Biomedical subjects

Geri W Beers

Publications and source records attributed to Geri W Beers.

3 recordsLinked to original sources

PubMed2005

The effect of teaching method on objective test scores: problem-based learning versus lecture.

This study investigated the effect of teaching method on objective test scores of students in a school of nursing. The hypothesis stated there was a difference between objective test scores of students who were taught content on diabetes using problem-based learning (PBL) and students taught the same content using the traditional lecture method. Junior nursing students enrolled in the Adult Health I nursing course in the fall of 2001 were taught the diabetes content using lecture as the teaching method, while students enrolled in the same course in the spring of 2002 were taught the same content using PBL. A pretest and posttest were administered to both groups of students. Both the pretest and posttest scores of the two groups were compared using an independent t test, and no statistically significant difference was found in the scores of the two groups. The results of this study support the null hypothesis: that there is no difference in objective test scores based on teaching method (lecture versus PBL).

Adolescent↗

PubMed2005

The effect of teaching method on long-term knowledge retention.

Choosing a teaching strategy that results in knowledge retention on the part of learners can be challenging for educators. Studies on problem-based learning (PBL) have supported its effectiveness, compared to other, more traditional strategies. The results of a previous study comparing the effect of lecture versus PBL on objective test scores indicated there was no significant difference in scores. To measure long-term knowledge retention, the same groups were evaluated 1 year after instruction. The posttest administered in the original study was repeated, and the scores from a comprehensive adult health examination and the endocrine subsection were analyzed. At an alpha level of 0.05, a statistically significant difference was found in the scores on two of the measures. The scores of the PBL group were significantly higher on the endocrine section of the examination and the repeat posttest.

Adolescent↗

PubMedDate not supplied

The nursing portfolio: a reflection of a professional.

A nursing portfolio is a means of documenting skills such as communication, creativity, and critical thinking. More important, it reflects professional development, self-evaluation, and achievement of goals. Designing and implementing a portfolio enables traditional nursing students and RNs returning to school to describe their achievements during a specified period of time. For the adult student seeking scholastic or clinical credit for past work or life experiences, the portfolio provides a creative and structured way for this to be obtained without taking a standardized test.

Documentation↗