Learning and transfer compared in two teaching methods: Online problem-based learning and the traditional lecture method.

摘要

Nurse Practitioners students, who are being educated to act as primary care providers, are faced with an ever expanding body of knowledge to master and keep abreast of after graduation. Developing instructional strategies that will provide support to assist them in integrating this information and creating retrievable cognitive structures has become a challenge. Problem-based learning is an instructional method where the problem becomes the root of learning. Conducted in small groups and facilitated by a trained tutor, this method has been studied extensively in medical schools with mixed results.; This study evaluated the role online problem-based learning cases used to focus studying prior to class had in initial knowledge acquisition and subsequent transfer of learning with nurse practitioner students in a for-profit university in the Southwestern United States. The study was conducted on two content areas, hematology and pulmonary, in an Advanced Pathophysiology course. Assessments included a multiple-choice and narrative answer test that was given to the study group after the online cases were completed prior to their lecture on the same content and again at the end of the class. This same test was given to the control group prior to their class on similar content in their Adult and Geriatric Management class. Two weeks later, a narrative test of transfer was given to both groups. Comprehensiveness of responses to the narrative questions and satisfaction with the problem-based learning method, the online environment, and working in groups in the online environment were also assessed.; Results revealed that the study group outperformed the control group on both tests of initial learning, reaching statistical significance. On the test of transfer, the study groups' performance came close but did not reach statistical significance. Depth of response to the narrative questions found 19% of the responses in the study group and 4% of those in the control group to be identified as comprehensive or rich responses. On questions related to satisfaction, 89% of the study group were satisfied with problem-based learning as a method, 86--89% were satisfied working in the online environment, and 71--78% were satisfied working online in groups.