• Journal of Physiology & Pathology in Korean Medicine
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• v.26 no.3
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• pp.351-359
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• 2012

This study aims to evaluate the student satisfaction of problem-based learning(PBL) in Korean medical curriculum. A questionnaire was given to clinical clerkship students of Pusan National University School of Korean medicine. These items covered overall evaluation of module & learning environment, tutoring, individual learning, group learning and effectiveness for clinical clerkship in PBL. By most of all respondents, PBL was recognized as a more effective learning method. Most respondents were satisfied with the group learning, individual learning and effectiveness for clinical clerkship. However, satisfaction was lower for tutors and module. The results of this study demonstrated that the students had a high level of satisfaction in PBL. It might be concluded that PBL was successfully implemented into the Korean medical curriculum.

• Women's Health Nursing
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• v.11 no.2
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• pp.99-109
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• 2005

Purpose: The purpose of this study is to present a procedure for developing a PBL package and to provide the example of its application. Method: In this study, the PBL package was proposed based on the integrated curricular under maternity nursing. The PBL package model proposed by Little was applied to this study. Result: The procedure for developing the PBL package includes course objectives, learning objectives, concept mapping, situation scenario, tutor guide, and evaluation method. Clinical scenarios used in 3 PBL packages were composed of a pregnant women, a childbirth women, and a postpartum women. The Eight detailed steps are given in this study. Conclusion: Through these findings, the steps might be easier and more useful for nurse professionals to begin using the PBL package in maternity nursing. In addition, the steps will actively contribute to imply the PBL in nursing education.

• Korean Medical Education Review
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• v.24 no.2
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• pp.128-140
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• 2022

The purpose of this study was to redesign a problem-based learning (PBL) curriculum and compare the differences between the previous and redesigned PBL based on the results of course satisfaction and student assessments. The PBL was redesigned using curriculum design guidelines (including revisions of curriculum objectives, learning components, learning environments, and assessment methods) that were developed based on previous studies and evaluation results. A comparative study was employed using course satisfaction surveys from the previous and redesigned curricula, and a total of 45 students participated. We also compared student assessment results from concept mapping, learning issue reports, modified essay questions, and reflection journals. We identified four key findings. First, we explored the possibility that the redesigned PBL could be implemented by student facilitators without professors as tutors. Second, the redesigned PBL fostered group dynamics that facilitated developing communication skills and collaborative learning through small-group discussions. Third, the new learning elements added in the redesigned PBL made a meaningful contribution to enhancing students' clinical reasoning based on hypothetico-deductive reasoning. Fourth, concept maps in redesigned PBL contained more complex and various nodes and connections, and the levels of the nodes were more appropriate. The implications of this study can provide meaningful preliminary information for redesigning PBL curricula for medical students to develop their essential competencies through PBL.

• The Journal of the Korea Contents Association
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• v.20 no.7
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• pp.282-291
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• 2020

This study was conducted to explore the effects of students' problem solving ability according to the level of structuring of curriculum tasks in PBL activities. The study was conducted on 60 college students in curriculum classes. Problem solving ability was measured at the beginning of the semester. And after the midterm exam, PBL activities were conducted. 30 experimental groups performed unstructured tasks. 30 comparison groups performed semi-structured problems. After the task was completed, problem solving ability was measured at the end of the semester. Collected data were analyzed using ANCOVA. As a result, it was verified that the experimental group had a statistically significant improvement in information collection, evaluation, and feedback level than the comparative group.

• Child Health Nursing Research
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• v.10 no.4
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• pp.395-405
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• 2004

Purpose: The purpose of this research was to evaluate the application of the Problem-Based Learning(PBL) in nursing with regard to the learning process and learning outcomes. Method: PBL modules were provided to the students so that they could identify the nursing problems related to nutrition, regulation, and elimination, and implement appropriate nursing interventions according to the problems. PBL was also used to develop ability to use self-evaluation for nursing intervention outcomes. The modules were developed by the authors for the course, Nursing 1(3 credits) at Y university, and used during one semester, March to June 2003. Evaluation of the learning process and learning outcomes was done by self-report questionnaires and a semi-structured self -report developed by the authors. Result: The PBL evaluation included role of the facilitators, group work process, and self-directed learning attitude. The students evaluated the facilitator's role positively in fostering positive interactions and cooperative study among students and stimulating students to apply various problem-solving strategies. Students evaluated their own group work performances as a good opportunity to improve their group work participation, contribution, cooperation, and leadership through the PBL session. Their responsibility for their own learning and develop self-directed learning attitudes to connect present learning to long-term goals. Conclusion: Critical thinking, problem solving skills, self-directed learning and group work accomplishments in undergraduate student nurses were fostered and improved through the PBL program.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.7
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• pp.275-283
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• 2017

