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Problem-based learning in dietetic e...

Bayard, Barbara Lohse.

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Problem-based learning in dietetic education: A descriptive and evaluative case study and an analytical comparison with a lecture-based method.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Problem-based learning in dietetic education: A descriptive and evaluative case study and an analytical comparison with a lecture-based method./
作者:	Bayard, Barbara Lohse.
面頁冊數:	354 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1874.
Contained By:	Dissertation Abstracts International55-07A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9430139

Problem-based learning in dietetic education: A descriptive and evaluative case study and an analytical comparison with a lecture-based method.
Bayard, Barbara Lohse.

Problem-based learning in dietetic education: A descriptive and evaluative case study and an analytical comparison with a lecture-based method. - 354 p.

Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1874.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 1994.

Problem-based learning (PBL), a case-driven, student-centered educational approach, has been shown to foster critical thinking, problem solving, and self-directed learning skills, and enhance knowledge base acquisition and retention. PBL has been recommended by dietetic educators, but has not been formally evaluated. The purpose of this study was to describe dietetic student response to a PBL format. Subjects were 32 undergraduate dietetic students (UDS) in a lifecycle nutrition class and 52 dietetic interns (DI) from five Midwestern intern sites. The research design was a descriptive and evaluative case study with an embedded experimental design (generalized randomized block factorial). The UDS were randomly assigned to study the infant and elderly units using PBL or a lecture-based method. Data from the UDS and DI were obtained with ten instruments that assessed knowledge, attitude, learning style, sensation seeking traits, and opinions. Findings from the experimental component were analyzed with a three-way analysis of variance.Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Problem-based learning in dietetic education: A descriptive and evaluative case study and an analytical comparison with a lecture-based method.
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245 1 0 $a Problem-based learning in dietetic education: A descriptive and evaluative case study and an analytical comparison with a lecture-based method.
300 $a 354 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-07, Section: A, page: 1874.
500 $a Supervisor: Susan A. Nitzke.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 1994.
520 $a Problem-based learning (PBL), a case-driven, student-centered educational approach, has been shown to foster critical thinking, problem solving, and self-directed learning skills, and enhance knowledge base acquisition and retention. PBL has been recommended by dietetic educators, but has not been formally evaluated. The purpose of this study was to describe dietetic student response to a PBL format. Subjects were 32 undergraduate dietetic students (UDS) in a lifecycle nutrition class and 52 dietetic interns (DI) from five Midwestern intern sites. The research design was a descriptive and evaluative case study with an embedded experimental design (generalized randomized block factorial). The UDS were randomly assigned to study the infant and elderly units using PBL or a lecture-based method. Data from the UDS and DI were obtained with ten instruments that assessed knowledge, attitude, learning style, sensation seeking traits, and opinions. Findings from the experimental component were analyzed with a three-way analysis of variance.
520 $a PBL students were more apt to use articles, books, and professionals to study than lecture notes. Interpretation of knowledge acquisition results was confounded by significant treatment interactions: Only PBL UDS who started with the elderly unit scored higher than LBC UDS. Tenets that PBL enhances retention, self-directed learning skills, and motivation level were not supported for the UDS. PBL use was associated with a change in motivating factors from self and achievement to the group and knowledge. Use of memorization decreased for PBL UDS and DI; reflective thinking increased for PBL UDS, but confidence in problem solving skills did not increase. Self-directed learning skills and confidence in problem solving skills increased for DI; DI reported less frustration and stress with PBL than the UDS, rating PBL more positively on the Positive Learning Experience Scale and expressing a high desire to experience PBL again and incorporate the strategy into internship experiences.
520 $a PBL is highly recommended as an educational strategy for DI, given schedular restructuring to allow time for independent study. PBL is suggested for UDS if time and resources can be devoted to modifying assessment strategies and assuaging fears about knowledge base acquisition and grades.
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