McMaster University's Department of Anatomy and Experimental Morphology has developed an extensive collection of self-directed learning modules in Anatomy which are available in an open laboratory. How medical and allied health students use this resource has never been adequately surveyed. The rates, patterns and reasons for module use among first and second year medical students were surveyed by questionnaire in late 1992. A similar questionnaire was administered to students in Block 3 of the Physiotherapy programme in early 1993. Analysis was done using a standard computer-based statistical package. Average module use among Unit 1 medical students (estimated by a weighted average) is 1.39 hours per week, with a statistically significant increase reported by Unit 4 medical students. Physiotherapy students, whose programme has a strong emphasis on musculoskeletal anatomy, had lab use rates 140% greater than Unit I medical students. Patterns of module use and student satisfaction with the modules depend not only upon the medical student's level in the programme, but also upon their previous backgrounds in biological/health science and problem-based learning experience. The rates and patterns of use were much more consistent among physiotherapy students, who were also far more satisfied with the organization and content of the modules than the medical students were. Medical students who were tutored by research scientists rather than clinicians had different rates and patterns of module use. The survey also indicates that students' use of the anatomy laboratory is not primarily driven by their tutor's suggestions; by a requirement for a detailed knowledge of anatomy for clinical skills purposes; or because module use saves time. The comparatively heavy use of the Anatomy lab and modules by physiotherapy students is clearly related to the demands of their programme. Students do believe that module use will help them contribute to their tutorial discussions and to the evaluations that occur in this setting. / Thesis / Master of Science (Teaching)

Capstone courses are well embedded into the curriculum of undergraduate programs in Colleges of Business and are often used to assess program outcomes and curricular goals. Assessment of best practices of Capstone programs and skills within Capstone courses are examined as assurance of learning requirements under AACSB mandates. The conceptual framework of problem-based learning serves as the foundation for national Capstone course models with student-centered pedagogies that enhance learning about a subject through the experience of problem solving by using thinking strategies and domain knowledge. Rubrics assess student mastery of content, professionalism, organization, language structure and presentation skills. The main purpose of this study was to determine to what extent students provided evidence of skills and competencies, as demonstrated through Capstone projects and presentations at a large metropolitan university in Central Florida, which were required to meet the needs of potential employers. Using focus group research, this study examined and interpreted Capstone student papers and presentations to determine to what extent the skill sets evidenced were sufficient for hiring entry-level positions in community business partners' respective organizations. This study served to contribute to an understanding of the factors that should be embedded in course design, linking assignments to course objectives, and overall curricular goals in order to fulfill assurance of learning requirements as established by AACSB mandates.

Keeping students engaged in the learning process is a challenge faced by most teachers. Instituting a bell schedule that requires them to make changes in their traditional instructional delivery may increase that challenge exponentially. The benefit of an extended period, also known as the block schedule, is that it permits the opportunity for teachers to alter their instruction with learning experiences that require more than 55 minutes by using engaging student-centered instruction. One reality of teaching on a block schedule is that many teachers lack the knowledge of effective strategies and rely on instructional devices they employed on a shorter time period. The purpose behind this work is to create a manual that demonstrates engaging student centered strategies and becomes a resource for teachers who are searching for instructional models to utilize in the block schedule. It does this in part by featuring actual hands-on strategies from three instructional models that can be readily used by classroom teachers. With the generative information about the models and activities that is provided in the manual, teachers are encouraged to create their own activities. Finally, the work provides solicited teacher feedback on the utility of the manual. / Ed. D.

