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Table 2 Thematic map on core elements of PBL

From: Facilitating learning of community-based rehabilitation through problem-based learning in higher education

Small group learningwork in small group [28]
group members comprehend the problems and communicate it in the group [35]
leaders with group-leadership skills [33]
students placed in small groups to solve problems [37]
provide students with an opportunity to develop group-based working skills [38]
Problem-solvingencounter the problem-solving situation [28]
think logically in a organized manner [36]
use of evidence based strategies [34]
problems being identified by participants or consulting clinician [33]
Active learningthey need to identify the problems and try to understand it [28]
they need to identify learning needs [33]
Investigated a specific clinical problem or task [33]
inspire and motivate to seek the answer [30]
Self-study [29]
Problems in contextadopt clinical case scenarios [34]
apply practice into theories [34]
use case scenarios [39]
topics relevant to real context [33]
Community-focused simulation exercises [40]
Learning in context [30]
TutoringTutoring-oriented strategies [34]
intensive tutoring strategies [34]
use small group tutorials [34]
use a tutor to facilitate and guide [31, 38]
complex problem solving tutorial [38]
Group facilitation [32]
ReflectionUse reflective writing [34]
reflective on practice problem [33]
Technologyuse digital media [39]
use educational technologies [41]