{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,9,23]],"date-time":"2025-09-23T14:15:16Z","timestamp":1758636916288,"version":"3.41.2"},"reference-count":29,"publisher":"Walter de Gruyter GmbH","issue":"1","license":[{"start":{"date-parts":[[2024,1,1]],"date-time":"2024-01-01T00:00:00Z","timestamp":1704067200000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2024,12,31]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>Problem-based learning (PBL) is a teaching technique in which students\u2019 learning is conveyed using real-world problems. However, the implementation of PBL is confronted with several challenges, namely the involvement of students, the definition of the teacher\u2019s role, and the development of effective assessment mechanisms. This paper describes and analyses a teaching framework based on PBL followed in the Differential and Integral Calculus and Statistical Models courses in a Biomedical Engineering Bachelor, at the School of Engineering, Polytechnic of Porto. In order to assess students\u2019 points of view about the effectiveness of this PBL approach with regard to knowledge acquisition, development of soft skills, and assessment methods, a questionnaire was administered at the terminus of the semester. Data analysis revealed that newcomers are more likely to use PBL, while second-year students feel more pressure and report more workload with this type of assessment. In this regard, we consider that factors such as maturity, education level, workload in other courses, and prior PBL experience may influence students\u2019 willingness to adhere to PBL.<\/jats:p>","DOI":"10.1515\/edu-2024-0051","type":"journal-article","created":{"date-parts":[[2025,1,3]],"date-time":"2025-01-03T07:50:37Z","timestamp":1735890637000},"source":"Crossref","is-referenced-by-count":2,"title":["Students\u2019 Perceptions of PBL Usefulness"],"prefix":"10.1515","volume":"6","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5090-8736","authenticated-orcid":false,"given":"Lurdes","family":"Babo","sequence":"first","affiliation":[{"name":"CEOS.PP, ISCAP & SIIS, Polytechnic of Porto , Porto , Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8359-139X","authenticated-orcid":false,"given":"Jorge","family":"Mendon\u00e7a","sequence":"additional","affiliation":[{"name":"ISEP & SIIS, Polytechnic of Porto , Porto , Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0729-1133","authenticated-orcid":false,"given":"Carla","family":"Pinto","sequence":"additional","affiliation":[{"name":"ISEP, Polytechnic of Porto & Centre of Mathematics, University of Porto , Porto , Portugal"}]}],"member":"374","published-online":{"date-parts":[[2024,12,31]]},"reference":[{"key":"2025040313453195472_j_edu-2024-0051_ref_001","doi-asserted-by":"crossref","unstructured":"Bierema, L. 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