Name: project-based learning guidelines for health sciences students: an analysis with data mining and qualitative techniques
Uploaded: 2022-12-09T12:35:00
Description: Watch this Scientific Journal Video about Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques at JoVE.com

The study was carried out as part of the research project &#34;SmartLearnUni&#34;, funded by the Spanish Ministry of Science and Innovation 2020 I+D+i Projects - RTI Type B. Reference: PID2020-117111RB-I00. The authors also gratefully acknowledge the collaboration of the health sciences students at the University of Burgos, especially the students studying for their Occupational Therapy and Nursing degrees.

This protocol was executed in compliance with the procedural regulations of the Bioethics Committee of the University of Burgos (Spain) number IO 03/2022. Before participating, the respondents were made fully aware of the research objectives and provided their informed consent. They received no financial compensation for their participation.
1. Participant recruitment
<ol>
	<li>Recruit adult participants aged between 20 years old and 56 years old from two groups (students an...

This study leads to the conclusion that the teaching modality (e-Learning vs. b-Learning) may affect the results in different elements of PBL17,18. In future studies, this aspect will be explored in greater depth to see if the same pattern is found with students from other (particularly health sciences) courses, since this is the subject of this protocol. In contrast, no differences were found in the total learning outcomes or in student satisfaction with the tea...

