problem-based learning for healthy hearts action research project nan ketpura-ching university of...
TRANSCRIPT
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Problem-Based Learning for Healthy Hearts
Action Research Project
Nan Ketpura-Ching
University of Hawai‘i, Manoa
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What is PBL?
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Questions for you:Are you familiar with problem-based learning?
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Questions for you:Are you familiar with problem-based learning?
Have you used PBL in your own locus of control?
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Why PBL?Currently, new information is introduced to
students via PowerPoint lectures.
Boring, teacher-centered, inactive learning
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Why PBL?Currently, new information is introduced to
students via lecture using PowerPoint.
Hands-on activities such as dissection, labs, and/or games reinforce topics discussed in lectures.Students find these activities to be engaging
and helpful.
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Why PBL?Currently, new information is introduced to
students via lecture using PowerPoint.
Hands-on activities such as dissection, labs, and/or games reinforce topics discussed in lectures.
Would students retain more information when role playing as medical assistants in a problem-based learning module?
Authentic Task-centered Goal-orientedActive thinking
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Literature ReviewPBL did not impede students learning in undergraduate
Biology students in Spain (Carrio et al. 2011).
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Literature ReviewPBL did not impede students learning in undergraduate
Biology students in Spain (Carrio et al. 2011).
PBL had a positive effect on undergraduate Physics students' understanding first law of thermodynamics in Turkey (Tatar and Oktay, 2011)
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Literature ReviewPBL did not impede students learning in undergraduate
Biology students in Spain (Carrio et al. 2011).
PBL had a positive effect on undergraduate Physics students' understanding first law of thermodynamics in Turkey (Tatar and Oktay, 2011)
PBL used as tool to change misconceptions in first year medical students regarding the cardiovascular system (Mikkila-Erdman et al., 2012)
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Problem StatementThe purpose of this action research project is to
evaluate the effectiveness of problem-based
learning in a blended learning environment to
increase concept attainment of the
cardiovascular system for high school students in
an Anatomy and Physiology course at a private
school in Honolulu.
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Research Questions
What are students’ perceived attitudes towards PBL in general?
What are students’ perceived attitudes towards long-term group work as part of the PBL module?
What are students’ perceived attitudes about concept attainment using PBL?
How effective was PBL in concept attainment?
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High School Anatomy and Physiology
Grades 10 - 12 students at large independent school in Honolulu.
Total of 34 students26 girls and 8 boys
Students are digital natives with experience with accessing information on Moodle - the school’s course management system.
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Participants & DemographicsPre-requisite for
course is Biology
Many have taken other science courses
15 students stated that they have been taught about the Cardiovascular System before
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Methodology
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Methodology
http://tinyurl.com/cardiac-care-clinic
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Methodology
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MethodologyScenario-based PBL
Students as newly hired Medical Assistants Instructor/researcher as Training Supervisor
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MethodologyScenario-based PBL
Students as newly hired Medical Assistants Instructor/researcher as Training Supervisor
Teams of 3 - 4 to complete 4 tasks Draw and label heart anatomy and describe blood
flow through the body Create a report on cardiovascular system vital
signs (BP, HR, and EKG) Report on common heart maladies Apply their knowledge of cardiovascular system to
solve a medical mystery case
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MethodologyScenario-based PBL
Students as newly hired Medical Assistants Instructor/researcher as Training Supervisor
Teams of 3 - 4 to complete 3 tasks Draw and label heart anatomy and describe blood
flow through the body Create a report on cardiovascular system vital
signs (BP, HR, and EKG) Solve a medical mystery case and apply their
knowledge of cardiovascular system
Use of Vernier Probeware and Web 2.0 tools to collaborate and create content. Google Docs, VoiceThread, Haiku LMS
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Medical Mystery – Sample Patient A 72-year-old man
Admitted to hospital due to acute onset of a right facial droop, right arm weakness, and some difficulty speaking.
Occurred while he was sitting at the breakfast table
No headache, no diminishment of consciousness, and no abnormal involuntary movements.
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Medical Mystery – Sample Patient A 72-year-old man
Admitted to hospital due to acute onset of a right facial droop, right arm weakness, and some difficulty speaking.
Occurred while he was sitting at the breakfast table
No headache, no diminishment of consciousness, and no abnormal involuntary movements.
Two weeks ago, he had a transient painless loss of vision in his left eye, which resolved spontaneously within a few hours.
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Medical Mystery – Sample Patient A 72-year-old man
Admitted to hospital due to acute onset of a right facial droop, right arm weakness, and some difficulty speaking.
Occurred while he was sitting at the breakfast table
No headache, no diminishment of consciousness, and no abnormal involuntary movements.
Two weeks ago, he had a transient painless loss of vision in his left eye, which resolved spontaneously within a few hours.
Has had long-standing hypertension and myocardial infarction 4 years previously, which was treated with percutaneous angioplasty.
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Medical Mystery – Sample Patient A 72-year-old man
Admitted to hospital due to acute onset of a right facial droop, right arm weakness, and some difficulty speaking.
