Introduction Chapter: PBL vs. Traditional Two

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[. . .] Participants also were more open to new ideas and using resources that were not used by the traditional learning students.

Another study confirmed that prognosis by determining that "The effects of student orientated learning environments have for instance been shown to increase over time with students in student orientated courses reporting more self-regulation than students in traditional courses (Minnaert & van der Hulst, 2000; Vermetten, 2002).

If the findings from the Lycke, et al. study are true, then the objective must be examined regarding respiratory therapy training. The question that needs to be answered might well be one of exactly what does the student need to retain in order to be an effective respiratory therapist.

Other studies have also been conducted comparing the two radically different approaches to teaching, and many of those studies have taken place in the educational and medical communities.

One 2006 study of high school students may present evidence of what will be discovered by this study; two classes of high school biology students were both taught the same subject by the same teacher. One class was taught using problem-based learning, while the other class was taught using a textbook-oriented traditional instructional method. What the results revealed where that the PBL students had higher intrinsic goal orientation, task value, use of elaboration learning strategies, critical thinking, metacognitive self-regulation, effort regulation, and peer learning compared to the other class (Sungur & Tekkaya, 2006, p. 308). Of course, this study compared high school biology students to other high school biology students, so results may not have anything at all to do with university respiratory therapy students; it will be interesting to see if the results are similar.

That there is a difference between learning via PBL and learning through the traditional teaching method is a given, what this study seeks to determine is whether such differences are so pronounced that it would make sense to favor one approach over the other. After all, learning styles, approaches and methodologies are constantly changing, being improved and new ones implemented in an ongoing style. Determining what approach works best is an ongoing venture. It is the aim of this study to add to the abundant literature available on the subject.

References

Albanese, M.A. & Mitchell, S. (1993) Problem-based learning: A review of literature on its outcomes and implantation issues, Academic Medicine, Vol. 68, Issue 1, pp. 52-81

Ali, M.; Gameel, W.; Sebai, E.; Menom, N.A.; (2010) Effect of problem-based learning on nursing students' approaches to learning and their self-directed learning abilities, International Journal of Academic Research, Vol. 2, Issue 4, pp. 188 -- 195

Allie, S.; Armien, M.N.; Bennie. K.; Burgoyne, N.; Case, J.; Craig, T.; (2007) Learning as acquiring a discursive identity through participation in a community: A theoretical position on improving student learning in tertiary science and engineering programmes, Cape Town, South Africa, accessed at http://www.cree, uct.ac.za., on January 15, 2011

Biggs, J. (2003) Teaching for quality learning at university (2nd ed.), Buckingham: The Society for Research into Higher Education and Open University Press

Clark, D.B. & Bradford, D.A. (1984) Pressure-cycled ventilators, Englewood Cliffs, N.J.: Prentice Hall, Inc.

Fisher, M.J. & King, J. (2010) The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis, Nurse Education Today, Vol. 30, pp. 44 -- 48

Kocaman, G.; Dicle, A.; Ugur, A.; (2009) A longitudinal analysis of the self-directed learning readiness level of nursing student enrolled in a problem-based curriculum, Journal of Nursing Education, Vol. 48, Issue 5, pp. 286 -- 290

Lycke, K.H.; Grottum, P.; Stromso, H.I.; (2006) Student learning strategies, mental models and learning outcomes in problem-based and traditional curricula in medicine, Medical Teacher, Vol. 28, Issue 8, pp. 717-722

McKethan, R.; Rabinowitz, E.; Kernodle, M.W.; (2010) Multiple intelligences in virtual and traditional skill instructional learning environments, Physical Educator, Vol. 67, Issue 3, pp. 156-168

Medical News Today (2011) Problem-based learning curriculum a success for medical school, accessed at website: http://www.medicalnewstoday.com/articles/55419.php, on January 15, 2011

Minnaert, A. & van der Hulst, F. (2000) A comparison of the (in) stability of student learning patterns in a traditional vs. A student oriented learning environment, paper to EARLI-SIG symposium, Innovations in Higher Education 2000, Helsinki, Finland

National-Louis University (2005) Malcolm Knowles: Apostle of Andragogy, accessed at: http://www.nl.edu/academics/cas/ace/resources/malcolmknowles.cfm, on January 17, 2011

Neville, A.J. & Norman, G.R. (2007) PBL in the undergraduate MD program at McMaster University: Three iterations in three decades, Academic Medicine, Vol. 82, Issue 4 pp. 370-374

Scheeburger, A. (1999) Changing patterns in initial education and training in Austria: New challenges on the way towards the information society, Innovation: The European Journal of Social Sciences, Vol. 12, Issue 4, pp. 611 -- 627

Sungur, S. & Tekkaya, C. (2006) Effects of problem-based learning and traditional instruction on self-regulated learning, Journal of Educational Research, Vol. 99, Issue 5, pp.… [END OF PREVIEW]

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