing stress.
For example, consider a student who struggles to understand their...
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Methods of Documentation III: PIE01:21

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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 Joints: Problem Solving I01:30

Method of Joints: Problem Solving I

The method of joints is a commonly used technique to analyze the forces in structural trusses. The method is based on the principle of equilibrium, which assumes that the truss members are connected by frictionless pins. The forces at each joint can be determined by considering the equilibrium of the forces acting on that joint. Consider a truss structure with two forces of 20 N and 10 N acting at joints C and D, respectively. The method of joints can be used to determine the forces FCB, FDC,...

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Related Experiment Video

Updated: May 8, 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

Cracks in problem-based learning: what is your action plan?

Samy A Azer1, Michelle McLean, Hirotaka Onishi

  • 1King Saud University , Saudi Arabia.

Medical Teacher
|August 27, 2013
PubMed
Summary
This summary is machine-generated.

Problem-based learning (PBL) curricula require ongoing maintenance to prevent implementation issues. Applying 12 practical tips can help sustain effective PBL delivery in health sciences education.

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

Published on: December 9, 2022

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Last Updated: May 8, 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

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
  • Health Sciences Pedagogy

Background:

  • Problem-based learning (PBL) is widely adopted in health sciences globally.
  • Successful PBL implementation can face challenges in long-term curriculum maintenance.

Purpose of the Study:

  • To identify common problems in PBL curricula after initial implementation.
  • To discuss the causes of these issues and propose solutions for sustained effective delivery.

Main Methods:

  • Literature review on PBL curriculum design and identified challenges.
  • Analysis of Association for Medical Education in Europe conference sessions.
  • Synthesis of collective experience from various universities.

Main Results:

  • Developed 12 actionable tips for maintaining PBL curricula.
  • Key recommendations include staff training, regular material review, program monitoring, and assessment alignment.
  • Emphasis on continuous professional development and addressing group dynamics is crucial.

Conclusions:

  • Vigilance regarding potential 'cracks' or erosion in PBL curricula is essential.
  • Implementing the proposed tips can minimize or prevent PBL curriculum degradation over time.