Problem Based Learning
Problem Based Learning
Introduction
Definition
Problem-based learning (PBL) is a total approach
to education began at McMaster University Medical School over 25 years ago. Dr. Howard Barrows and Ann Kelson of Southern Illinois University School of Medicine have defined PBL as:
Role Changes
In problem-based learning, the traditional
teacher and student roles change. The students assume increasing responsibility for their learning, giving them more motivation and more feelings of accomplishment, setting the pattern for them to become successful life-long learners. The faculty in turn become resources, tutors, and evaluators, guiding the students in their problem solving efforts.
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process of acquiring new knowledge based on recognition of a need to learn. Problem-solving - arriving at decisions based on prior knowledge and reasoning
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experience Meaning is created from efforts to answer our own questions and solve our own problems We should appeal to students natural instincts to investigate and create Student-centered strategies build critical thinking and reasoning skills and further their creativity and independence
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History on PBL
1916--John Deweys progressive movement belief that
teachers should teach by appealing to students natural instincts to investigate and create. 1980--Howard Burrows, a physician and medical educator, started using this approach to help medical students better diagnose new illnesses 1985-High schools and Colleges start using this approach 1990-1991, Schools began developing PBL movements to improve student performance in science and other disciplines
Characteristics of PBL
Learning is student centered. Learning occurs in small student groups. Teachers are facilitators or guides. Problems form the organizing focus and
stimulus for learning. Problems are a vehicle for the development of clinical problem-solving skills. New information is acquired through selfdirected learning.
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Characteristics of PBL
Shifts away from short, isolated teacher
centered lessons Creates long term, interdisciplinary student centered Lessons Integrates real world issues and practices Teaches students to apply what they have learned in university to life-long endeavors
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Branda
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Objectives
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Process
Process of PBL
Students confront a problem. In groups, students organize prior knowledge
and attempt to identify the nature of the problem. Students pose questions about what they do not understand. Students design a plan to solve the problem and identify the resources they need. Students begin to gather information as they work to solve the problem.
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Traditional
Tutorial
Tutor
Students
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PBL Tutorial
Tutor
Students
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A Typical Case
Mrs. Paula Embledon is a 78 year old woman who has come to the emergency room complaining of shortness of breath and pain in her chest. She had been in relatively good health until three weeks previously, when she sprained.....
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A Typical Case
Opening Scenario
Physical examination
Investigations
Management
Sequel
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Each step may lead back to a previous step, as well as leading to the next step
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Progressive Disclosure
To allow discussion before leading into the next paragraph, page or session Assumes students have knowledge to proceed if not, make it a learning issue May involve cue statements
You ask a few more questions You order some investigations.
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Progressive Disclosure
-Session Breaks At the end of the first and the second sessions
Leaves students with enough to work on - issues essential for all, individual issues
Reading between sessions should lead naturally to the next - e.g., leading to a differential diagnosis while the next session presents new data
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Case 1
Case 1
Case 2
Case 2
Case 1
Case 1
Case 2
Case 2
Case 3
Wk1
Wk2
Wk3
Wk4
Wk5
Most programs schedule 1 case over 3 sessions, one or two sessions a week Some do 2-3 sessions a week - Case of the Week 26
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PBL Process
FACTS What we know IDEAS What we think LEARNING NEEDS What we need to know
Identify Problem
Generate Ideas
Organize/Prioritize Ideas
Learning Resources
New Facts
New Ideas
Test Ideas
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Revise Ideas
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Evaluation
Evaluation
Of the group
Of the student
Of the tutor
Of the Content
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Tutor
Active participation in discussion and critical thinking while contributing to a friendly, non-intimidating environment Willingness to make constructive evaluation of self, group and tutor
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Advantages
Self-Motivated Attitude Students think problem based learning is a more interesting, stimulating, and enjoyable learning method, and that it offers a more flexible and nurturing way to learn. Facilitator-Student Relationship The aspect faculty liked most is the tutor-student relationship (Vernon, 1995). Faculty also consider problem based learning a more nurturing and enjoyable curriculum, and believe the increased student contact is beneficial to the cognitive growth of the student (Albanese & Mitchell, 1993). Level of Learning Problem based learning medical students score better than traditional students with respect to learning skills, problemsolving, self-evaluation techniques, data gathering, behavioral science, and their relation to the social-emotional problems of 40 patients (Albanese & Mitchell, 1993).
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Disadvantages
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Models
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A Good Choice for Highly motivated, experienced learners Small, upper-level seminar classes
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Large Classes
Large Classes
Floating facilitator or peer tutor models are
the most appropriate Requires a more teacher-centered, structured format: instructor directs group activities Group size: 4 Numbers advantage in dealing with group vs. individual papers, projects
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Learners are in control of the learning process. Teachers activate learners knowledge scripts and encourage a process of analysis and synthesis.
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Teachers provide a learning context that is as similar as possible to that in which knowledge is eventually applied
Build-A-Case captures this most natural and contextual process of learning and is a distinct application of PBL.
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The Build-A-Case Process A learning need is identified A Build-A-Case group is convened The typical case inquiry is initiated The case is recorded on flip charts or computer/projector A consensus on treatment is developed. Using practice guidelines, a gap analysis is facilitated
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Plan for Assessment Rubrics, checklist, etc. Begin project with student discussion, show possible samples Finish project and reflect highlights, improvements, personal reflection and things to remember next time
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terms and concepts Define the problems; agree which phenomena need explanation Analyze the problem (brainstorm) Arrange possible explanations and working hypotheses Generate and prioritize learning objectives Research the learning objectives Report back, synthesize explanations, and apply newly acquired information to the problem
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Words of Wisdom
Integration is very involved
Plan well
Go slow, integrate one piece at a time Dont give up when unsuccessful, learn from the
situation and try again Remember, its not the situation that causes the frustration, its your reaction to the situation. Try teacher chat rooms, web sites, etc.for ideas
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Some Useful References Argyris, C. (1990) Overcoming Organizational Defenses: Facilitating Organizational learning. N.Y.: Alleyn & Bacon Barrows, HS & Mitchell, DL (1975) An innovative course in undergraduate, neuroscience: Experiments in problem-based learning with problem boxes. British Journal of Medical Education, 9, 223-230. Barrow,HS. (1986) A taxonomy of problem based learning methods, Medical Education, 20,(6), 481-6. Jonassen, D. H. and Marra, R. M. (1994) Concept mapping and other formalisms as tools for representing knowledge. Alt-J. 2(1), 50 -56. Laurillard, Diana, (1993) Rethinking University Teaching: a framework for the effective use of educational technology, London: New York: Routledge. (P. 37) Schank, R.C. & Abelson, R. (1977) Scripts, plans, goals , and understanding. Hillsdale, N.J.: Erlbaum
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