To introduce active learning session for a large group of 250 students, we combined the strengths of problem-based learning and team-based learning to promote a structured active learning strategy with less faculty involvement. For the implementation of this strategy, a case on anemia was selected based on the module already covered in classes.…

This work describes the design and evaluation of a proposal to use Classroom Response Systems (CRS), intended to promote participative classes of Mathematics at University. The proposal is based on Problem Based Learnig (PBL) and uses Robert's six hypotheses for mathematical teaching-learning. The results show that PBL is a relevant strategy to…

Problem-based learning (PBL) was originally introduced in medical education programs as a form of small-group learning, but its use has now spread to large undergraduate classrooms in various other disciplines. Introduction of new teaching techniques, including PBL-based methods, needs to be justified by demonstrating the benefits of such…

Problem-based learning (PBL) can be described as a learning environment where the problem drives the learning. This technique usually involves learning in small groups, which are supervised by tutors. It is becoming evident that PBL in a small-group setting has a robust positive effect on student learning and skills, including better…

This article explores teachers' experiences of implementing the problem-solving approach; a learner centred pedagogic innovation prescribed by a centrally mandated curriculum in Uganda. It presents teachers' interpretations of the pedagogic principles suggested by the innovation as well as their accounts of challenges of implementing the pedagogic…

Use of problem-based learning in a large upper-division general education class at McMaster University (Canada) provides opportunities for students to identify and practice skills for inquiry into societal problems and solutions. Classroom techniques and processes preserve the essence of problem-based learning despite the fact that the class is…

At the Pennsylvania College of Optometry, a core course in pediatric optometry was revised to use a problem-centered approach and implemented with a class of 147 students. Students were assigned specific roles to distribute work evenly. A survey found students responded positively to this approach. (MSE)

The Pennsylvania College of Optometry's experience in implementing problem-based learning, usually used in small classes, in a large group instructional situation in a traditional, subject-based optometric curriculum is described. Development of a modified approach, simulated patient problems, weekly quizzes, patient notes, large- and small-group…

This project for large-group, problem-based learning at Kansas State University College of Veterinary Medicine developed 47 case-based videotapes that are used to model clinical conditions and also involved veterinary practitioners to formulate true practice cases into student learning opportunities. Problem-oriented, computer-assisted diagnostic…

To address specific difficulties with self-directed problem-based learning in a large-group pharmacy course, one teacher experimented with use of structured dialogs with small groups of students to provide support, emphasize process, explore concepts, and discuss assessment. Course structure, classroom experiences, and success in addressing the…

The process of revising a University of Toronto (Canada) final-year undergraduate pharmacy therapeutics course to incorporate the principles of pharmaceutical care and problem-based learning is detailed. The final course outline and results of a course evaluation are also included. (MSE)

A third-year pharmacology course in a doctoral pharmacy program that is case based and intended for a large class is described. Aspects discussed include learning objectives, course organization, classroom activities, case selection and design, faculty involvement, grading, and areas identified for improvement. (MSE)

In its use of complex, real-world problems to introduce concepts and motivate learning in an active and cooperative learning environment, problem-based learning is a powerful alternative to the passive lecture in introductory college science. Use of technology and multimedia instruction, focus on large classes, and use of interdisciplinary…

A large-group (110 students) pharmaceutics course, designed to use small-group case-based problem solving to address pharmaceutical manufacturing problems, is described; and student response to the course is examined. The 11 case studies used in the curriculum are summarized. The peer evaluation form is included. (MSE)

Two McMaster University (Canada) chemical engineering courses enrolling 30-50 students incorporate problem-based learning (PBL). Issues addressed in implementation included overcoming faculty and student resistance, integrating PBL methods within a predominantly conventional curriculum, developing PBL problems and objectives, and using tutorless…