Effects of problem-based learning Gijbels, David; Dochy, Filip; Bossche, Piet van den
Review of educational research,
2005, Letnik:
75, Številka:
1
Journal Article
Recenzirano
This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue's (1995) model of cognitive components of problem solving. Three ...levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and principles to conditions and procedures for application. PBL had the most positive effects when the focal constructs being assessed were at the level of understanding principles that link concepts. The results suggest that the implications of assessment must be considered in examining the effects of problem-based learning and probably in all comparative education research. (DIPF/Orig.).
Background: Many persons with multiple sclerosis (PwMS) report increased fatigue in the afternoon and evening compared with the morning. It is commonly accepted that physical capacity also decreases ...as time of day progresses, potentially influencing the outcomes of testing.
Objective: The objective of this article was to determine whether self-reported fatigue level and walking capacity are influenced by time of day in PwMS.
Methods: A total of 102 PwMS from 8 centers in 5 countries, with a diverse level of ambulatory dysfunction (Expanded Disability Status Scale EDSS <6.5), participated. Patients performed walking capacity tests and reported fatigue level at three different time points (morning, noon, afternoon) during 1 day. Walking capacity was measured with the 6-Minute Walk Test (6MWT) and the 10-m walk test performed at usual and fastest speed. Self-reported fatigue was measured by the Rochester Fatigue Diary (RFD). Subgroups with mild (EDSS 1.5–4.0, n = 53) and moderate (EDSS 4.5–6.5, n = 49) ambulatory dysfunction were formed, as changes during the day were hypothesized to depend on disability status.
Results: Subgroups had different degree of ambulatory dysfunction (p < 0.001) but reported similar fatigue levels. Although RFD scores were affected by time of day with significant differences between morning and noon/afternoon (p < 0.0001), no changes in walking capacity were found in any subgroup. Additional analyses on subgroups distinguished by diurnal change in self-reported fatigue failed to reveal analogous changes in walking capacity.
Conclusions: Testing of walking capacity is unaffected by time of day, despite changes in subjective fatigue.
Abstract Background Different walking capacity test formats are applied, but their impact on the gait pattern in persons with MS (pwMS) has not yet been investigated according to baseline velocity ...performance. Objective To assess, in pwMS with different ambulation dysfunction, the impact of speed instructions and previous walking tests (2 and 6 min walking test; 2MWT and 6MWT) on spatiotemporal gait parameters. Methods 27 participants, divided in three groups based on usual gait speed (Most Limited Community Walkers; MLCW<0.82 m/s, CW>1.14 m/s, LCW show intermediate values), completed the 2MWT and 6MWT. Before and after each test, they walked on the GAITRite walkway system at both usual and fastest speed. Spatio-temporal gait parameters were measured and analyzed with ANOVA. Results All gait parameters in the MLCW were significantly different from other groups. In contrast to the MLCW, the LCW and CW subgroups showed greater velocity in the fastest compared to usual speed condition, associated with a significant increase in cadence and step length. After the 6MWT, small changes in cadence at usual speed and step time at fastest speed were observed in the MLCW subgroup only. No impact of the 2MWT on gait parameters was found in any group. Conclusions The ability to accelerate was dependent on the severity of ambulatory dysfunction. Prolonged walking during the 6MWT has, in contrast to the 2MWT, some impact on gait parameters in the most disabled group only.
This meta-analysis has two aims: (a) to address the main effects of problem based learning on two categories of outcomes: knowledge and skills; and (b) to address potential moderators of the effect ...of problem based learning. We selected 43 articles that met the criteria for inclusion: empirical studies on problem based learning in tertiary education conducted in real-life classrooms. The review reveals that there is a robust positive effect from PBL on the skills of students. This is shown by the vote count, as well as by the combined effect size. Also no single study reported negative effects. A tendency to negative results is discerned when considering the effect of PBL on the knowledge of students. The combined effect size is significantly negative. However, this result is strongly influenced by two studies and the vote count does not reach a significant level. It is concluded that the combined effect size for the effect on knowledge is non-robust. As possible moderators of PBL effects, methodological factors, expertise-level of students, retention period and type of assessment method were investigated. This moderator analysis shows that both for knowledge- and skills-related outcomes the expertise-level of the student is associated with the variation in effect sizes. Nevertheless, the results for skills give a consistent positive picture. For knowledge-related outcomes the results suggest that the differences encountered in the first and the second year disappear later on. A last remarkable finding related to the retention period is that students in PBL gained slightly less knowledge, but remember more of the acquired knowledge.
To examine the aerobic intensity level and pacing pattern during the 6-min walk test (6MWT) in persons with multiple sclerosis, taking into account time of day, fatigue, disability level and multiple ...sclerosis subtype.
