Problem Based Learning

What is PBL?

Content introduced in context of complex real-world problems– Emphasizes

• CT skills• Understanding• Learning how to learn• Working cooperatively with others

– Addresses 3 common employer complaints• Poor written and verbal skills• Inability to problem-solve• Difficulty working collaboratively with other

professionals

Who Does PBL?

• Models – – McMaster (Medical School, started > 30 yrs. ago)

– University of Delaware (for examples in biology, biochemistry, physics, chemistry, and nutrition see www.udel.edu/pbl/)

– University of California, Irvine (PBL Faculty Institute)

– Samford University (Center for PBL)

– Southern Illinois University (School of Medicine)

Why Do PBL?

• Increased reasoning and problem solving skills (atypical medical cases: Albanese, 1993; problem solving: Gallagher, Stepien,& Rosenthal, 1992)

• Team work • Improved attitudes (increased enrollment,

enhanced interest in major, positive feedback: Pincus, 1995; reduced drop out rate: Bridges and Hallinger, 1991, Pincus, 1995; “friendlier climate:” Schmidt, Henny, and de Vries, 1992)

• Basic knowledge (mixed results)

Examples

• Hot-headed Moles

• When Twins Marry Twins

• A Day in the Life of John Henry

Essential Factors

• Engage students’ interest• Require decisions or judgements based on

facts, information, logic and/or rationalization• Cooperation should be necessary• Promote higher order cognitive skills (Bloom)• Initial questions should be

– Open ended– Connected to previously learned knowledge– Controversial issues that will elicit diverse

opinions

• Content objectives should be incorporated

Instructor’s Role

• Model different kinds of problem-solving strategies

• Serve as facilitator or guide• Question students about their

learning (“How do you know that?” “What assumptions are you making?”)

Assessing PBL

• Written examinations – designed to transfer skills to similar problems

• Practical examinations – apply skills learned

• Concept maps – depict knowledge by creating nodes and links

• Peer assessment – provide evaluation rubric, reflects cooperative nature of PBL

• Self assessment – identify gaps in knowledge

• Facilitator assessment – how successful individuals interacted and cognitive growth

• Oral presentation – practice communication skills

• Reports – practice writing skills

Designing Scenarios

• Can come from anywhere – Literature, TV, news, newspapers

• Consider– A loosely structured case or prompt

embedded with links to desired outcomes– Small group collaborative learning– A one sentence case can drive the

curriculum for weeks– Use of hands-on materials for hypothesis

testing– Learning is open