Comparison of the effect of two hybrid models of problem-based learning implementation on the development of transversal and research skills and the learning experience

Problem-based learning (PBL) provides an encouraging learning environment to develop transversal and research thinking skills. However, how PBL is implemented into a curriculum can be critical for achieving these outcomes. This study compares two hybrid PBL implementation models applied in a health...

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Detalles Bibliográficos
Autores: Carrió, Mar, Baños i Díez, Josep Eladi, Rodríguez Fabià, Gemma, 1991-
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2022
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/54001
Acceso en línea:http://hdl.handle.net/10230/54001
http://dx.doi.org/10.3389/feduc.2022.875860
Access Level:acceso abierto
Palabra clave:Problem-based learning (PBL)
Transversal skills
Research skills
Implementation
Students&apos
satisfaction
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spelling Comparison of the effect of two hybrid models of problem-based learning implementation on the development of transversal and research skills and the learning experienceCarrió, MarBaños i Díez, Josep EladiRodríguez Fabià, Gemma, 1991-Problem-based learning (PBL)Transversal skillsResearch skillsImplementationStudents&apossatisfactionProblem-based learning (PBL) provides an encouraging learning environment to develop transversal and research thinking skills. However, how PBL is implemented into a curriculum can be critical for achieving these outcomes. This study compares two hybrid PBL implementation models applied in a health sciences school: a PBL-module integrated into the subjects of a traditional curriculum and full interdisciplinary PBL-courses. 651 students were involved, with 330 taking the PBL-module and 277 taking the PBL-courses. Students’ and tutors’ perceptions about the acquisition of the skills as well as their satisfaction with the learning experience were compared. The results showed that in the interdisciplinary PBL-courses, both students and tutors perceived a significantly higher acquisition of these skills. In addition, they also find the methodology more useful and are more satisfied with the learning experience than in the PBL-modules. A strong correlation was also observed between the acquisition of transversal and research skills and the perceived usefulness of PBL and overall satisfaction with the experience. This study provides new evidence on the characteristics of PBL that favor the development of these skills.Frontiers202220222022info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/54001http://dx.doi.org/10.3389/feduc.2022.875860reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésFront Educ. 2022;7:875860© 2022 Carrió, Baños and Rodríguez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.http://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/540012026-06-12T07:21:37Z
dc.title.none.fl_str_mv Comparison of the effect of two hybrid models of problem-based learning implementation on the development of transversal and research skills and the learning experience
title Comparison of the effect of two hybrid models of problem-based learning implementation on the development of transversal and research skills and the learning experience
spellingShingle Comparison of the effect of two hybrid models of problem-based learning implementation on the development of transversal and research skills and the learning experience
Carrió, Mar
Problem-based learning (PBL)
Transversal skills
Research skills
Implementation
Students&apos
satisfaction
title_short Comparison of the effect of two hybrid models of problem-based learning implementation on the development of transversal and research skills and the learning experience
title_full Comparison of the effect of two hybrid models of problem-based learning implementation on the development of transversal and research skills and the learning experience
title_fullStr Comparison of the effect of two hybrid models of problem-based learning implementation on the development of transversal and research skills and the learning experience
title_full_unstemmed Comparison of the effect of two hybrid models of problem-based learning implementation on the development of transversal and research skills and the learning experience
title_sort Comparison of the effect of two hybrid models of problem-based learning implementation on the development of transversal and research skills and the learning experience
dc.creator.none.fl_str_mv Carrió, Mar
Baños i Díez, Josep Eladi
Rodríguez Fabià, Gemma, 1991-
author Carrió, Mar
author_facet Carrió, Mar
Baños i Díez, Josep Eladi
Rodríguez Fabià, Gemma, 1991-
author_role author
author2 Baños i Díez, Josep Eladi
Rodríguez Fabià, Gemma, 1991-
author2_role author
author
dc.subject.none.fl_str_mv Problem-based learning (PBL)
Transversal skills
Research skills
Implementation
Students&apos
satisfaction
topic Problem-based learning (PBL)
Transversal skills
Research skills
Implementation
Students&apos
satisfaction
description Problem-based learning (PBL) provides an encouraging learning environment to develop transversal and research thinking skills. However, how PBL is implemented into a curriculum can be critical for achieving these outcomes. This study compares two hybrid PBL implementation models applied in a health sciences school: a PBL-module integrated into the subjects of a traditional curriculum and full interdisciplinary PBL-courses. 651 students were involved, with 330 taking the PBL-module and 277 taking the PBL-courses. Students’ and tutors’ perceptions about the acquisition of the skills as well as their satisfaction with the learning experience were compared. The results showed that in the interdisciplinary PBL-courses, both students and tutors perceived a significantly higher acquisition of these skills. In addition, they also find the methodology more useful and are more satisfied with the learning experience than in the PBL-modules. A strong correlation was also observed between the acquisition of transversal and research skills and the perceived usefulness of PBL and overall satisfaction with the experience. This study provides new evidence on the characteristics of PBL that favor the development of these skills.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022
2022
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/54001
http://dx.doi.org/10.3389/feduc.2022.875860
url http://hdl.handle.net/10230/54001
http://dx.doi.org/10.3389/feduc.2022.875860
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Front Educ. 2022;7:875860
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Frontiers
publisher.none.fl_str_mv Frontiers
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
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