Research Methods for Undergraduate Delivery: Evaluation of Problem-Based Learning

Autor/in	Reddy, Poovendhree
Titel	Research Methods for Undergraduate Delivery: Evaluation of Problem-Based Learning
Quelle	In: Perspectives in Education, 36 (2018) 1, S.44-62 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v36i1.4
Schlagwörter	Undergraduate Students; Problem Based Learning; Teaching Methods; Public Health; Case Studies; Reflection; Transfer of Training; Skill Development; Student Attitudes; Foreign Countries; Course Evaluation; Research Proposals; Outcomes of Education; South Africa (Durban) + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Gesundheitswesen; Case study; Fallstudie; Case Study; Training; Transfer; Ausbildung; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Ausland; Forschungsgegenstand; Lernleistung; Schulerfolg
Abstract	Research methods are considered a complex and difficult subject to teach and there is limited data on innovative ways to teach it to undergraduate public health professionals. Although problem-based learning (PBL) is a common approach in various disciplines, little is published on its use in developing research skills within the South African context. This paper outlines the delivery of an undergraduate research methods course with an evaluation of the problem based learning approach with respect to student experience and competence. A cross sectional descriptive case study was conducted among the students of Environmental Health within the Faculty of Health Sciences at the Durban University of Technology. All students enrolled for 2015 were invited to participate. Questionnaires were administered after each section and at the end of the Research Methods course. Participants were required to recall how they experienced different sections of the course and to self-reflect on perceived competency post-delivery. Participants reported that they benefitted from the PBL approach and indicated that independent learning helped to develop skills that they could transfer to their professional environment. They enjoyed group interactions and private consultations with the instructor, but expressed difficulty with the literature review, choosing and summarising relevant information and statistical concepts and terminology. The final proposal was a 'light bulb' moment and participants successfully converted their research problem into a proposal. Problem-based learning may be used as a successful strategy for skills development in research methods courses. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01