DANIELLE LOIS YU

BY THE END OF THIS SESSION YOU WILL BE ABLE TO:

Define PBL Identify the purposes of PBL List advantages and disadvantages of PBL Roles of a Tutor, Chairperson, Scribe

Who is responsible (primary, contributors) for the theory/models/strategy and what are its antecedents?

Problem-Based Learning (PBL) was first introduced as an innovative medical education curriculum. At the McMaster University Faculty of Health Science, the PBL approach was used throughout its entire three-year curriculum (Barrows, 1996). The curriculum has been organized in sequential units with early exposure to patients and case management. After McMaster's example, two medical schools, one Maastricht and the other in Newcastle, developed problem-based learning curricula.

What is Problem-Based Learning?

defined by Finkle & Torp (1995)

"Curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem that mirrors real world problems."

A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.
-H.S. Barrows 1982

Problem-Based Learning is designed:

To integrate knowledge and skills from a range of multidisciplinary modules To acquire knowledge through self-study To teach students how to work in groups and manage group projects To improve and develop transferable skills of students To develop problem solving skills of students To encourage self-motivation, curiosity and thinking

Problem Based Learning

Advantages of PBL

PBL enhances active learning examine and try out what you know Being more student centric Learning environment is realistic Collaborative approach become more flexible in processing information and meeting obligations Redefining the role of the tutor / instructor

Disadvantages of PBL

Quiet students-very quiet, rarely contributes to discussion, shy Personality clash between students introducing higher costs more time is needed change of roles

WHEN IT IS USED BEST:

Different roles in tutorial groups

Chairperso n

Scrib e

Tutor

Members

All group members should:

Follow the steps of the process of PBL as it has been agreed upon Participate effectively in the discussion Ask open questions to stimulate the discussion Research all the learning objectives Share information within the group

Chairperson:

Lead the group through the process Encourage all members to participate in the discussion Keep group dynamics Time keeping Ensure group keeps to task in hand Ensure scribe can keep up and make an accurate record

Scribe:

Tutor:

Record points agreed upon by group members Help group order their thoughts Participate in discussion Record resources to be used by group

Putting the problem in context and help prioritizing issues Encourage all group members to participate Assist chairman with group dynamics and keeping time Check scribe keeps an accurate record Ensure group achieves appropriate learning objectives Check understanding Assess performance Feed back to students

7 STEPS IN PROBLEM BASED LEARNING

Step 1: Clarify the setting Step 2: Define the problem Step 3: Analyze/ investigate the case Step 4: Re-structure the problem Step 5: Formulate learning goals Step 6: Individual learning Step 7: Report back to the group

The seven-step PBL procedure with additional questions and guidelines

Step 1: Clarify the setting

Do you understand words, terms and notions? Do you agree on what they mean? What are the problems? What are the sub-problems? Select the problems/sub-problems you will continue to work on Brainstorming has four basic rules (Goff 1998) Criticism is ruled out Freewheeling is welcomed Quantity is desired Combination and improvement are sought

Step 2: Define the problem

Step 3: Analyze/ investigate the case

Step 4: Re-structure the problem

Group related points Throw irrelevant points away Try to get a systematic overview of the problem

Step 5: Formulate learning goals

What do you need to learn before you can solve the case problems? Write down the learning goals

Step 6: Individual learning

Each student study all the learning goals

What have you learnt? Use it for solving the case problem

Step 7: Report back to the group

First PBL Session

Duration of session = 4 hours 10-15 students will work in small groups In the first session, the TUTOR should introduce himself to the group and facilitate a formal round of introduction of all members of the group.

Ground rules should be discussed in the beginning of the session which includes issues on:
Attendance Timeliness Preparation Communication Roles

Participation Expected outcome Evaluation Appropriate group behavior

The group should select a Chairman to guide the process and a Scribe for each session to document the session flow. The tutor should facilitate the PBL process in tow session:
He will intervene only to help the chairman when it is needed Evaluate the individual student participation

The tutor should encourage discussion and debate Students are presented with a written problem (trigger text) in the beginning of session one. The tutor will help the students to go through Problem Solving Exercise for Step 1-5 Step 1: Clarify the setting Step 2: Define the problem Step 3: Analyze/ investigate the case Step 4: Re-structure the problem Step 5: Formulate learning goals

SELF STUDY

Following the first session student will have several days for individual learning. Learning in order to manage the task as PBL provide opportunity for learning in the context in which it is to be used appropriately.

Second PBL Session

Reporting Duration of session = 4 hours The tutor will help students to implement step 6 and 7 Step 6: Individual Learning Step 7: Report back to the group

Thank You For Listening