p bl powerpoint

7/28/2019 p Bl Powerpoint

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DANIELLE LOIS YU


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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


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Who is responsib le (pr imary, contr ibutors ) 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 usedthroughout its entire three-year curriculum

(Barrows, 1996).

The curriculum has been organized in sequential

units with early exposure to patients and casemanagement.

After McMaster's example, two medical schools,

one Maastricht and the other in Newcastle,

developed problem-based learning curricula.


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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 thatmirrors real world problems."


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A learning method based on theprinciple of using problems as astarting point for the acquisitionand integration of newknowledge.

-H.S. Barrows 1982


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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 andmanage group projects

To improve and develop transferable skills of

students To develop problem solving skills of students

To encourage self-motivation, curiosity and

thinking


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Problem Based Learning


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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


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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


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WHEN IT IS USED BEST:


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Different roles in tutorial

groups

Chairperso

nTutorScrib

e

Members


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All group members should:

Follow the steps of the process of PBL

as it has been agreed upon

Participate effectively in the discussionAsk open questions to stimulate the

discussion

Research all the learning objectives

Share information within the group


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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 anaccurate record


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Record pointsagreed upon bygroup members

Help group ordertheir thoughts

Participate indiscussion

Record resources tobe used by group

Putting the problem incontext and help prioritizingissues

Encourage all groupmembers to participate

Assist chairman with groupdynamics and keeping time

Check scribe keeps anaccurate record

Ensure group achieves

appropriate learningobjectives

Check understanding

Assess performance

Feed back to students

Scribe: Tutor:


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7 STEPS IN PROBLEM BASED

LEARNING

Step 1: Clarify the setting

Step 2: Define the problem

Step 3: Analyze/ investigate the caseStep 4: Re-structure the problem

Step 5: Formulate learning goals

Step 6: Individual learning

Step 7: Report back to the group


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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

Step 3: Analyze/ investigate the case Brainstorming has four basic rules (Goff 1998)

Criticism is ruled out Freewheeling is welcomed

Quantity is desired

Combination and improvement are sought


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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

Step 7: Report back to the group What have you learnt?

Use it for solving the case problem


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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.


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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


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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 intow session:

He will intervene only to help the chairman when

it is needed

Evaluate the individual student participation


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The tutor should encourage discussion anddebate

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 3:Analyze/ investigate the case

Step 4: Re-structure the problem

Step 5: Formulate learning goals


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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 contextin which it is to be used appropriately.

S d PBL S i


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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


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Thank You For L isten ing

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