Occurred while he was sitting at the breakfast table
No headache, no diminishment of consciousness, and no abnormal involuntary movements.
Two weeks ago, he had a transient painless loss of vision in his left eye, which resolved spontaneously within a few hours.
Has had long-standing hypertension and myocardial infarction 4 years previously, which was treated with percutaneous angioplasty.
He is afebrile, heart rate 62 bpm, and blood pressure 135/87 mmHg. The corner of his mouth droops, with slight flattening of the right nasolabial fold, but his is able to fully elevate his eyebrows. His strength is 4/5 in his right arm and hand, and the rest of his neurologic
examination is normal.Adapted from Toy et al. (2007) Case Files: Internal Medicine.
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Materials – Data collected Pre-Module Survey
Google Form
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Materials – Data collected Pre-Module Survey
Google Form
Classroom observations
Students' work Google Docs VoiceThread
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Materials – Data collected Pre-Module Survey
Google Form
Classroom observations
Students' work Google Docs VoiceThread
Cardiovascular System Unit Test online assessment on Haiku LMS
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Materials – Data collected Pre-Module Survey
Google Form
Classroom observations
Students' work Google Docs VoiceThread
Cardiovascular System Unit Test online assessment on Haiku LMS
Post-Module Survey Google Form
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Results
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Results
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Results
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Results
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Results
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Results
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Results
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Results
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ResultsWhat are students’ perceived attitudes towards PBL in
general?
Questions% agreed or
strongly agreed
I think problem-based learning is a good way of learning new material.
75%
PBL should be used in other courses too. 69%
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ResultsWhat are students’ perceived attitudes towards long-term
group work as part of the PBL module?
Questions% agreed or
strongly agreed
Did you enjoy working with a team in this unit? 91%
Did you feel that your team worked productively during class time?
91%
Working in groups was a waste of time 15%
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ResultsWhat are students’ perceived attitudes about concept
attainment using PBL?
Questions% agreed or
strongly agreed
I found it helpful for this Cardiovascular PBL Unit to be based on a real-life company. It made learning the cardiovascular system more real to me.
78%
I feel very confident about the knowledge I gained from this cardiovascular unit.
63%
Did you learn new concepts about the cardiovascular system from this unit?
97%
Did you find the tasks to be interesting? 94%
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ResultsHow effective was PBL in concept attainment?
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ResultsHow effective was PBL in concept attainment?
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ResultsHow effective was PBL in concept attainment?
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Discussion - Successes
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Discussion - Successes
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Discussion - Successes
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Discussion - Challenges
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Discussion - Challenges
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Discussion - Challenges
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Students’ thoughts“I really enjoyed being able to stretch my
learning and being able to solve something with what I learned [in] this unit. My experience with problem based learning this year has fostered a basic want for education and excitement to learn that I haven't had in a school environment in a long time…
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Students’ thoughts“I really enjoyed being able to stretch my learning
and being able to solve something with what I learned [in] this unit. My experience with problem based learning this year has fostered a basic want for education and excitement to learn that I haven't had in a school environment in a long time…
Even though I struggled, I appreciated the learning that I did in this class and the progression of my thinking that it fostered and I feel so inspired by what I learned in this problem based learning this year.”
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Conclusion
PBL does not offer a universal panacea for teaching and learning in medicine. Wood, 2003
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Conclusion
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Picture Credits http://www.trade-schools.net/program-directory/images/medical-assistant-schools.jpg
http://0.media.collegehumor.cvcdn.com/92/46/collegehumor1b3f179c5ea22aad7b75ea8323fad20a.jpg
http://www.examiner.com/article/finding-your-research-question-a-helpful-exercise
http://www.projectappleseed.org/question-mark.jpg
https://upload.wikimedia.org/wikipedia/commons/thumb/a/aa/Linia_izoelektryczna_EKG.svg/435px-Linia_izoelektryczna_EKG.svg.png
http://preparednessadvice.com/wp-content/uploads/2011/05/BloodPressureCuff1.jpg
http://paulrheller.com/2010/08/the-unfortunate-motivation-behind-assigning-group-work
http://sclworkshop.wordpress.com/scl-vs-traditional/
http://www.personal.psu.edu/glh10/ist110/topic/topic67/topic67_05.html
https://changeforkids.org/blog/tag/new-york-city-public-schools/
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OTEC Professors:Dr. Peter LeongDr. Mike MenchacaDr. Ari Eichelberger
Critical friends group:Kasey FernandezMarie Sack
OTEC Cohort
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OTEC Professors:Dr. Peter LeongDr. Mike MenchacaDr. Ari Eichelberger
Critical friends group:Kasey FernandezMarie Sack
OTEC Cohort
PRLS Workshop Leaders:Leanne Chun RiseleyLani Ho
Colleagues:Darcy IamsTerry Yamamoto-EdwardsAnna Liem
My family
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Questions?
Nan Ketpura-Ching
https://sites.google.com/a/hawaii.edu/cardiac-care-clinic/home