Project Lead the Way to Transforming Learning

Michael HosokawaProfessor

Department of Family and Community Medicine

University of Missouri School of Medicine

What is wrong with education today?

• If it ain’t broke, don’t fix it. Bad grammar and lazy thinking• We never did it that way before. Stuck in the past or just stuck• Students need to be motivated and fear is a good motivator. Sick• There is one right answer and one path to that answer. Boring• If train A leaves the station at 8:00AM going 40 mph and train B leaves the

station at 9:AM going 50 mph, when will train B rear-end train A? Useful?• Teach like we learned.• Homework, lesson plans, lectures can limit creative learning• Technology is changing communication and observation skills• Evaluation has become the tail wagging the dog.

Promise for the Future of Education

• Project Lead the Way• The status quo is unacceptable• Just in time learning rather than just in case learning• Problem-based learning/Project-based learning/Inquiry-based learning• Learner-centered education• Tennessee Board of Regents• Learning to use the Internet as an external brain• Where there is death, there is hope. Faculty turnover is good.

New anatomy lab, UM, 2014

Anatomy, Stanford

Mobile Library (bookmobile) yesterday and todayterday and Today

Can Today’s Educators Teach for a World They Cannot Imagine?

The science knowledge given to today’s student The information we give students today has an estimated half life of

4-6 years.

The knowledge explosion and the advances in science and technology

The professionals of tomorrow must learn to learn because the knowledge is changing and expanding so rapidly

We must teach students who will live in a world the teachers cannot imagine

1989“The University of Missouri has a perfectly preserved 1960s curriculum”

Lester Bryant, M.D.

The challenge:

• The challenge to schools is to prepare students who will live in a world that today’s faculty cannot imagine

• The graduates are never a finished product, they must be lifelong learners

• Life is the application of the most current knowledge to solve problems

• Being a scientist, a teacher, or health professional is fun so learning to be a future professional should be fun

• Use what we learn. Just in time learning.

Teach the way we were taught

Apply Learning Theory

The medical school curriculum of the past

• Basic science and Clinical practice• Lecture 40+ hrs/wk• Large classes• Emphasize memorization• Learned from professors and books

How many times did you learn the Krebs cycle?

A Bucket Curriculum

Anatomy Biochemistry Physiology

Microbiology Behavioral Science Pharmacology

Learn Like Professionals Learn

• Just in time learning or Just in case learning?• Stories• Learning is a team sport, collaborative learners• Students learn without being taught• PBL: Teach each other so to teach is to learn twice• Skills over content• Experiential learners

Problem-based Learning

• Authentic patient cases• Formatted to unfold as a mystery• PBL process

– Review and analyze the problems and clarify descriptions and terms– Open and free discussion of the problem incorporating group’s

knowledge and experience– Hypothesis development and articulate learning objectives needed to

proceed.– Self study and sharing of information– Refinement of hypotheses and information gathering– Continue to outcome

A puzzling skin lesion• Janet Brothers awoke on April 5th and while combing her hair in front of

the mirror noticed a small, red, swollen area on her posterior neck. It was not painful and she continued with her normal daily activities. The swelling and redness continued to spread across her neck and upper chest throughout the day. By late afternoon, the swelling became quite painful, but she experienced no dysphagia, sore throat, or shortness-of-breath.

Learn patient care instead of learning about patient care

The University of Missouri-Columbia Curriculum:

Year One Year Two

Four 10-week blocks:8 weeks for learning1 week for evaluation1 week for a break

Four 10-week blocks:8 weeks for learning1 week for evaluation1 week for a break

First year

` The integrated curriculumBlock 1 Block 2 Block 3 Block 4Basic Sci/PBL Basic Sci/PBL Basic Sci/PBL Basic Sci/PBL Biochemistry Metabolism Endocrine Micro-organisms Anatomy Pulmonary Neuroscience Immune response Genetics Cardiovascular Immunology Gastrointestinal Molecular biol Renal Histology Respiratory Embryology

Intro to Pt Care Intro to Pt Care Intro to Pt Care Intro to Pt Care History taking Physical Exam Psychosocial Epidemiology Dr.- Patient Aspects of Med

One-half day with a physician

Second year

The integrated curriculumBlock 5 Block 6 Block 7 Block 8Intro to Pt Care Intro to Pt Care Intro to Pt Care Intro to Pt CareDiagnostic tests Psychopathology Prep for Clinical Current Topics Selection and Clerkships Interpretation

Basic Sci/PBL Basic Sci/PBL Basic Sci/PBL Basic Sci/PBLCell injury Cardiovascular Gastrointestinal Infectious diseasesHemodynamics Pulmonary Liver MusculoskeletalGenetic disorders Blood disorders Endocrine Nervous systemAutoimmunity RenalImmune deficiency Genitourinary

APD APD APD APD

Year 1 Typical WeekMon Tues Wed Thurs Fri

PBL Lecture PBL Lecture PBLWrap-up

Intro Pt Care Study Study Intro Pt Care Study

ACE

Year 2 Typical WeekMon Tues Wed Thurs Fri

Intro Pt Care Study Intro Pt Care Study Study

Lecture PBL Lecture PBL Lecture

You never know how many friends the dead have until you try to move a cemetery

• Nowist strategy• How can we design a curriculum that promotes thinking and problem-

solving?• School of Medicine, McMaster University (Barrows)• Harvard, Wake Forest, New Mexico PBL tracks• Design group of best thinkers• Visiting teams to see new learning strategies (beginning critical mass)• An innovative curriculum based in PBL • Engage the faculty to create the critical mass—faculty as learners• Interdisciplinary groups to design curriculum• True integration with no department or discipline-based courses• Mantra--Homeostasis

Diffusion of Innovation

• PBL goes beyond medicine to sciences, health professions• Learning strategy for K-12• Resources for PBL (websites, case libraries)• Success stories• Evaluative educational research• Word of mouth• Mandates• Variations to PBL• PLTW • The status quo is unacceptable