Characteristics of the project-based learning methodology 
Nowadays, professionals in various sectors face numerous (technical, sociopolitical, and economic) challenges arising from globalization in a variety of spheres, such as the environment1. These issues influence the global spread of diseases, thus diminishing resources, increasing poverty, and necessitating the responsibility to create sustainable societies1. Health experts have the potential and the skills to ensure the viability of communities by advancing care strategies and techniques on a large scale while contributing to the improvement of people&#39;s quality of life2. The United Nations has highlighted the need to address these challenges with the active participation of all countries in its Sustainable Development Goals (SDGs) 1. Health professionals&#39; activities can be linked to many of the proposed goals. Therefore, those who train healthcare students must acquire pedagogical approaches that help students to gain the competencies that will allow them to face these new challenges1,2.
Among the various existing pedagogical methodologies, project-based learning (PBL)3 stands out as a methodology that helps students develop the competencies they will need to safely and effectively deal with the future challenges of their professions3. PBL is an innovative pedagogical approach that overcomes the limitations of traditional methodologies by transforming the teaching-learning process to make students the protagonists of their own learning. This change helps students acquire problem-solving skills in real-life contexts4. PBL is based on the teacher producing research questions5 that are included in practical scenarios related to the discipline. The students have to solve the problems in collaborative groups. The final objective is the acquisition of knowledge (conceptual, procedural, and attitudinal) through group work in the resolution of the task or problem6.
This approach originated in the fields of education and constructivist psychology, and from those beginnings, it has been adapted to different disciplines6. However, implementing this methodology can be affected by a lack of educational resources and infrastructure, and because of this, a hybrid model is sometimes used that combines traditional teaching with PBL7,8. However, these models have exhibited limitations in the learning experience1. For this reason, it is important to develop pedagogical protocols that guide and facilitate the use and interpretation of these methodologies. In addition, in recent years, the PBL methodology has been implemented through virtual learning platforms - Learning Management Systems (LMS)9&#160;- in what is called Online Project-Based Learning (OPBL)10.
Project-based learning methodology for university students in the health sciences field 
The protocol is important for helping teachers to apply these methodologies and interpret the results arising from the teaching and learning process9. The protocol can be used from the beginning of schooling to higher education and can be tailored to different mental, physical, and socioeconomic conditions11. The presented protocol focuses on working with university students in the health sciences. The teaching model is based on organizing learning around projects prepared by the teacher, who serves as an initial stimulus, and from this framework, the student becomes the main focus of their own learning11. The approach is an active, comprehensive, and constructive way for students to acquire basic competencies (conceptual, procedural, and attitudinal) that are closely related to their future professional practice4,12.
Learning methods are combined to stimulate the acquisition of cognitive and metacognitive competencies related to conceptual and procedural knowledge4,13,14, all of which contribute to students developing critical thinking, increased motivation toward learning, and autonomy in decision-making and problem-solving13. However, one of the keys to the successful application of this methodology is that the projects the teacher prepares must be directly related to real practice, and the students must be given autonomy in how they approach the problems based on minimum initial guidelines4,9. This means that the teachers need to clearly define the tools for evaluating the students&#39; competencies and to give them guidance about the evaluation criteria that will be used to shape the PBL, as well as to assess how well the evaluation is done15,16. Furthermore, students benefit from collaborating with their peers to learn to argue and be assertive through debate, thus developing communication and teamwork skills4,16.
The main aim for university students is to &#34;learn to learn&#34; by dealing with the challenges the teacher sets to facilitate the acquisition of these competencies14 (which will later be implemented in the future working lives of the students). The results of using this methodology indicate that it encourages autonomy in learning and solving practical problems4. An added advantage of this methodology is that it is very effective in helping students acquire competencies, specifically in health sciences, in online&#160;teaching and blended-Learning (b-Learning)17,18,19. This has become especially important due to the COVID-19 pandemic20,21.
The common elements of PBL can be summed up as follows: (1) first, the concepts related to the project are explained to the students (in online&#160;teaching environments, flipped learning&#160;experiences can be used); (2) the project plan is defined and analyzed; (3) a review of the supporting theory is carried out, and a plan is drawn up to help understand the object of study; (4) objectives and questions are proposed for addressing the problem; (5) possible solutions are formulated, and the most viable options are evaluated; (6) these solutions are implemented; (7) the results are reported; (8) critical reflection is conducted, feedback is provided, and the process is evaluated, including suggesting new questions; and (9) the process is finished by presenting the work4,6,13.
It should also be kept in mind that not all students respond in the same way to this type of methodology. Students who are more actively involved in their learning, those who are more critical thinkers, and those who have better interpersonal relationship skills tend to achieve better results22. It is also possible that students who are used to traditional learning methodologies may feel frustrated. This is why students should be given clear working rules and a timetable for the implementation of the project phases from the beginning8. As noted above, PBL has been widely used within health sciences degrees, and there is extensive evidence supporting it in the literature18,23,24. However, some aspects that could be improved have been identified, which are related to clinical skills seminars and the dissemination of experience in the scientific community25,26.
