Problem-Based learning

(PBL)
Abdulla Salem Bin Ghouth
Professor of Community Medicine
MBBS, ABCM, MPHE
Hadhramout University
Brain Storming 1
• Why you are here in this class”
a. To learn
b. To study
c. To enjoy
d. To teach
Brain Storming 2
• Your learning will be more easy if you
a. Study in small group ( about 10)
b. Study in a large group (> 100)
c. Study alone
d. All of above
Brain Storming 3
• What you mean by “Learning”
a. Teaching
b. Lecturing
c. Learn how to learn
d. Learn how to remind
Brain Storming 4
• How you understand the concept of Self Directed Learning (SDL):
a. Student search the evidence
b. Teacher provide the evidence to student
c. Student have commitment in attending all the educational activities
d. Learning without supervisor
Brain storming 5
• Regarding the problem based learning (PBL) in medical school, what
you mean by the problem:
a. Patient
b. Lazy Student
c. Difficult Teacher
d. Lack of knowledge
The Intended Learning Objectives (ILOs):
• By the end of this session, student will be able to:
1. Define “learning” and “problem based learning” (PBL)
2. Understand the history of PBL
3. Differentiae between the classical (traditional) and the PBL medical
schools
4. Identify the learning cycle (steps) of PBL.
5. Recognize the concept and benefits of small group discussion (SGD)
6. Explain the small group dynamics
7. Identify the common problems of SGD
8. Apply the skills of self directed learning
Definition of Learning¹
Reference: 1. Wahyuni EN. Learning theory: part I, What is learning. Available at: http://repository.uin-
malang.ac.id/445/1/Part%201%20What%20Is%20Learning.pdf Accessible 18/9/2022

• Learning is the process by which human beings acquire a vast

variety of competencies skills, and attitudes.
• "Learning is shown by change in behavior as result of experience
(Cronbach, 1954)
• learning is a change in behavior that is relatively fixed and occur as a
result of training or experience (Morgan et al, 1986)
• learning occurs when experience causes a relatively permanent
change in an individual’s knowledge or behavior. (Woolfolk, 1995)
PBL (Definition)
• Problem-based learning (PBL) is an instructional method in which
students learn through facilitated problem solving.
• In PBL, student learning centers on a complex problem that does not
have a single correct answer.
• Students work in collaborative groups to identify what they need to
learn in order to solve a problem.
• They engage in self-directed learning (SDL) and then apply their new
knowledge to the problem and reflect on what they learned and the
effectiveness of the strategies employed.
History of
references: 2. Em M. Pijl‐Zieber RN. History, Philosophy and Criticisms of Problem Based Learning in Adult Education PBL in Adult Education. University of
PBL
Calgary. Available at: http://scholar.ulethbridge.ca/sites/default/files/em_pijl/files/pblempijlzieber.pdf?m=1458144723 Accessed 18/9/2022

• . Problem‐based learning as a general concept originated in medical education in the mid‐1950s

at Case Western Reserve University. This model consisted of a hybrid format that combined
problem‐ based learning with more traditional teaching methods.
• Problem‐based learning gained popularity as a more advanced concept during the late 1960s as a
result of the work of Harold Barrows, a medical educator at McMaster University in Canada.
• McMaster University, pioneers in the problem‐based learning (PBL) approach, describes PBL as “a
pedagogical approach which uses cases and problems as the starting point for acquiring the
desired learning objectives”
• In USA 120 out of 125 medical schools adopted PBL curircullum method.
• In Netherlands, in Maastricht University, The Faculty of Medicine was founded in 1974, as the
first faculty of the new University of Maastricht. From the outset, problem-based learning (PBL)
has been the trademark of the university and the Faculty of Medicine.3 (Hillen, Harry, Albert Scherpbier, and Wynand Wijnen.
History of problem-based learning in medical education’ in: Henk van Berkel and others (eds)Lessons from Problem-based Learning (Oxford, 2010; online edn, Oxford Academic 17 Sept. 2010.
Avaialble at: https://doi.org/10.1093/acprof:oso/9780199583447.003.0002. Accessed 18 /9/2022.

