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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Advancing Critical Thinking Through Learning Issues in Problem-Based Learning.

Carol C Thompson1

  • 1Rowan University, Glassboro, NJ USA.

Medical Science Educator
|August 30, 2021
PubMed
Summary
This summary is machine-generated.

Problem-based learning (PBL) enhances critical thinking and self-direction in health professions students. Designing the learning issues process effectively fosters collaborative reasoning and expert role fluidity for better clinical skills.

Keywords:
Critical thinkingDiscourseIdentity developmentLearning issuesProblem-based learning

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Cognitive Science in Learning

Background:

  • Health professions education increasingly emphasizes critical thinking and interpersonal skills.
  • Problem-based learning (PBL) is a collaborative method for medical case analysis, requiring self-assessment and directed learning.
  • The learning issues (LI) process within PBL necessitates self-direction and cognitive engagement.

Purpose of the Study:

  • To analyze discussions during the learning issues reporting phase in an 8-week cardiac-renal PBL module.
  • To evaluate the development of critical thinking and collaborative reasoning skills among participants.
  • To examine changes in expert role identity and fluidity within the PBL process.

Main Methods:

  • Analysis of discussions from 10 class sessions within an 8-week PBL module.
  • Application of a critical thinking model based on Garrison and Newman et al.
  • Observation of participants' progression from didactic reporting to active learning strategies.

Main Results:

  • Significant increase in the number of learning issue reports involving collaborative thinking.
  • Substantial rise in time dedicated to critical thinking as the LI process became more aligned with PBL principles.
  • Observable shifts in participants' expert identity development and increased fluidity of expert roles.

Conclusions:

  • Effective design of the learning issues process is crucial for fostering self-direction and collaborative critical thinking.
  • PBL can cultivate essential habits for clinical reasoning and professional development in health professions learners.
  • The study highlights the potential of PBL to enhance both cognitive and interpersonal competencies vital for medical practice.