• 복식문화연구
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• 제29권3호
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• pp.346-360
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• 2021

Universities have recently introduced problem-based learning (PBL) to various subjects to enhance problem-solving skills (including self-directed learning and small-group learning) required in industry. The PBL module was applied to the personal production process in a draping class. A study was based on a questionnaire after conducting two PBL modules with a group of students. Each PBL module included 'design analysis', 'presentation of flat sketch and draping plan', 'discussion of the plan', 'evaluation of the draping result and correcting the problem', and 'final evaluation of the completed project'. Results showed that satisfaction with the PBL method and its activities was higher than satisfaction with existing teaching methods. In particular, among the various components, the 'design analysis' and 'the presentation step of flat sketch and draping plan' stages were more helpful to students compared to small-group discussion. Moreover, the effects of PBL were observed through student reflection essays, in which students suggested that PBL was very effective in enhancing problem-solving through self-directed and small-group learning. Despite the overall satisfaction with PBL, students expressed some minor difficulties associated with awkwardness with a novel learning method, lack of diverse perspectives among each group, and poor communication skills. Therefore, the study shows that PBL is highly likely to be useful to students when they are solving pattern drafting problems and making samples through self-directed learning and small-group learning.

• 한국응급구조학회지
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• 제9권2호
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• pp.207-221
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• 2005

Purpose: The purpose of this study was to develop and apply a simulation-problem based learning(S-PBL) package in basic life support(BLS). Methods: This study was used to developed BLS' S-PBL package throughout 12 steps of PBL package development model. Then, BLS' S-PBL methodology was implemented in second year student in the undergraduate emergency medical technology, and survey was done. Results: 1. S-PBL package model was presented based on conceptual model II of PBL ; PEL for professional action. 2. Quantitative analysis of survey was to the effectiveness of learning, 3.59 points ; 4.15 of BLS and 3.84 of integration and practical use of knowledge. 3. As to the satisfaction of student, S-PBL package management, tutor and self-satisfaction' score was 3.59, 3.82, 3.39 respectively. Conclusion: This study was suggested that S-PBL education would be necessary with improved tutor skill and achieved advantage of simulation and PBL.

• 한국간호교육학회지
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• 제18권1호
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• pp.43-52
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• 2012

Purpose: The purpose of the study was to discover long-term effects of Problem-based learning (PBL) and Simulation Problem-based learning (S-PBL) on critical thinking, problem solving abilities, learning attitude, motivation, and learning satisfaction among nursing students at Cheju Halla College. These students were taking problem based learning and simulation as a problem based learning method with an integrated curriculum. Methods: This study used a pretest-posttest with repeated measure design. Data was collected using convenience sampling from the beginning of the 1st semester to the end of the 2nd year when the PBL and S-PBL were completed by those who were enrolled in the integrated nursing curriculum. One-hundred eighty-three surveys were collected and analyzed during the repeat data collection. Results: There we restatistically significant differences of critical thinking, problem solving abilities, learning attitude, motivation and satisfaction post PBL and S-PBL. Conclusion: This study contributes to our understanding of outcomes from the PBL and S-PBL approach. The students undertaking PBL and S-PBL demonstrated that they developed a more positive attitude about their educational experience. In addition, students' tendency to think critically and problem solve improved through the use of the PBL and S-PBL approach.

• 한국콘텐츠학회논문지
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• 제18권7호
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• pp.551-559
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• 2018

본 연구의 목적은 간호학과 문제중심학습에서 튜터의 내용전문성과 튜터경험에 따른 학습자의 만족도 차이를 확인하는 것이다. 연구대상인 간호학과는 전체 학년을 대상으로 간호학 전공교과목을 통합한 hybrid PBL curriculum을 운영하고 있다. 튜터의 내용전문성은 최종 학위논문과 근무했던 임상분야를 기준으로 분류하였다. PBL 튜터경험은 초보자는 1년 이하, 경력자는 10년 이상인 경우이다. 3학년을 대상으로 6주 동안 PBL 수업 후 설문조사하였다. 연구결과 튜터의 내용전문성에 따라 학습자 만족도에는 통계적으로 유의한 차이가 있었으나 튜터경험에 따른 학습자 만족도와 튜터의 내용전문성과 튜터경험간의 상호작용 효과는 유의하지 않았다. 본 연구는 PBL에서 내용전문가로서의 튜터역할에 대한 중요성을 환기시켰다고 할 수 있다. 향후 다양한 학과와 전공분야를 가진 더 많은 튜터를 대상으로 한 추후연구가 반복되어야 하며 학습자 만족도 외의 다양한 변인과의 차이를 측정해봐야 할 것이다.

