Distinguishing between Case Based and Problem Based Learning

Autor/in	Pinto, Brendan L.
Titel	Distinguishing between Case Based and Problem Based Learning
Quelle	In: International Journal of Kinesiology in Higher Education, 7 (2023) 3, S.246-256 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pinto, Brendan L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-1616
DOI	10.1080/24711616.2022.2111286
Schlagwörter	Case Method (Teaching Technique); Problem Based Learning; Exercise; Health Promotion; State of the Art Reviews; Comparative Analysis; Critical Thinking; Thinking Skills; Cooperative Learning; Educational Change + Suchen Sie Ihr Suchwort? Case method; Fallmethode; Problem-based learning; Problemorientiertes Lernen; Übung; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Entwicklungsstand; Kritisches Denken; Denkfähigkeit; Kooperatives Lernen; Bildungsreform
Abstract	With the increasing evidence supporting exercise as an intervention for the prevention and treatment of multiple health conditions, it is important to consider how best to prepare students for their future careers where they will prescribe exercise. Case-Based Learning (CBL) and Problem-Based Learning (PBL) are two approaches that can introduce the complexities of the real-world into the classroom to reduce the gap between academic training and professional practice. The similarity in their aims and the flexibility available in structuring CBL and PBL, has made it difficult to distinguish between them, influencing both research and practice. In order to understand the literature, as well as to implement these approaches appropriately, it is important to understand the similarities and differences between CBL and PBL. The objective of this work was to distinguish between CBL and PBL. A state-of-the-art review is presented to provide a comprehensive overview and comparison of these learning approaches. The primary finding was that PBL is more complex and demanding than CBL because it requires students to create a solution without direct help from the instructor. Conversely, CBL provides an intermediary to develop required critical reasoning and problem solving skills, which may facilitate the transition from traditional lecture-based learning to PBL. However, success using each approach is very dependent on how it is implemented and hence must be adapted to suit the student, instructor and available resources. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01