Recent studies indicate that American high school students are not performing adequately on standardized tests in the area of science. In response, there has been a call to reform science education in the United States. These reform efforts coincide with advances in electronic communication and information technology that have revolutionized knowledge sharing. This study describes an effort to assess the effects of inter-school electronic collaboration on the quality of student final written products. In this study, students ranging in grade levels from 9-12 completed a problem-based earth science module delivered via the Internet. The module presented students with an ill-structured problem, problem-solving model, resources, and recommendations for further inquiry, all related to an authentic environmental issue. Students were also given a set of guidelines for a final written product and a minimum of 4 weeks to complete the project. While all students worked in cooperative groups within their classrooms, selected cooperative groups worked with cooperative groups of students in other schools via e-mail. These groups were collectively referred to as parallel groups. Cooperative groups of students who did not work via e-mail with other groups were collectively referred to as nonparallel groups. A team of evaluators scored the written products of parallel and nonparallel groups. The results were unexpected: The nonparallel groups scored significantly higher than the parallel groups on the final written product. / Ph. D.

Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's. Participants were interviewed by a substitute researcher. Because of the researcher's role as principal of the school in which this research is being conducted, anonymity was used to protect the employer/employee relationship and reduce researcher bias. Results were analyzed using a data analysis process to identify key strategies used in PBL instruction that increase the 5 C's. Perceptions of the participants provided a better understanding of the strategies used during PBL implementation and skills development of the 5 C's. Findings suggest that participants felt PBL to be a successful instructional tool for elementary students. It increased engagement and increased skills development of the 5 C's. The information gained should support leaders in the implementation of PBL in elementary classrooms. / Doctor of Education / Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's.

Problem-based learning has long been recognized as an innovative and effective instructional strategy for enhancing problem-solving and critical skills, which are essential for 21st-century employability. Despite its recognized benefits, PBL adoption in K-12 education remains limited due to significant implementation challenges. This integrative literature review investigates PBL instructional strategies and teachers' experiences, focusing on their challenges and the types of problems used in K12 classrooms, while analyzing empirical studies from 2004 to 2024. The study findings reveal teachers' challenges in terms of problem design and development, scaffolding, technology integration, assessment, and promoting student collaboration, with time availability being a recurring concern. Again, teachers' implementation strategies are flexible but could, however, be summarized into (1) preparing learners for PBL, (2) an iterative cycle of activities, and (3) presentation and evaluation. The findings also revealed that design problems dominate the type of problems that are incorporated into K-12 PBL implementation studies. Beyond setting the foundation for future research in the area, this integrative review offers a deeper understanding related to PBL's application in K-12 settings, providing valuable insight for educational stakeholders. / Doctor of Philosophy / Problem-based learning (PBL) is a student-centered teaching method that supports the development of relevant problem-solving and critical-thinking skills which are critical for career success and employability in the 21st century. Although many studies have emphasized its effectiveness, it is not widely used in K-12 education. This limitation is attributed to different implementation challenges. This integrative literature review investigates PBL instructional strategies and teachers' experiences, focusing on their challenges and the types of problems used in K-12 classrooms, while analyzing empirical studies from 2004 to 2024. The study findings reveal teachers' challenges in terms of problem design and development, scaffolding, technology integration, assessment, and promoting student collaboration, with time availability being a recurring concern. Again, teachers' implementation strategies are flexible but could, however, be summarized into (1) preparing learners for PBL, (2) an iterative cycle of activities, and (3) presentation and evaluation. The findings also reveal that design problems dominate the type of problems that are incorporated into K-12 PBL implementation studies. Beyond setting the foundation for future research in this area, this integrative review offers a deeper understanding related to PBL's application in K-12 settings, providing valuable insight for educational stakeholders.

Yes / This paper is the second of two parts exploring a study that was undertaken to investigate the role of the tutor in facilitating problem-based learning (PBL). The first part focussed on the methodological underpinnings of the study. This paper aims to focus on the findings of the study and their implications for the facilitation of PBL. Six essential themes emerged from the findings that described the facilitation role. The tutors believed that their facilitation role was essentially structured around the decision of when to intervene and how to intervene in the PBL process. Modelling and non-verbal communication were seen as essential strategies for the facilitator. Underpinning these decisions was the need to trust in the philosophy of PBL. However, within many of the themes, there was a divergence of opinion as to how the role should actually be undertaken. Despite this, these findings have implications for the future role of PBL facilitators in Health Professional Education.

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