• 기본간호학회지
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• 제14권3호
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• pp.351-360
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• 2007

Purpose: The purpose of this study was to develop a Problem-Based Learning (PBL) package, test its application and evaluate students' recognition of the effectiveness of PBL in nursing colleges. Method: Thirteen steps were used in the process developing the PBL package. After its application, the first questionnaire for self-evaluation and satisfaction with PBL class was given to 94 nursing students in December, 2005. To further evaluate the students' recognition of the effectiveness of PBL, a second questionnaire was given to 83 nursing students out of the 96 in May, 2007 after clinical practice. Data analysis was conducted using means with standard deviation. Results: The results of students' self-evaluation showed high achievement in learning outcome and process using the PBL method. Also, they expressed satisfaction with the subject management, the lecturer and their peers after the PBL class. Students recognized that the PBL class had positive effectiveness in clinical practice and wanted more PBL classes and the inclusion of complex cases from well designed packages. Conclusion: PBL class could be considered as an opportunity to fortify student nurses' abilities to adjust to the real clinical situation.

• 의학교육논단
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• 제24권1호
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• pp.56-62
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• 2022

Despite current regulations requiring social distancing due to coronavirus disease 2019, problem-based learning (PBL) requires student interaction to achieve common goals and enhance critical thinking and deep learning abilities. Social presence in the online education environment reduces both perceptions of physical distance and psychological distance in interactions. This study aimed to compare PBL activities between in-person and videoconferencing classes, and to investigate social presence and learning satisfaction in a videoconferencing PBL environment. The PBL consisted of six modules for both the first and second years of Chonnam National University Medical School. As social distancing was strengthened, the second class of the fifth module in both years was converted to an online format and the fifth module was excluded. The first four PBL modules were conducted as in-person classes, but the last PBL module was administered via videoconferencing. After the final PBL module, 100 (81.3%) first-year medical students and 90 (79.6%) second-year students were asked to complete a self-administered questionnaire on social presence and learning satisfaction. There were no significant differences in the small group activities of tutorial sessions between in-person and videoconferencing classes. In the online videoconferencing class, students who had favorable attitudes toward the tutors' social role and interactions with peers showed high satisfaction with their learning. In conclusion, online videoconferencing allows students to simultaneously perceive their interactions with others and social presence, even at a distance. Tutors can enhance a sense of online community and collaborative learning as facilitators of online PBL.

• 한국임상약학회지
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• 제23권4호
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• pp.291-299
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• 2013

Purpose: Problem-based learning (PBL) has been adopted to foster active and self-directed learning and enhance critical thinking and problem-solving skills in many health-care academic disciplines in Korea. Interest in PBL has rapidly grown with a 6 year pharmacy degree program in Korea. The objective of this study was to evaluate feasibility of PBL, student satisfaction and academic performance with a self-assessment survey questionnaire. Method: Sixty students participated in the PBL for pharmacotherapy course. Average scores from student self-assessment on participation, satisfaction, and academic performance were $3.85{\pm}0.55$, $2.94{\pm}1.04$, $3.09{\pm}0.91$ out of 5 point lickert scale (1-do not agree at all, 5-agree completely), respectively. Results & Conclusion: The level of participation was positively correlated with improvement of communication skill in academic performance (correlation coefficient 0.27, p=0.037). In the quality analysis of the cases provided for PBL, students who participated more in the PBL greatly agreed the cases given were appropriate to learn fundamental knowledge for each disease state. The students disagreed that PBL was fun. The students stated that PBL was good to experience self-directed learning and clinical context beforehand but too time-consuming to devote and too demanding to commit. Lack of facilitator and insight on active learning should be rectified for successful launch of PBL in Korean pharmacy education.

