MARC 主機 00000nam  2200361   4500 
001    AAI9430139 
005    20080617092808.5 
008    080617s1994    ||||||||||||||||| ||eng d 
035    (UMI)AAI9430139 
040    UMI|cUMI 
100 1  Bayard, Barbara Lohse 
245 10 Problem-based learning in dietetic education: A 
       descriptive and evaluative case study and an analytical 
       comparison with a lecture-based method 
300    354 p 
500    Source: Dissertation Abstracts International, Volume: 55-
       07, Section: A, page: 1874 
500    Supervisor: Susan A. Nitzke 
502    Thesis (Ph.D.)--The University of Wisconsin - Madison, 
       1994 
520    Problem-based learning (PBL), a case-driven, student-
       centered educational approach, has been shown to foster 
       critical thinking, problem solving, and self-directed 
       learning skills, and enhance knowledge base acquisition 
       and retention. PBL has been recommended by dietetic 
       educators, but has not been formally evaluated. The 
       purpose of this study was to describe dietetic student 
       response to a PBL format. Subjects were 32 undergraduate 
       dietetic students (UDS) in a lifecycle nutrition class and
       52 dietetic interns (DI) from five Midwestern intern 
       sites. The research design was a descriptive and 
       evaluative case study with an embedded experimental design
       (generalized randomized block factorial). The UDS were 
       randomly assigned to study the infant and elderly units 
       using PBL or a lecture-based method. Data from the UDS and
       DI were obtained with ten instruments that assessed 
       knowledge, attitude, learning style, sensation seeking 
       traits, and opinions. Findings from the experimental 
       component were analyzed with a three-way analysis of 
       variance 
520    PBL students were more apt to use articles, books, and 
       professionals to study than lecture notes. Interpretation 
       of knowledge acquisition results was confounded by 
       significant treatment interactions: Only PBL UDS who 
       started with the elderly unit scored higher than LBC UDS. 
       Tenets that PBL enhances retention, self-directed learning
       skills, and motivation level were not supported for the 
       UDS. PBL use was associated with a change in motivating 
       factors from self and achievement to the group and 
       knowledge. Use of memorization decreased for PBL UDS and 
       DI; reflective thinking increased for PBL UDS, but 
       confidence in problem solving skills did not increase. 
       Self-directed learning skills and confidence in problem 
       solving skills increased for DI; DI reported less 
       frustration and stress with PBL than the UDS, rating PBL 
       more positively on the Positive Learning Experience Scale 
       and expressing a high desire to experience PBL again and 
       incorporate the strategy into internship experiences 
520    PBL is highly recommended as an educational strategy for 
       DI, given schedular restructuring to allow time for 
       independent study. PBL is suggested for UDS if time and 
       resources can be devoted to modifying assessment 
       strategies and assuaging fears about knowledge base 
       acquisition and grades 
590    School code: 0262 
590    DDC 
650  4 Education, Educational Psychology 
650  4 Health Sciences, Nutrition 
650  4 Education, Health 
690    0525 
690    0570 
690    0680 
710 2  The University of Wisconsin - Madison 
773 0  |tDissertation Abstracts International|g55-07A 
856 40 |uhttp://pqdd.sinica.edu.tw/twdaoapp/servlet/
       advanced?query=9430139