Problem Based Learning
Problem-based learning is a student - centred pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.
- In P.B.L, students use "triggers" from problem case or scenario to define their own learning objectives.
- Subsequently they do independent, self directed study.
- They return to the group to discuss and refine their acquired knowledge.
Presentation of clinical material as a stimulus for learning enables the students to:
Understand the relevance of underlying scientific knowledge and principles in clinical practice.
P.B.L has implications for staffing & learning resources and demands a different approach to:
Timetabling.
Workload.
Assessment.
P.B.L is used for delivering core material only in non clinical sciences.
Roles Of P.B.L Session Participants
Similar Roles of Facilitator & Chairperson
Sole Roles of Facilitator
Encourage all group members to participate.
Ensures that scribe keeps an accurate record.
Assist chairperson with group dynamics and keeping to time.
Prevent side-tracking.
Check understanding.
Assess performance.
Roles Of Scribe
Records points made by group.
Helps group order their thoughts.
Participate in discussion.
Records resources used by group.
Roles of Group Members
Follow the steps of the process in sequence.
Lead the group through the process.
Listen to and respect contributions of others.
Ask open questions.
Research all the learning objectives beforehand.
Share & discuss information with one another.
Maastricht's "Seven Jump" Process of P.B.L Session Conduction
Jump 2: Define problem(s) to be discussed.
All differing views on issues must be considered, scribes notes a list of agreed problems.
Jump 3: Brainstorming session
to discuss the problems.
Suggesting possible explanations based on prior knowledge; students draw on each other's knowledge and identify areas of incomplete knowledge.
Jump 5: Formulate Learning Objectives.
Group reaches consensus on learning outcomes & objectives.
Facilitator makes sure the learning objectives are focused, achievable, comprehensive and appropriate.
Advantages & Disadvantages Of P.B.L
Disadvantages
Increased Need Of Resources
Difficult To Manage
Large numbers of learners undergoing P.B.L sessions require increased physical and educational resources.
Information Overload
Learners maybe unsure how much self directed study to do.
Learners maybe unsure about what information is relevant & useful.
Inefficient Learning
Does not utilise irreplaceable faculty expertise.
Does not cover much material in total curriculum.
Assessment
No improvement in standardised test scores.
Learning is not uniform across the groups.
Differences Between P.B.L & C.B.L
P.B.L
C.B.L
Discipline specific.
Multidisciplinary.
Not integrated.
Prior knowledge required.
Pre - reading administered.
Learning objectives are provided.
Learning resources are consulted on spot.
1 hour time, 1 session.
Teacher can answer / explain the problem.
Integrated.
No prior knowledge present.
No pre - reading necessary.
Learners formulate their own learning objectives.
Learning resources are consulted later.
2 hours time, 2 sessions.
Facilitator CANNOT answer / explain the problem.
Advantages
Constructivist Approach
Learners activate prior knowledge & build on existing conceptual knowledge frameworks.
Deep Learning
Relates concepts to everyday activities.
Learners thoroughly interact with learning resources.
Motivation
Stimulates curiosity & encourages teamwork to solve a common problem
Integration
Forces application of knowledge.
Cultivates Generic
Competencies
Teamwork & Leadership skills.
Communication Skills.
Critical Thinking.
Student Centred
Develops life long learning skills.
Improves understanding & retention.
Fosters Active learning.
Role Of Facilitator
Role Of Facilitator
Uses guided inquiry.
Active.
Leads learners towards learning objectives.
Stimulates open inquiry.
Passive.
Does NOT guide.
Clinical skills learnt.
Problem solving learnt.
Less post session work.
No learning curiosity.
More post session work.
Learners curious for more knowledge.
Conclusion always correct.
Conclusion maybe false.
Less self directed learning.
More self directed learning.
P.B.L facilitates an integrated core curriculum.
Keeps the discussion process to time.
C.D.M, G.S.I Mnemonic
Subjective outcome assessment.
Teachers enjoy passing on their knowledge and may find facilitation difficult and frustrating.
Need a large number of facilitators trained in the format.
R.D.A. I2 Mnemonic
R: Resources
D: Difficult
A: Assessment
I 2:
Inefficient Learning.
Information Overload
Jump 1: Identify & clarify unfamiliar terms present in scenario.
Performing correlation of unknown with known.
Scribe lists those that remain unexplained after discussion.
Jump 4: Analysis & Structuring of Brainstorm Session.
Categorising explanations listed in the brainstorming step. Arrange explanations into tentative solutions.
Jump 6: Self Directed Study.
Group members gather information related to learning objectives from educational resources.
Jump 7: Fusion of Collected Information & Ideas.
Group members share the results of their information gathering; refine and consolidate ideas by discussion.
Facilitator checks learning and may assess the group.
C: Constructivism
D: Deep Learning
M: Motivation
G: General Competencies
S: Student Centered
I: Integrated