Hong Kong nursing students used journals to problem-based learning (PBL) related to dying patients. Increased self-awareness, positive attitude toward death, and culturally sensitive care resulted. PBL methods included information searches, interviews with experts and patients, and tutorials for sharing feelings and information. (Contains 21…

Describes the implementation of problem-based learning (PBL) into specific courses of the Samford University nursing education program. Discusses its usefulness and indicates that PBL has had a positive effect on students and has exceeded expected outcomes. (Contains 25 references.) (JOW)

Describes a problem-based learning strategy which helps train principals for an increasingly demanding job. Conceptualizes problem-based learning; provides a rationale for this strategy; and uses a real example from a course in problem-based learning taught at the University of Georgia. (RS)

Describes preparation for instruction using a problem-based approach as part of a teaching-strategy repertoire. Describes classes that use the approach successfully, and identifies pitfalls. Suggests ways that mathematics teachers can get assistance in successfully implementing a problem-based teaching approach. Presents research results that…

Problem-based learning has significant limits that warrant concern about its use in nursing education: it moves away from emancipatory goals of education, it implicitly supports the medical model, and it lacks the diversity required of a postmodern curriculum supporting different learning styles. (SK)

Presents a case study to teach about the relationship between sinkhole development and groundwater levels in Orlando, Florida. Discusses the relationship between groundwater levels and sinkhole formation in a karst terrane. Includes discussion questions. (YDS)

Describes how the use of problem-based learning as an instructional methodology in undergraduate nursing curricula has been identified as one way to facilitate development of nursing students' abilities to become self-directed in learning. Discusses the theoretical links between problem-based learning and self-directed learning. (EV)

Calls for more manuscripts on problem-based learning in the biochemical sciences. Includes information on problem-based learning conferences. (SAH)

Discusses reasons why problem solving has failed. Offers an alternative approach--the use of investigations in mathematics instruction. Lists the characteristics of an idealized classroom. (ASK)

A law school implemented a problem-based learning curriculum and a new assessment system, including block tests, portfolios, and formative computer-assisted testing. The assessment program was continuously monitored and evaluated. Outcomes included enhanced skills and a change in attitudes toward problem-based and lifelong learning. (SK)

Introduces the SPICES curriculum of the Manipal College of Medical Sciences in Nepal, which is student centered, problem based, integrated, community-based, elective oriented, and systematic. Reports that the majority of students opined that the combination of didactic lectures and problem-based learning sessions were definitely beneficial.…

Describes a project in which students write about their experiences and cover all the aspects of book publishing during their visits to a selected outdoor site. (YDS)

Implementation of problem-based learning in an architecture studio illustrates the conditions and assumptions necessary for such learning to be truly student regulated. If the aim is knowledge construction, the questions of whose knowledge is relevant and what are the effects of indoctrination into a profession must be addressed. (SK)

Explains how Geographic Information Systems (GIS) influences geography curricula and how project-based learning can be applied to GIS experiences. Introduces a project investigating non-geography college students' design and implementation of a environmental GIS application. (Contains 16 references.) (YDS)

Explains the evolution of the objectives of engineering education from knowledge to skills which is referred to as a 'paradigm shift'. Reviews the relationship between the demands and the educational objectives, and discusses the implications for assessment and the relationship between educational methods and assessment. (Author/YDS)