Cross-sectional study.
Eighty multiple sclerosis patients (Expanded Disability Status Scale, EDSS ≤ 6.5).
Participants performed the 6MWT at 3 different time-points (morning, noon, afternoon) during 1 day. Heart rate and pacing strategy (distance covered every minute) were registered. A sub-group analysis determined the effects of fatigue, disability level and multiple sclerosis subtype.
The relative aerobic intensity was constant throughout the day (67 ± 10% of estimated maximal heart rate). In all sub-groups heart rate increased and distance walked declined after the first minute (p < 0.001). The mild EDSS sub-group showed a slightly larger increase throughout the 6MWT in heart rate development, while no differences were seen in sub-groups of fatigue and multiple sclerosis subtype. In most sub-groups walking speed was fastest in the first minute and constant during the final 4 minutes.
In patients with multiple sclerosis aerobic intensity is moderate during the 6MWT and unaffected by time of day. Disability may have some influence on aerobic intensity, but not on pacing strategy during the 6MWT, whereas neither fatigue nor multiple sclerosis subtype has any effect.
This volume brings together both political and educational scientists. While educational research literature has so far not systematically addressed the tool of simulations of decision-making, ...political scientists have hardly used insights from research on assessment or on motivation and interest of students. Almost all political science publications on simulations merely discuss how to implement the tool in class and fall short of providing evidence of the effects on student outcomes such as increased interest and performance. Combining the two disciplines is mutually enriching. Political science benefits from state of the art educational science measuring and testing of the claims made by the proponents of simulations, while educational sciences adds the systematic analysis of simulations of decision-making to their list of empirical objects, which also adds insights to the theories on the affective component of student learning. It is the explicit aim of the volume to address how simulating decision-making environments fosters learning. Implications for research and practice regarding student learning are addressed in all chapters. This book contains the following chapters: (1) Simulations of Decision-Making in Political Science Education (Pieter Spooren, Dorothy Duchatelet, Peter Bursens, David Gijbels, and Vincent Donche); (2) Learning from Simulations of Decision-Making (Peter Bursens, David Gijbels, Vincent Donche, and Pieter Spooren); (3) The Costs and Benefits of Organizing a Multi-institutional Simulation on the European Union (Andreas Sobisch, John Scherpereel, Peter Loedel, Gretchen J. Van Dyke, and Nick Clark); (4) Do Simulations Enhance Decision-Making in the EU Financial Services? (John T. Ryan); (5) What's the EU? Achieving Learning Outcomes and Preparing US Students for EuroSim (Rebecca Jones); (6) Mission Impossible? Verisimilitude in EU Simulations (Pierpaolo Settembri and Marco Brunazzo); (7) "Will It Blend?" Combining Online and On-Site Elements in Simulation Games (Simon Raiser, Björn Warkalla, Annegret Schneider, and Konstantin Kaiser); (8) Oranges and Apples? Using Comparative Judgement for Reliable Briefing Paper Assessment in Simulation Games (Pierpaolo Settembri, Roos Van Gasse, Liesje Coertjens, and Sven De Maeyer); (9) Assessment Strategies in Simulation Games (Simon Usherwood); (10) How Simulations of Decision-Making Affect Learning (Vincent Donche, David Gijbels, Pieter Spooren, and Peter Bursens); (11) Simulating European Climate Policy Negotiations in a Teacher Training Seminar: Which Effects Can Be Detected? (Sophie Wulk); (12) Effects of EU Simulation Games on Secondary School Students' Political Motivations, Attitudes and Knowledge: Results of an Intervention Study (Monika Oberle, Sven Ivens, and Johanna Leunig); (13) Learning Effects of Negotiation Simulations: Evidence from Different Student Cohorts (Morten Kallestrup); (14) Simulations Are No 'One-for-All' Experience: How Participants Vary in Their Development of Self-efficacy for Negotiating (Dorothy Duchatelet); and (15) Simulations of Decision-Making in Political Science Education: Premises, Promises and Challenges (David Gijbels, Pieter Spooren, Peter Bursens, and Vincent Donche).
