Problem Based Learning and the Development of Professional Competences: An Experience in the Field of Biomedical Engineering

Autor/inn/en	Hernández, Carola Hernández; Flórez, Francisco Buitrago; Tocora, Milena Alcocer; León, Diana Gaitán
Titel	Problem Based Learning and the Development of Professional Competences: An Experience in the Field of Biomedical Engineering
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 17 (2018) 3, S.104-112 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-7242
Schlagwörter	Problem Based Learning; Problem Solving; Biomedicine; Engineering Education; Curriculum Implementation; Blended Learning; Cohort Analysis; Qualitative Research; Hermeneutics; Educational Strategies; Competence; Skill Development; Online Surveys; Semi Structured Interviews; Higher Education + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Problemlösen; Biomedizin; Ingenieurausbildung; Kohortenanalyse; Qualitative Forschung; Hermeneutik; Lehrstrategie; Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	In recent decades, one important objective in higher education has been developing professionals who can display competences in their specific work fields. Hence, the development of such competences and skills has been a widely discussed, highlighting that the use of active pedagogical initiatives might be the best approach to fulfill this requirement. In this study we analyze the students' perspective of the implementation of a hybrid curriculum between Problem-based Learning and Project Oriented Problem-based Learning in a course called introduction to biomedical engineering. In addition, we discuss different aspects of how competences are developed through this hybrid curriculum that was designed using course objectives and competences. Furthermore, data from 78 students from 7 different cohorts is analyzed and discussed from a qualitative approach developed from a critical and hermeneutic perspective. The results show that students are able to identify and understand differences between a passive pedagogical strategy that is centered in the teacher, and an active pedagogical strategy, centered in the student. Moreover, they acknowledge the changes from one strategy to the other as drivers for participation and development of competences in the field of engineering -namely ethics and professional responsibility, effective communication, and understanding the impact of solutions proposed in the field on local and a global contexts. (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01