This research evaluates how Project-Based Learning (PBL) is implemented in the Innovative Design program that is taught at The Hague University of Applied Sciences. This paper offers insights about the way students and teachers experience PBL within this program, and how the implementation can be improved according to previous research in this field. By studying relevant literature, a list of important (organizational and didactical) factors regarding the implementation of PBL is created. Questionnaires investigating these factors are then circulated among the teachers and students of the program. The results of the questionnaires are analyzed against guidelines provided in the literature. Based on this comparison, recommendations for the improvement of the PBL approach within the program are provided. The analysis shows that the program offers meaningful projects, and the students are properly prepared to collaborate. Nevertheless, the analysis also shows that the program still has room for improvement. The assessment methods are still unrefined, the students experience time-pressure while working on their projects, and the teachers can benefit from additional training to be better prepared for teaching in a PBL environment. Fortunately, the teachers indicate willingness to learn new PBL specific teaching skills. https://nl.linkedin.com/in/haniers
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Abstract Purpose: The pharmacology and clinical pharmacology and therapeutics (CPT) education during the undergraduate medical curriculum of NOVA Medical School, Lisbon, Portugal, was changed from a traditional programme (i.e. discipline-based, lectures) to a problem-based learning (PBL) programme (i.e. integrated, case-based discussions) without an increase in teaching hours. The aim of this study was to investigate whether this change improved the prescribing competencies of final-year medical students. Methods: Final-year students from both programmes (2015 and 2019) were invited to complete a validated prescribing assessment and questionnaire. The assessment comprised 24 multiple-choice questions in three subdomains (working mechanism, side-effects and interactions/contraindications), and five clinical case scenarios of common diseases. The questionnaire focused on self-reported prescribing confidence, preparedness for future prescribing task and education received. Results: In total, 36 (22%) final-year medical students from the traditional programme and 54 (23%) from the PBL programme participated. Overall, students in the PBL programme had significantly higher knowledge scores than students in the traditional programme (76% (SD 9) vs 67% (SD 15); p = 0.002). Additionally, students in the PBL programme made significantly fewer inappropriate therapy choices (p = 0.023) and fewer erroneous prescriptions than did students in the traditional programme (p = 0.27). Students in the PBL programme felt more confident in prescribing, felt better prepared for prescribing as junior doctor and completed more drug prescriptions during their medical training. Conclusion: Changing from a traditional programme to an integrated PBL programme in pharmacology and CPT during the undergraduate medical curriculum may improve the prescribing competencies of final-year students.
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Martien Visser geeft de lezers een waarschuwing en vier tips over het aanstaande PBL-rapport waarin de klimaatplannen van de politieke partijen worden doorgerekend.
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Om in de komende decennia te kunnen voldoen aan de ruimtevraag van circulaire bedrijven is het belangrijk dat circulaire economie hoger op de agenda van het omgevingsbeleid komt. Anders dreigt de ontluikende circulaire economie vast te lopen door ruimtegebrek en onomkeerbare keuzes, bleek tijdens een seminar over de toekomst van bedrijventerreinen in een circulaire economie, dat het Planbureau voor de Leefomgeving (PBL) op 20 april organiseerde.
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Within European cities, entrepreneurs engage in private and public collaborative initiatives that work towards reducing local solid waste streams (Futurium, 2019). Furniture and interior design products account for nearly 50% of these waste streams, making them a key priority on the EU agenda to prevent climate change (Vanacore et al, 2021). New legislation to extend producer responsibility and reduce waste incineration is developing on a national level (PBL, 2021) and collaborative initiatives for urban upcycling are emerging (Ministerie I&W, 2023; Futurium, 2019). Business models to support upcycling are evolving, but their configuration and effectiveness is little understood.
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This paper argues for a Problem Based Learning (PBL) design that promotes digital tool usage in entrepreneurship and innovation management education, in order to develop students’ innovative behavior and entrepreneurial orientation. Survey data were collected from 89 students in Germany, the Netherlands, and Poland. The results of the study show that PBL activities positively impact students’ digital tool usage, innovative behavior, and entrepreneurial orientation. The results also provide support for the full mediating role of students’ innovative behavior in the relationship between PBL activities and students’ entrepreneurial orientation. Therefore, based on this research we encourage Higher Education Institutions to integrate effective skill sets into innovation and entrepreneurship education by integrating the usage of digital tools into PBL open-source educational resources.
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Drie suggesties voor de Klimaat en Energieverkenning 2025: “Stel het EU-perspectief centraal, maak onderscheid tussen verschuiving van emissies en echte klimaatwinst, en besteedt aandacht aan voorzieningszekerheid. Zodat de reeds fraaie Klimaat en Energieverkenning nog beter wordt.”
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This paper presents the implementation Problem-Based Learning (PBL) design in entrepreneurship and innovation management education, with a focus on enhancing students' innovative behavior and entrepreneurial orientation through the usage of different digital tools. A survey was conducted among 118 students from Germany, the Netherlands, and Poland. The findings of the study demonstrate that engaging in PBL activities has a positive impact on students’ digital tool usage, innovative behavior, and entrepreneurial orientation. Additionally, the results provide support for the full mediating role of students’ innovative behavior in the relationship between PBL activities and students’ entrepreneurial orientation. As a result, based on this research, we encourage Higher Education Institutions to incorporate digital tool usage into PBL open-source educational resources, thereby integrating effective skill sets into innovation and entrepreneurship education
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Welke competenties heeft de publieke professional nodig om de circulaire economie op bedrijventerreinen met ondernemers en/of eigenaren aan te jagen? En welke organisatievorm en manier van samenwerking op een terrein is daarvoor nodig? Deze vragen staan centraal in het tweejarige NWO-SIA onderzoek Samen Beter van de Fontys Hogeschool en de HAN University of Applied Sciences met financiële ondersteuning van regieorgaan SIA. Tijdens een bijeenkomst in Arnhem op 25 januari 2024 werd een update van het onderzoek gedeeld. Aanvullend daarop gaven het PBL en de Stec groep gelet op de maatschappelijke actualiteit een presentatie over de ruimtebehoefte van de circulaire economie op bedrijventerrein, en hoe daar nu op te anticiperen.
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This report is a deliverable of the ESTRAC “Case Studies Regional Energy Transition” project, commissioned and funded by the research institute Energy Systems Transition Centre (ESTRAC). ESTRAC is a joint initiative of knowledge and research institutes in the Netherlands – including TNO, ECN (since April 2018 part of TNO), University of Groningen, Hanze University of Applied Sciences, the New Energy Coalition (NEC) and, more recently, PBL – as well as associated partners including Gasunie, Gasterra, EBN and NAM. In addition to funding from the ESTRAC partners, the Case Studies Regional Energy Transition project has benefitted from funding by the Green Deal program of the Dutch government.
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