Laura H Clayton
Strategies for selecting effective patient nutrition education materials
Nutrition in clinical practice : official publication of the American Society for Parenteral and Enteral Nutrition
many educational programs incorporate problembased learning pbl promote students learning however knowledge structure developed pbl remains unclear aim study use concept mapping generate understanding use pbl development knowledge structures using quasiexperimental study design employed concept mapping illustrate effects pbl examining patterns concepts differences knowledge structures students taught without pbl approach fiftytwo occupational therapy undergraduates involved study randomly divided pbl control groups pbl group given two case scenarios small group discussion control group continued ordinary teaching learning students asked make concept maps taught knowledge structure descriptive analysis morphology concept maps conducted order compare integration students knowledge structures statistical analyses done understand differences groups three categories concept maps identified follows isolated departmental integrated students control group constructed isolated maps students pbl group tended toward integrated mapping concept relationships hierarchy levels cross linkages concept maps significantly greater pbl group however examples concept maps differ significantly two groups data indicated pbl strong effect acquisition integration knowledge important properties pbl including situational learning problem spaces small group interactions help students acquire concepts achieve integrated knowledge structure enhance clinical reasoning