The purpose of this study is to investigate the evaluation scores among various evaluators such as tutor, peer, and self evaluation, the lenience and central tendency among these various evaluators, and the correlation between evaluation scores among the various evaluators and the paper test score in the Problem-Based Learning (PBL). For the research, tutor, peer, and self evaluations were carried out with PBL effectiveness evaluation tool for the 105 nursing students taking classes using PBL, and paper test was conducted after the PBL class ended. The collected data were analyzed by SPSS WIN (V. 12.0). The study results showed that peer and self evaluation scores were higher than tutor evaluation score. Also lenience and central tendency were higher and stronger in peer and self evaluation than in tutor evaluation. Paper test score had a significant correlation with tutor evaluation score, but not with peer or self evaluation scores.

• Journal of The Korean Association of Information Education
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• v.14 no.3
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• pp.437-447
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• 2010

The purpose of this thesis was to design and develop an effective e-PBL(Problem-Based Learning) for cultivating consciousness of information and communication ethics. The proposed e-PBL is based on PBL which is one of the constructivism teaching-learning theories. Online learning and face-to-face classes were systematically combined for achieving the teaching-learning goals. And the main module for online learning run on Moodle, an open source learning management system. To examine educational effectiveness of the proposed e-PBL, an experimental study was conducted through the education content and method to the subject of two class in the second-grade of university located in OO city. For experiment 60 students(treatment group=30, control group=30) are participated. And they were randomly assigned to one of ten subgroups, comprising of six students, respectively. The results of this study showed that the education using proposed e-PBL is more effective in cultivating consciousness of information and communication ethics and learners responded positively than the education using traditional face-to-face PBL learning method.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6303-6309
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• 2014

In this thesis, PBL was applied to the subject for improving students' many skills that modern industrial society demands. Our engineering school developed PBL problems for PBL use, applied the problems to classes and confirmed the effectiveness of PBL. The study subjects were 63 freshman students in H University who took the 'Introduce of computer engineering'. We applied 5 PBL problems for 15 weeks. They wrote and submitted a reflective journal when they finished the every given PBL activity. In addition, they completed a class evaluation form after the activity of 5th PBL Problem ended. The study showed that the students experienced the effectiveness of PBL, such as the comprehension of the studied contents, the comprehension of the cooperative learning, authentic experience, creative problem-solving skills, presentation skills, communication ability, self-directed study ability and confidence. Some difficulties in gathering together and spending much time were also encountered. The students realized that the PBL learning activities were important methods because the students could develop into future intelligent engineers that modern industrial society demands through PBL learning activities. The main goal of an engineering school is to produce specialists with creative problem solving ability so that the effects of this study are quite promising for our engineering school.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.8 no.2
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• pp.244-258
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• 2001

Purpose: The purpose of this study was to develop and apply a conceptualized PBL module for Fundamentals of Nursing. Method: A case study method was used to describe and explore the Process of developing and implementing the PBL module. Result: This module included three PBL packages that were designed to deal with more complexed and indepth concepts as the packages proceeded. In order to achieved that, all the contents of Fundamentals of Nursing II and III were reorganized and integrated into three main concepts, hygiene, infection and dehydration. This module was implemented for first year college student nurses in the second semester of year 2000. The student self-evaluation results showed that they were generally satisfied with their achievement in learning, both final outcome and process. Also, the results indicated that they were more satisfied with the subject management, the lecturer and their peers after implementing PBL. Conclusion : This study demonstrated the potentiality for the application of a partially integrated PBL module within an existing subject. However, when student learning needs were beyond the extent of Fundamentals of Nursing, the lecturer had to set boundaries on learning content and this may have reduced the effects of learning. Therefore, the researchers emphasize the importance of developing an integrated PBL curriculum to maximize student learning outcomes.

• Women's Health Nursing
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• v.12 no.4
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• pp.326-337
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• 2006

Purpose: This study was done to apply a PBL module for students' practice in maternity nursing. Method: Two PBL module scenarios were made for clinical cases in antepartum, intrapartum, and postpartum nursing care. A total of 70 senior nursing students of S university were enrolled in this module for their scheduled 3 weeks of practice. A structured questionnaire and subjective statements were collected for evaluation. Result: The students' perceptions of PBL were found to be effective in encouraging motivation and interest in studying, absorbing practical knowledge better, and learning through interaction with tutors. They became more confident, active, and positive throughout the PBL experiences while a lack of time for learning was a limitation. Conclusion: PBL is considered a method that can strengthen nursing students' abilities to adjust to clinical situations in maternity areas. It is recommended to expand PBL in nursing practice courses and develop various scenarios and qualified tutors.