• 동서간호학연구지
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• 제13권2호
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• pp.92-106
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• 2007

Purpose: The purpose of this study was to examine nursing students' satisfaction level with PBL-based clinical practice, their autonomy, achievement motivation and what affected them in those regards in an attempt to lay the groundwork for providing more systematic and efficient clinical practice, Method: The subjects III this study were 138 nursing sophomores at J college who participated in PBL-based clinical practice, Results: They got a mean of 3.34, 3.83 and 3.83 in satisfaction level with the clinical practice, autonomy and achievement motivation respectively. In regard to the relationship of the satisfaction level to general characteristics including motivation of choosing the major and time for undergoing the clinical practice, the students who decided to major in nursing at their own option(3.61) were most contented with practice teaching(F=6.356, p<.01), and those who underwent the clinical practice after taking lessons(3.82) were most pleased with the content of the clinical practice (t=2.129, p<.05). Concerning connections between autonomy and general characteristics involving age, satisfaction with the major and time for the clinical practice, the students who were at the age of 22(3.92) valued themselves the most(F=3.003, P<.05). And those who found their major satisfactory (4.28) and undergo the clinical practice after taking lessons(4.37) respected others the most(F=3.133, p<.01). As to relations between achievement motivation and general characteristics, the students who were contented with their major(4.00) excelled the others who weren't in that aspect(F=6.038, p<.01). The satisfaction level with the clinical practice was positively correlated to autonomy (r=.328, p<.01) and achievement motivation(r=.476, p<.01). Conclusions: The findings illustrated that the nursing students expressed the satisfaction with the PBL-based clinical practice education. The older students who were 22 years old were more autonomous, and those who took part in the clinical practice after receiving theoretical instruction were more autonomous and more pleased with the practice. The students who found their major more satisfactory surpassed the others in autonomy and achievement motivation. There was positive correlation among the clinical-practice satisfaction level, autonomy and achievement motivation. There are some suggestions: Intensive research efforts should be directed into getting a profound grasp of PBL-based clinical practice education geared toward nursing students. The development of modules for PBL-based nursing clinical practice education was required. How to provide PBL-based theoretical education to nursing students should be studied.

• 대한간호학회지
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• 제49권1호
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• pp.92-103
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• 2019

Purpose: This study aimed to compare the effects of simulation integrated with problem based learning (S-PBL) according to the sequences of problem-based learning (PBL) and high fidelity simulation training (HFS) on knowledge, clinical performance, clinical judgment, self-confidence, and satisfaction in fourth-grade nursing students. Methods: In this randomized crossover design study, four S-PBLs on medical-surgical nursing were applied alternatively to two randomly-assigned groups of 26 senior nursing students for 8 weeks. The collected data were analyzed using an independent t-test. Results: The method of administering PBL prior to HFS led to significantly higher scores on knowledge (t=2.28, p=.025) as compared to the method of administering HFS prior to PBL. However, the latter method led to significantly higher scores on clinical performance (t=-6.49, p<.001) and clinical judgment (t=-4.71, p<.001) as compared to the method of administering PBL prior to HFS. There were no differences in the effect of the two methods on self-confidence (t=1.53, p=.128) and satisfaction (t=1.28, p=.202). Conclusion: The integration sequences of S-PBL was associated with different learning outcomes. Therefore, when implementing S-PBL, it is necessary to consider the educational goal to executes an appropriate sequence of integration.

• 한국치위생학회지
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• 제22권2호
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• pp.81-92
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• 2022

연구목적: 본 연구의 목적은 문제중심학습(Problem-Based Learning) 수업 모듈을 개발하여 임상치위생학 수업에 적용함으로써 문제중심학습을 운영하는 것에 대한 학습자의 만족도와 치위생학의 역량 수준, 성찰일지를 통한 학습자 의견을 평가하는 것이다. 연구방법: 본 연구는 2020년 2학기에 수행되었고, 연구대상은 4학년 2학기 과정의 임상치위생학(특수환자구강건강관리) 교과목 수강생 31명이었다. 개발된 PBL 학습모듈을 15주간 수업에 적용하였고, 모든 PBL 수업이 종료된 후 수업에 대한 전반적인 만족도, 학생 역량 수준의 변화를 평가하였다. 연구결과: PBL 수업에 대한 학습자의 만족도는 전반적으로 높았고, 자가역량 수준도 수업 전에 비하여 증가하였다. 더불어, PBL 학습활동 후 성찰일지를 통해 상위주제 3개는 PBL 학습을 통해 얻은 역량, PBL 학습을 통해 배운 인문사회학적 요소, PBL 학습에서의 장애 요인이 도출되었다. 결론: 본 연구에서 개발된 PBL 학습모듈은 학생들이 문제를 파악하여 통합적으로 해결할 수 있는 역량뿐만 아니라 인문사회학적 역량 제고를 견인할 수 있는 수업이라는 것을 확인하였다.