1. A review of the last decade of research in problem-based learning Lauren E.M. Dahlquist

2. Outline Background on PBLs Materials and Methods Results Conclusion

3. Introduction Origin of PBL – McMaster University Foundation – “human desire to solve problems” Key points of PBL i. presentation of a problem to a group, ii.initial collaboration with peers to propose key concepts and identify strategies for solving the problem, iii.a period of self-study and independent research, iv.final group collaboration and organization of data and facts, and v.a final presentation of solved problem

4. Materials and Methods Databases – NCBI’s PubMed – Web of Knowledge Key words – “problem-based learning, Problem-based learning in science, and science pedagogy” Article results – English – Last decade – Graduate and undergraduate education – N=33, 47 studies

5. Universities that use PBL exercises Medical School 31% 7% 27% 21% 14% Undergraduate School Polytechnic School Dental School Pharmacy School

6. PBL use by Country or Region British Columbia United Kingdom United States Singapore 7% 32% 11% 29%

7. Role of the Facilitator during PBL Who is the facilitator? Mentor? Instructor? Creation of the exercise Instigate new directions or discussion by providing focused and thought-provoking questions Characteristics of an effective facilitator

8. Types of Assessments in PBL Various Survey (27%) Self-Study Assignments Examinations Verbal Survey (7%) Presentations Pre- and Post-Test 34% 9% 13% 7% 9% 7%

9. Methods of Assessment (Reference Articles) Description# of Studies %, n=47 Survey (13, 14, 19-27)Anonymous written or verbal questionnaire or feedback session 1123.4% Meetings (11-14, 19, 22, 23)Small-group study periods for discussion714.9% Presentation (12-14, 19, 20, 23)Oral communication of acquired knowledge by students 612.8% Self-Study (12, 13, 23, 28, 32)Student time period devoted to self- education 510.6% Examinations (8, 25, 29)Objective or written assessment of acquired knowledge 36.3% Evaluation (19, 26, 30)Report written anonymously36.3% Pre- and Post-Test (11, 21, 31)Assessments administered to measure acquired knowledge from a learning exercise 36.3% Assignments (19, 21, 28)Objective or written take-home assessments included for final grade 36.3% Quizzes (19, 24)Objective assessments calculated as part of final grade 24.2% Participation (11, 19)Discussion level observed by faculty and used for final grade 24.2% Lecture Attendance (14)Attendance is calculated as part of the final grade 12.1%

10. Key Points PBL activities are helpful in scientific courses that require critical thinking and can stimulate additional discovery Tutors facilitating PBL activities in the classroom allows students to capitalize on learning Discussion with peers is helpful to develop critical thinking and reasoning skills

11. Conclusion Student perspective Professor perspective PBL activities are beneficial as a supplement to traditional lecture

12. Acknowledgements Biology Department at the University of Nebraska at Omaha University Committee on Research and Creative Activity (L. Dahlquist)