This methodology seems to have better results for degrees with a higher proportion of internships (for example, nursing vs. medicine, occupational therapy versus psychology or nutrition)3. In addition, recent studies have suggested implementing PBL methodology through joint training projects between different degrees to work on interaction in real contexts. The objective would be the acquisition of multidisciplinary and interdisciplinary competencies27,28. However, to implement this type of methodology well, the teaching staff must be qualified to implement it, and the students must develop critical and divergent thinking with respect to clinical practice, especially in the case of health sciences3,15,18,29.
Another important aspect of the implementation is the need to evaluate student satisfaction with the PBL methodology training and analyze their ideas for improvement19,30,31. More specifically, it has been reported that occupational therapy students have found this methodology essential for their learning as it allows them to learn how to solve similar problems to those they will face in their professional lives, which enhances their motivation31. Similarly, a longitudinal study that began in 1993-in which a hybrid model of PBL was evaluated in occupational therapy students-demonstrated that the students had very positive opinions of group learning for their future professional practice7. Another study on occupational therapy students found a high degree of satisfaction with the methodology. This is because students think that this way of learning helps them acquire knowledge through practice and enables them to respond appropriately in their future work13.
In summary, using the PBL methodology in health sciences courses is key to students&#39; acquisition of professional competencies. Various studies have indicated the steps to follow to prioritize the interventions and the design of the materials to achieve effective, satisfactory learning. Therefore, it is very important to monitor students&#39; learning processes to detect early or potential problems with learning and address them. Educational Data Mining (EDM) and mixed-methods analysis techniques should be used for monitoring, the essential fundamentals of which are discussed below.
Educational Data Mining techniques 
When LMSs are used in either e-Learning or b-Learning teaching models, a series of logs or log files are generated that capture each of the student and teacher interactions. These logs are evidence of the learning behaviors and can be analyzed using EDM or Learning Analytics&#160;(LA)32 techniques. These techniques allow the teacher to learn what student interaction exists, how much interaction exists, and what is the quality of the interaction33. In particular, EDM techniques make it easier to discover students&#39; learning behavior patterns and their interactions4. EDM techniques can be used to study different profiles35,36 (oriented toward students or oriented toward educators).
The final objective is to provide feedback for the instruction, evaluate the course content structure, analyze elements that have been effective in the learning processes, classify the type of students, and identify needs for the guidance and monitoring of learning. This helps in determining each student&#39;s most common learning patterns and the frequency of errors, which can then be used to tailor the most appropriate educational responses. One of the things that EDM techniques can be used for is monitoring students&#39; learning processes to offer appropriate help via mentoring. EDM techniques include supervised learning techniques (prediction or classification techniques)37 and unsupervised learning techniques36 (clustering techniques)38. Using EDM techniques in teaching processes that include active teaching methodologies, such as PBL, has been shown to be very effective for studying individual student behavior and student behavior in collaborative groups10.
The application of computer-assisted qualitative analysis techniques 
In the last two decades, quantitative and qualitative techniques, or a combination of the two, have been applied in research in what has been called mixed methods39. The use of mixed methods for data analysis is especially useful when dealing with complex problems of analysis, such as monitoring students&#39; learning behaviors. The use of these methods allows for the transformation of qualitative data, such as student feedback from open-ended questions in a survey, into qualitative data, and the analysis of the data with different data visualization techniques40. A variety of computer-assisted (or -aided) qualitative data analysis software (CAQDAS) can be used to facilitate data transformation and analysis41.
A summary of the procedure for teaching through the PBL methodology, the analysis of learning behaviors, the use of EDM, and computer-based qualitative analysis techniques is shown in Figure 1.
<img alt="Figure 1" class="xfigimg" src="/files/ftp_upload/63601/63601fig01.jpg" /> 
Figure 1: PBL work and the use of EDM and computer-based qualitative analysis techniques. Data collection and processing applying EDM and text mining techniques in e-Learning and b-Learning teaching environments. Abbreviations: PBL = project-based learning; EDM = Educational Data Mining; DB = database; e-Learning = online classes; b-Learning = blended classes (online and physical classes). <a href="https://www.jove.com/files/ftp_upload/63601/63601fig01large.jpg" target="_blank">Please click here to view a larger version of this figure.</a>
Three research questions were posed in this study: RQ1: Are there significant differences in the learning outcomes and satisfaction of health sciences students studying occupational therapy depending on whether the PBL methodology is implemented via e-Learning versus b-Learning, considering the effects of students&#39; prior knowledge? RQ2: Do the clusters of participants found match the learning outcomes, learning behaviors, and perceived satisfaction as a function of teaching modality (e-Learning vs. b-Learning)? RQ3: Are the students&#39; suggestions for the improvement of the PBL methodology different depending on the teaching modality, e-Learning versus b-Learning?
The following protocol can be used by teachers in healthcare and can also be modified to work with students in other knowledge areas.

