Problem based learning is more advantageous than traditional learning in many aspects.

Group discussions are beneficial as this teaching method is useful as it allows the learners to share information about their personal experiences and is both economically and time

-Alzheimer’s is in no way a normal part of aging. It is when the cells of the brain gradually deteriorates and consequently affects thinking ability and memory. Their activities of daily living will also be greatly affected.

It increases self-esteem and motivation among students, improves complex and cognitive thinking, creates positive feelings among students and about school, and makes responsible students. Most teachers have the same point of view. They believe that students learn better in collaborative groups than in traditional classroom settings (Zarei and Gilani, 2012: Gilani, 6).

It allows groups to use the situation in the learning environment to develop their social interaction skills e.g. meeting new people, and share ideas. This enhances the group’s experiences, promotes collaboration, can develop their social relationships skills and allows opportunity for peer

The teacher prepares the students to operate in a small group together. This practice can enhance the student’s cooperative learning skills.

Phase 3: Lesson plan implementation with treatment. During phase three, both EG and CG will perform the lesson plan using the new topics covered in the protocol and using their assigned note-taking method. The CG participants will be given the instructions that they are to take traditional notes by copying what is given on the PPT slides. After completion of lecture each day, both groups will be allowed a 15 minute review time. EG participants will work with a partner to review their notes and make adjustments as needed. CG participants will review their notes independently and make adjustments as needed without

Unit Learning Outcomes: 1, 2, 3, 5 and AOL goals: KS (1.1), HO (2.1; 2.2), PC (3.1),

The first and second years of medical school are the pre-clinical years. M1, the first year, focuses on expanding on subjects learned in undergraduate studies. The courses taken in the first year are Basic Immunology & Microbiology, Brain & Behavior, Cell & Tissue Biology, Essentials of Clinical Medicine 1-2, Human Development, Medical Human Anatomy/Embryology I & II, Neuroanatomy, Medical Biochemistry, Medical Genetics, Physiology I, and Physiology II. Term-based learning is used and it is a type of instructional method that uses theoretically based and empirically grounded strategies to ensure that small groups working in classes that have high student-faculty ratios are still learning effectively. The three major phases of Term-based learning are preparation, readiness assurance, and application. The curriculum for the second year, M2, focuses on bridging the gap of being able to clinically apply the fundamentals of molecular medicine learned. Knowledge of pathology, microbiology and immunology, and pathophysiology of the patient is taught through didactic lectures, term based learning and laboratories. The courses taught in the M2 year are Clinical Microbiology/Immunology, Clinical Pathophysiology, Essentials of Clinical Medicine 3-4, General/Systemic Pathology, Medical Pharmacology, and Psychiatry. After the second year of medical school, students take Step 1 of the USMLE, which is a standardized test. In the

Our medical school curriculum includes problem-based learning (PBL) tutorials, in which students are divided into small groups and presented with a clinical case. They are expected to identify key points in the clinical scenario, generate hypotheses, create a problem list, and develop their own learning topics based on their problem list and differential diagnoses. I was the PBL tutor for several of Ingrid’s tutorials. Always meticulously prepared, her enthusiasm about learning and her focus made her a very positive influence on her peers. Aside from her active participation in the

“Case management for chronic disease is a growing area of nursing practice as part of the current em¬phasis on outcomes and patient-centered care.” Tschannen et al (2013). In the article Improving nurses' perceptions of competency in diabetes self-management education through the use of simulation and problem-based learning, the author discusses a pilot use of wrote education, simulation and problem-based learning to improve nurses competency and ability to provide diabetes self-management education.

The article that I reviewed is Five Tips for Project-Based and Social-Emotional Learning by Kathleen Melville retrieved online from Education Week. This particular article was of interest to me because a majority of our courses use a group project for our final examination. Melville (2016) promotes the use of project-based (PBL) and social-emotional learning (SEL) methods due life-long skill development and increased future employment opprotunities. Secondly, she highlights the importance of SEL in the development skills of collaboration, empathy, and problem-solving. Additionally, the use of PBL is an avenue for the expansion of procedural knowledge acquition. Melville (2016) states, "Project-based learning allows teachers to break

As practices for a quite some time, many techniques used by educators in order to deliver their materials and knowledge to the learners. All of these methods being choose according to the group where the knowledge transfer tried to be done and according to the purpose or the objectives of the study on that particular day or lesson. As for this article, it is solely to discuss regarding two different techniques, the definition and the difficulties faced when implying this technique in classroom practices. The two types of learning approaches mentioned are problem-based learning and project-based learning.

Small mentions that the best way for students to learn is not through memorization of facts or procedures, but through group work and problem solving. The article states that through active learning, students can “use math to solve problems, develop their own ideas, and build upon the ideas of others” (Small 4). I agree with Small’s thinking, as students do tend to benefit more when they get the chance to share their ideas with others and observe their classmates work to see how similar or different their thinking strategies are. This allows students to actively engage with the question (math problem), learn how to problem solve, understand that there is more than one way to approach a solution, think outside the box, as well as see how this problem can relate to topics outside the classroom. I personally, never enjoyed group work. Throughout my experience in public school, my teachers would always promote group activities, but there was never any guidance or instruction to it, so the discussions would be unbeneficial and confusing (eg. People choose not to talk, did not know what they were doing or had the same idea).

* Inquiry-based instruction is a student-centered and teacher-guided instructional approach that engages students in investigating real world questions that they choose within a broad thematic framework.

The main responsibility of a nurse is to offer a various range of health care services which includes provision of health education, prevention against disease, promotion of health condition and treatment of acute illness. (as cited in Ling, Bo, Ying, Shao & Hui, 2014) They are expected to perform a wide range of clinical skills for saving patients’ lives and this requires student nurses to have solid foundation in their learnings. The problem-based learning is defined as the learning that develops from the process of working towards the solution of a given problem (as cited in Ling, Bo, Ying, Shao & Hui, 2014) and its learning approach has been the focus in the nursing education for student nurses’ academic curriculum. This essay argues that problem-based learning and self-directed learning help student nurses to develop critical thinking skills and problem solving competency. The essay also explains that both learning approaches develop student nurses to become effective team collaborators with good communication skills, which will make them grown and achieve higher in professional nursing career. Moreover, it describes how problem-based learning aids student nurses to develop their self-directed learning skills and empowers them to adopt to changes in the workplace and health care practices.