hands-on workshop on pbl –dsma prof.marlar than dr.wai phyo win 25th & 26th january 2012

Hands-on Workshop on PBL –DSMA

Prof.Marlar Than

Dr.Wai Phyo Win

25th & 26th January 2012



CONTENT

EXPERIENCEPROCESS

COGNITIVE

RECALL

APPLICATION

REASONING

RECEIVINGRESPONDING INTERNALISING

PSYCHOMOTOR COMMUNICATION SKILLSINTERPERSONAL SKILLSATTITUDINALPROFESSIONALISMTEAMWORK

XX

√



Cognitive outcomes- In written and clinical examinations- differences between PBL & traditional curriculum graduates are small; and do not favour PBL

Non-cognitive domains (Attitudes, Interpersonal skills, Affective outcomes)- substantial advantages for PBL

Self-directed learning, long-term outcomes- weak evidence in favour of PBL

PBLTraditional

Geoff Norman, McMaster University Medical School (AMEE Conference, Lisbon 2002)



YES!!!!

Mac Master, Maastricht, NSW

NO!!!-Many newcomers

YES, BUT….



EFFECTIVENESS

OF PBLs

LEARNER

FACILITATOR

TRIGGERS

MOTIVATION

CHANGING ROLES (passive – active)

CHANGING ROLES

[ from fact provider to facilitator]

APPROPRIATENESS

[relevance,depth/

breadth, complexity]

Seldom assessed



The impact of this learning format (PBL) must be appraised/ reviewed

Monitor student growth

Adjust if and as necessary to fit needs / strengthen/ correct weaknesses

Some preliminary studies have shown that PBL process grades correlate well with academic performance (NBDE examinations)



OBJECTIVES OF PBL in most schools are:-

Capable of integrating topics/subjects Able to perform self-directed learning Capable of working in a group Develop self-confidence Able to retain knowledge Capable of communicating effectively Group learning, research and communication skills



LEARNERS - On preparation, organisation, overall contribution of each student to the group

ENSURING KNOWLEDGE OF A SPECIFIED DOMAIN, AND TRANSFERRING KNOWLEDGE TO NOVEL SITUATIONS

FACILITATOR ASSESSMENT- During the PBL process or end of block



LEARNERS TO SELF- ASSESS ( i.e. REFLECT ) :

It is important for students to identify gaps in their knowledge base

It allows students to think more carefully of what they know/do not know and what they need to know to accomplish certain tasks



HOW DID WE DO AS A GROUP?

WHAT WENT PARTICULARLY WELL?

WHAT COULD I HAVE DONE BETTER?

WERE THERE DIFFICULT SITUATIONS?

WAS ANYTHING PARTICULARLY HELPFUL?

SOME QUESTIONS USEFUL IN SELF-ASSESSMENT



ASSESS FACILITATOR- It is important that facilitators do not dominate the group, but facilitate learning and exploration

PEER ASSESSMENT – Viable option to measure student growth because life outside the classroom requires working with others



ASSESS (CONTENT & PROCESS)

DECISION

PBL PROCESS

SUMMATIVE Vs. FORMATIVE



MOST SCHOOLS FAVOUR FORMATIVE ASSESSMENT

FORMATIVE ASSESSMENT Is used to monitor students’ progress through a course or period of training…feedback into the teaching/learning PROCESS (Gipps, 1994)

FEEDBACK SHOULD BE:

TIMELY

SPECIFIC

ACCURATE

NOT EMBARRASSING

SUFFICIENT

CONSTRUCTIVE

RELEVANT



FEEDBACK Should also encourage the students to explore different ideas.



PBL PROCESS ASSESSMENT WORKSHOP ( GET CONSENSUS ON WHAT, HOW, WHOM) ; TRY OUT ASSESSMENT FORMS

STUDENT TRAINING BY FACILITATORS TRIAL RUN FOLLOWED BY

AMENDMENTS IF NECESSARY



….start with assessing the IMU’s PBL

process assessment forms and criteria



Capability to integrate topics/subjects Ability to perform self-directed learning Capability to work in a group Self-confidence Retention of knowledge Communication skills Research capability (information seeking & critical thinking) Effectiveness of Facilitators

Can we adopt the IMU form to assess ?



YOUR OPINIONS……????



REFERENCES:

Formative and Summative Assessment by S.McAleer . Chapter 27 in In: A Practical Guide for Medical Teachers by J.A.Dent & R.M.Harden. Churchill Livingstone , 2002

A. Sefton (2002) : What is the Tutor’s role in Assessment?In: A Practical Guide for Medical Teachers by J.A.Dent & R.M.Harden. Churchill Livingstone , 2002, p 165- 167NBDE (National Board Dental Examination) Scores

and PBL Process Grades- iadr.comfex.com/iadr/2004/Hawaii/techprogram

Assessment of PBL ; Evaluating curriculum; – http://edweb.sdsu.edu

PBL – http://score.rims.K12.ca.us/problearn.html

http://edweb.sdsu.edu/

Facilitator Performance Facilitator Performance EvaluationEvaluation

1.1. Develops, maintains or is capable of Develops, maintains or is capable of recognizing a positive and recognizing a positive and productive learning environmentproductive learning environment

- -



Criteria of a good Criteria of a good facilitatorfacilitator

• Not dominatingNot dominating• Can guide students to achieve goalCan guide students to achieve goal• Have experiences to guide studentsHave experiences to guide students• Training?Training?• Have knowledge regarding PBL process?Have knowledge regarding PBL process?• Can stimulate all learners to become Can stimulate all learners to become

active learnersactive learners• Can encourage quiet learnersCan encourage quiet learners




• FlexibilityFlexibility• Eloquent Eloquent • Critical thinking, open mind, Critical thinking, open mind, • Constructive criticism – FeedbackConstructive criticism – Feedback• Time managementTime management• Active, interest in PBL processActive, interest in PBL process• MotivatedMotivated




• Role modelRole model• Non pragmatic Non pragmatic • Good communication skillGood communication skill• Non discriminatoryNon discriminatory• Should have updated knowledgeShould have updated knowledge• Can establish good rapport with Can establish good rapport with

studentsstudents• IT literate IT literate 25th & 26th January 2012


PBL Assessment GuidePBL Assessment Guide

1. Communication Skills1. Communication Skills

2. Team work2. Team work

3. Cognitive skills3. Cognitive skills

4. Demonstration of knowledge4. Demonstration of knowledge

5. Presentation mode5. Presentation mode

6. Professionalism and attitude6. Professionalism and attitude



PBL Assessment GuidePBL Assessment Guide

1. Communication Skills1. Communication Skills

2. Team work2. Team work

3. Cognitive skills3. Cognitive skills

4. Demonstration of knowledge4. Demonstration of knowledge

5. Presentation mode5. Presentation mode

- effort and style of presentation- effort and style of presentation

6. Professionalism and attitude6. Professionalism and attitude



hands-on workshop on pbl –dsma prof.marlar than dr.wai phyo win 25th & 26th january 2012

Documents

pbl dsma objectives

pbl dsma learners

pbl dsma prof

pbl dsma cognitive outcomes

learning format pbl

pbl process grades

effectivelygroup learning

transferring knowledge