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project-based learning guidelines for health sciences students: an analysis with data mining and qualitative techniques

Academic leaders all over the world are encouraging the use of active methodologies in teaching, especially in higher education. The reason for this is that social changes are happening at an ever-increasing rate, and they require students and teachers to develop digital skills. This is especially significant for health sciences degrees, in which future graduates must have effective problem-solving skills. To respond to this challenge, the use of a project-based learning (PBL) methodology, together with various monitoring techniques based on the use of Educational Data Mining (EDM) and mixed methods, will provide teachers with information about the effectiveness of the methodology and guide the implementation of personalized educational responses.
This study provides a protocol for the application of the PBL methodology in e-Learning and blended-Learning (b-Learning) teaching modalities for health sciences students studying occupational therapy in higher education. In addition, statistical techniques for the analysis of covariance and unsupervised learning allow differences to be detected between the two teaching modalities, thus specifying their effectiveness in terms of a range of variables related to behavioral patterns, performance, and satisfaction. Data visualization also helps in understanding the qualitative aspects of the learning process. These data will help teachers to produce more effective proposals for the implementation of the PBL methodology based on the based on the context of the teaching-learning process. Therefore, this protocol offers many resources and materials to help teachers implement the PBL methodology in e-Learning and b-Learning teaching methods.

