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Record identifier : 565705
Personal Name - Primary Intelectual Responsibility : Beachey, Wilmer D
Title and statement of responsibility : A comparison of problem-based learning and traditional curricula in baccalaureate respiratory therapy education [Thesis]
Publication, Distribution,Etc. : The University of North Dakota, 2004
Language of the Item : eng
Dissertation of thesis details and type of degree : Ph.D.
Body granting the degree : , The University of North Dakota
Summary or Abstract : Problem-based learning (PBL) is a constructivist model of education in which ill-structured, authentic, problems stimulate and organize all learning. This educational perspective implies that learning is a process of active knowledge construction rather than passive knowledge reception. The major goal of PBL is to stimulate learners to construct knowledge in contexts similar to the real-world environments in which the knowledge will be used. Although PBL has been widely adopted in medicine, allied health, nursing, and many other non-medical educational realms, controversy persists about PBL's effectiveness, how to appropriately measure its outcomes, and more generally, whether grand educational experiments can explain a curriculum intervention's effects. The present study was undertaken to compare PBL and conventional curricula in baccalaureate-level respiratory therapy education in terms of graduate and employer ratings of cognitive, psychomotor, and affective competencies on follow-up surveys, and in terms of national board examination scores..
Topical Name Used as Subject : Higher education, Rehabilitation, Therapy, Health education
Information of biblio record : TL
 
 
 
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