The purpose of the present study is to gain more insight into the relationship between students' approaches to learning and students' quantitative learning outcomes, as a function of the different ...components of problem-solving that are measured within the assessment. Data were obtained from two sources: the revised two factor study process questionnaire (R-SPQ-2F) and students' scores in their final multiple-choice exam. Using a model of cognitive components of problem-solving translated into specifications for assessment, the multiple-choice questions were divided into three categories. Three aspects of the knowledge structure that can be targeted by assessment of problem-solving were used as the distinguishing categories. These were: understanding of concepts; understanding of the principles that link concepts; and linking of concepts and principles to application conditions and procedures. The 133 second year law school students in our sample had slightly higher scores for the deep approach than for the surface approach to learning. Plotting students' approaches to learning indicated that many students had low scores for both deep and surface approaches to learning. Correlational analysis showed no relationship between students' approaches to learning and the components of problem-solving being measured within the multiple choice assessment. Several explanations are discussed. Le but de cette étude est d'avoir une meilleure vue sur la relation qui y a entre la manière d'étudier des étudiants et les résultats quantitatifs, en fonction des différents composants de 'résolution de cas' qui sont estimés dans l'examen. Les données ont été obtenus par deux sources: le questionnaire révise de processus facteur deux revised two factor study process questionnaire (R-SPQ-2F) et les points obtenus par les étudiants dans leur examen choix multiple final. Employant un modèle de composants cognitifs de 'résolution de cas' traduits dans les spécifications de l'examen, les questions du choix multiple étaient divisées en trois catégories. Trois aspects de la structure concernant la connaissance qui peuvent être estimés par un examen de résolution de cas, sont repris dans l'examen distingués par catégories. Cela comprenait: la compréhension des concepts; la compréhension des principes qui lie les concepts; et lier les concepts et principes pour appliquer des conditions et procédures. Les 133 étudiants de deuxième année en droit de notre sondage avaient des points un peu meilleurs pour l'approche de l'étude en profondeur que pour l'approche en surface. Le tracé des manières d'étudier indique que beaucoup d'étudiants avaient des mauvais points pour l'approche en profondeur ainsi qu'en surface. L'analyse corrélationnel ne montre aucune relation entre la manière d'étudier et les composants de 'résolution de cas', estimée dans l'examen choix multiple. Plusieurs explications ont été débattues.
Upper limb weakness due to Multiple Sclerosis has a major negative effect on the functional activities of the patient. Promising developments in the field of rehabilitation robotics may enable ...additional exercise. This study aims to investigate which types of robotic outcome measures are clinically relevant, in preparation of the evaluation for intervention studies.Within this context, appropriate movement tasks and tests for the haptic PHANTOM end-effector robot were designed in a virtual environment. These tasks focused on spatial accuracy, object manipulation and speed. Outcome measures were: 1) virtual movement tests, recorded by the robot to quantify motor control; 2) clinical outcome measures such as the Motricity Index, Jamar and MicroFET hand-held dynamometer to evaluate muscle strength; and the Nine Hole Peg Test, Purdue Pegboard, ARAt and TEMPA to asses upper limb function and manual dexterity.10 healthy controls performed the virtual movement tasks using the Phantom as interface. 21 MS subjects with upper limb dysfunction caused by muscle weakness were included in an interventional training study. Pearson correlations were calculated at baseline between the performance on the three virtual movement tasks and the clinical tests on impairment and activity level. The virtual movement tests discriminated between healthy controls and MS patients with hand dysfunction. In the MS patient group, no significant correlations were found between muscle strength tests and virtual movement tasks, while mainly significant correlations were found between specific functional measures (specifically ARAt and Purdue pegboard test) and virtual movement tasks.
Abstract Objective Macrophages are decisive in the chronic inflammatory processes that drive atherogenesis. The purpose of this study was to explore the presence and spatial distribution of polarized ...macrophage populations in human atherosclerosis. Methods & results We used transcriptomics and immunohistochemistry to analyze macrophage subset dynamics in successive stages of atherogenesis. Developing lesions progressively accumulated both M1 and M2 cells, as was signified by the enhanced expression of associated markers at the transcriptional and protein level. Histologically, these markers were confined to overlapping, but spatially distinct CD68+ areas of the intima. We subsequently quantified the presence of these markers in relation to morphological determinants of plaque stability. In line with their pro-inflammatory characteristics, M1 macrophages dominated the rupture-prone shoulder regions of the plaque over M2 polarized cells, while the fibrous caps of lesions showed no significant differences between subsets. In contrast, vascular adventitial tissue displayed a pronounced M2 activation profile. As expected, areas of intraplaque hemorrhage clearly associated with CD163 staining. Rather than being limited to complicated lesions, this M2 marker was also readily detectable in stable plaques. Finally, foamy macrophages displayed an ambiguous repertoire that incorporates individual M1 and M2 markers. Conclusion M1 and M2 macrophage populations are present throughout atherogenesis. These subsets display disparity when it comes to their prevalence in morphological compartments of the vessel wall. Our current findings warrant continued investigation into the functional implications of polarized macrophage populations in human atherosclerosis.
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