The 98 participants recruited for the present study were undergraduate occupational therapy students aged between 21 years old and 56 years old (Table 1). The protocol was tested over 2 academic years at the University of Burgos. The delivery of the protocol is summarized in Table 4.
Table 4: Summary of the application of the protocol for project-based learning for university students. Abbreviation: LMS = Learning Management Systems. <a href="...

Watch this Scientific Journal Video about Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques at JoVE.com

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Here, we present a protocol for the behavioral analysis of a project-based learning methodology for health sciences students (20-56 years old). The protocol facilitates the comparison of the participants' performance in e-Learning versus blended-Learning (b-Learning) through a monitoring tool. The results are analyzed using Educational Data Mining and qualitative techniques.

Academic leaders all over the world are encouraging the use of active methodologies in teaching, especially in higher education. The reason for this is ...

Introduction.Here, we present a protocol for the behavioral analysis of project-based learning methodology for health science student 20 to 56 years old. The protocol facilitates comparison of the participants'performance in e-learning versus b-learning through a monitoring tool. The result are analyzed using educational data mining and qualitative techniques.Research questions. Research question one, will there be significant differences in the learning outcomes and satisfaction of health sciences students studying occupational therapy depending on whether the PBL methodology is implemented via e-learning versus b-learning, considering the effects of students prior knowledge? Research question two, will the clusters of participants found match the learning outcomes, learning behaviors, and perceived satisfaction as a functional of teaching modality, e-learning versus b-learning?Research question three, will the students'suggestion for improvement of the PBL methodology be different depending on the teaching modality, e-learning versus b-learning? Procedures for this protocol have been provided by the Ethical Committee of University of Burgos. This protocol was executed in compliance with the procedural regulations of the Bioethics Committee of the University of Burgos, Spain, number 10 03/2022.Before participating, the respondent were fully aware of the research objectives, and provided their informed consent. They received no financial compensation for their participation. Participant recruitment.Recruit adult participant aged between 20 and 56 years old from two groups, students and teachers in higher education, specifically, undergraduate student in occupational therapy. Experimental procedure, collecting consents, and briefing the participants. During the first week of teaching, inform the trainees about the objectives of the study, and about data collection, processing, and storage.If the students agree to participate, ask them to sign an informed consent form. Assessing the students'prior knowledge. During the first week of teaching, ask the student to complete the questionnaire, table two, and their prior knowledge of core subject concepts.Informing the students about the project-based teaching methodology, and the different resources to be used. Provide the student with a guide for how PBL will be delivered, as well as rubrics for the evaluation of the project, and the presentation of the project. Inform the student about the advanced learning technology resources available, intelligent voice assistant, process-oriented personalized feedback, virtual laboratories, questionnaires with feedback on the qualification, flipped classroom, and PBL experiences.Choice of case study. Organize the student in group of two to five participant, and ask each group to choose from a series of practical cases related to different developmental disorder, physical, psychological, or sensory, in children aged from zero to six years old. Description of the scope of the project intervention.Ask each group to prepare an introduction describing the type of service in which they will implement their project. They can choose between an intervention in the field of health education, patient groups, or private services within the framework of early care. Description of the professionals working in the intervention area.Ask each group to describe the role of the professional who will intervene, as well as the relationship structure that will be applied encouraging interdisciplinary working. Description of the intervention case study. Ask each group to describe the characteristics of the pathology, or developmental disorder.Creation of the intervention program. Ask each group to prepare the various phases within the intervention program that address the following elements, initial user assessment, proposed evaluation indicators based on the results from the initial assessment, proposed intervention procedures to achieve the development of skills, or behaviors in children, materials required for the intervention, proposal of generalization activities, and planning the follow-up for the intervention. Production of a project document.Ask each group to provide a document explaining the project created for the practical case chosen. Presentation of the project. Ask each group to present the project about the practical case they chose.Follow-up of students'work. Assess the interaction of student group with the UBUVirtual platform via the monitoring students'behavior software tool, which allows the interaction of students to be analyzed individually and in groups. Use the tool to determine what interactions each student has within a group.Evaluation of student satisfaction with project-based learning. Ask each student to complete an opinion survey and their satisfaction with the PBL work at the end of the course. Outline of the protocol steps.Data analysis. Import all data in spreadsheet format into the statistical program. For elaboration of PBL, presentation of PBL, learning outcomes total, MSL access, and satisfaction of students with teaching, the independent variables, type of e-learning modality, such as implementation we are teaching, and covariate, prior knowledge.Perform an ANCOVA with fixed effect, teaching modality e-learning versus b-learning, and covariate previous knowledge. Select multiple variable analysis, and include the dependent variables, elaboration and presentation of PBL, learning outcomes total, LMS access, and satisfaction of students with teaching, the independent variable type of teaching modality, and covariate prior knowledge. Estimate the marginal means, and perform the ANCOVA analysis.Select the K-Means Cluster analysis, the variables elaboration and presentation of PBL, learning outcomes total, LMS access, and satisfaction of students with teaching, the cluster membership continuous, Statistic, Initial cluster center, ANOVA table, and Cluster information for each case, Continue. Select the Crosstable between the data found for cluster membership and the e-learning versus b-learning teaching modality group. In Row, select the variable here type of Modality, e-learning, such as implementation we are teaching.In Column, select the cluster number of a case. Analyze the cluster analysis using visualizing software. Import the data into visualizing software.Select Heat Map. Radviz implement the visualization of the cluster and the different variables studied with respect to the relationship with the teaching modality used. Perform a qualitative analysis of the open answers found in the PBL satisfaction scales for the two groups of e-learning versus b-learning using qualitative data analysis software.Import the answers to the open-ended questions, obtaining the satisfaction student to teaching, SPBL. Select categorizing student responses in the two teaching modality, e-learning versus b-learning. Select the document group, teaching modality, e-learning versus b-learning analysis.Select Sankey diagram. Export the results to spreadsheet format. Representative results.There were significant differences in the elaboration of PBL scores, with e-learning scoring higher. The b-learning group scored higher in presentation of PBL and LMS access. No significant differences were found in the total learning outcomes, and no effect was found for prior knowledge as the covariate.Two clusters were found in which differences were detected in the different variables, but it could not be established that one was superior to the other in all the variables. Subsequently, a crosstable was prepared between the values of the clusters of belonging assigned to each participant with respect to the teaching modality variables e-learning versus b-learning, and the percentage of belonging to each of the groups. The contingency coefficient of C equals 0.40.p equals 0.00 was obtained. In addition, an ANOVA was performed between clusters for the variables for elaboration of PBL, presentation of PBL, total learning outcomes, LMS access, and student satisfaction with teaching. Significant differences were found in presentation, p equal 0.03, and LMS access, p equals 0.00.A visual cluster analysis was performed by means of K-means technique using visualization software taking teaching modality e-learning versus b-learning as a variable with respect to the different variables studied, elaboration of PBL, presentation of PBL, total learning outcomes, access to LMS, and student satisfaction with teaching. Next, a heat map was constructed for the behavior of the variables in the clusters. Greater discrimination was found in clusters one and two in the behaviors of students on the virtual learning platform, UBUVirtual, and the type of teaching e-learning versus b-learning.The answers were categorized into two groups, e-learning versus b-learning groups, using the qualitative data analysis software. The frequencies by categorization and analysis of the students'responses in the two groups by applying a Sankey diagram. Conclusions, the teaching modality used, e-learning versus b-learning, leads to differences in the results of applying PBL methodology.The students in the e-learning group scored higher in the execution of the project, while the b-learning group scored higher in presenting the project. There was also increased access to the virtual platform in the b-learning group. The satisfaction was very high in both modalities with no significant differences between the groups.In sum, the teaching modality, e-learning versus b-learning, may affect the result in different elements of PBL. In future studies, this subject will be explored in great depth to see if the same pattern is found with the student from other course of health science degree, since this is the subject of this protocol. In contrast, no difference would be found in total learning outcome, or in the student satisfaction with the teaching methodology.Limitations.This study is about the PBL methodology, which was used only with students studying for a single degree in occupational therapy. It was not implemented with multi, or interdisciplinary teaching designs. However, applying this methodology on other studies would lead to greater effectiveness, and help students enter the job market in the future.

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