• Suez canal is the first Arab university approved the PBL approach in its medical school
• In Haddramout University the PBL approach was adopting since the establishment of college of
medicine in 1997
 The learning cycle in PBL
Reference: 4. Cindy E. Hmelo-Silver. Problem-Based Learning: What and How Do Students Learn? . Educational Psychology Review, Vol. 16, No. 3, September
2004. Avaialble at: Problem-Based-Learning-What-and-How-Do-Students-Learn_2.pdf Acessible 18/9/2022

1. Problem
scenario
Formulate and
analyze problem
2. Identify
facts

3.
Generate
hypothesis
Self-Directed
4. Identify Learning
Knowledge
deficiencies

5. Apply new
knowledge

6. Abstraction
Evaluation
Difference beeen tarditional and PBL
Small Group Discussion (SGD)
Reference:5 Burgess, A., van Diggele, C., Roberts, C. et al. Facilitating small group learning in the health professions. BMC Med
Educ 20 (Suppl 2), 457 (2020). https://doi.org/10.1186/s12909-020-02282-3

Three key elements of small group discussion:

• active participation,
• ‘face-to-face’ contact between participants, and
• purposeful activities.
• (The ideal number od students in SGD is between six to eight. (SGD
is not defined by the number), to be an effective SGD, it should
fulfill the three elements mentioned above.
Benefits of SGD:
Small group teaching provides opportunities for learners to work
collaboratively, and promotes team-building skills and maximize
student learning.
Benefits of SGD
• Help address gaps in student knowledge
• Encourage self-directed learning
• Allow students to engage with a range of perspectives from their
peers
• Allow students to test their ideas and attitudes with their peers
• Promote a willingness for students to share their ideas
• Provide opportunities for students to give and receive feedback
• Help students to develop skills in critical thinking and problem
solving
• Help students to develop communication, teamwork and leadership
skills.
Small Group Dynamics (Tuckman’s framework, 1965)
1. Forming - the initial formation of a group. Facilitators are
responsible for facilitating introductions, implementing ice-
breaker tasks, explaining the activities and purpose of the group.
2. Norming - ideas are shared within the group and rules are
developed. The facilitator is responsible for encouraging
everyone to participate, clarifying ground rules, and
ideas/suggestions the group may have regarding the process.
3. Storming - the group actively tries to perform the task,
however some conflict may arise within the group. The facilitator
assists by moderating conflicts and clarifying ideas.
4. Performing - the group starts to form a team approach to
performing the set tasks. The facilitator keeps the group focused.
5. Closure – when a group has successfully worked together,
completed their tasks and dissolves (the final stage).
Role of teacher in SGD/PBL
The role of the teacher in SGD is work as a facilitator is to
‘facilitate’ the learning through:
• lead the discussion,
• ask open-ended questions,
• guide the process and ensure active participation from students

(The SGD is student centered)

 Common Problems in SGD
• Students being reluctant to engage in discussion with each
other
• Students are not prepared for small group activities
• Individual ‘free riders’ failing to contribute (may be shy or
disinterested)
• Individual students dominating discussion or being disruptive
• Attention being directed towards the facilitator, who is
expected to provide answers
• Facilitators talking too much, lecturing rather than
facilitating.
Home Assignment
Apply the SDL skills
• Mention four differences between the traditional medical schools and
the PBL schools (search for the evidence and write the references
properly)

( No more than 50 words)

References
1. Wahyuni EN. Learning theory: part I, What is learning. Available at: http://repository.uin-
malang.ac.id/445/1/Part%201%20What%20Is%20Learning.pdf Accessible 18/9/2022
2. Em M. Pijl‐Zieber RN. History, Philosophy and Criticisms of Problem Based Learning in Adult
Education PBL in Adult Education. University of Calgary. Available at:
http://scholar.ulethbridge.ca/sites/default/files/em_pijl/files/pblempijlzieber.pdf?m=14581447
23 Accessed 18/9/2022
3. Hillen, Harry, Albert Scherpbier, and Wynand Wijnen. History of problem-based learning in medical education’ in: Henk van
Berkel and others (eds)Lessons from Problem-based Learning (Oxford, 2010; online edn, Oxford Academic
17 Sept. 2010. Avaialble at: https://doi.org/10.1093/acprof:oso/9780199583447.003.0002. Accessed 18 /9/2022.
4. Cindy E. Hmelo-Silver. Problem-Based Learning: What and How Do Students Learn? .
Educational Psychology Review, Vol. 16, No. 3, September 2004. Avaialble at: Problem-Based-
Learning-What-and-How-Do-Students-Learn_2.pdf Accessible 18/9/2022
5. Burgess, A., van Diggele, C., Roberts, C. et al. Facilitating small group learning in the
health professions. BMC Med Educ 20 (Suppl 2), 457 (2020).
https://doi.org/10.1186/s12909-020-02282-3 Accessible 18/9/2022