university of hawai'i john a. burns school of medicine - office of medical education...
TRANSCRIPT
University of Hawai'i
John A. Burns School of Medicine - Office of Medical Education
Problem-Based Learning
April 30, 2003
Goals for today…
1. To learn more about the principles and practice of problem-based learning.
2. To explore ways of using PBL in your classroom.
3. To learn how to write your own PBL cases.
The Faculty:
- Jill Minami, MD
- Meta Lee, MD
- Gwen Naguwa, MD
- Jon Martell, MD
Problem-Based Learning
Acknowledgements:
Department of Education – Lynne Shoji
Richard Young
High School Teachers/Students
Problem-Based Learning
An important announcement...
An important announcement...
The DOE has just announced that all health classes will now be done in a problem-based learning (PBL) format. Your first lesson is in two days. Our task is to learn about PBL between now and then...
How should we prepare for this?
The DOE has just announced that all health classes will now be done in a problem-based learning (PBL) format. Your first lesson is in two days. Our task is to learn about PBL between now and then...
How should we prepare for this?
Approaching our taskApproaching our task
Work? Fun?
Differ? Tutor?
Steps? Roles?
Problem ID:
What is PBL?
Step 1Step 1 Step 2Step 2 Step 3Step 3
Resource teachers
Internet
Textbook Student
Literature Expert
Research
Discussion
Handout
Share your findings
Agenda
– Overview of PBL Process– Practice a case– Discussion– LUNCH– How to write a PBL Case– Closing
Problem-Based Learning
PBL Principles
– Learning takes place in the context of cases/problems
– Learner centered; teachers serve as facilitators
– Active process; students apply newly acquired knowledge to the problem
Problem-Based Learning
PBL Principles (con’t)
– Learners work collaboratively together on understanding the case/problem
– Inquiry based – students learn to ask questions in the process
– Involves/fosters ongoing self and group evaluation
Problem-Based Learning
PBL Process
1. Identify the problems What is the problem?
Example: Biff, an 18 year old sophomore, has missed three weeks of school this semester…
Problems: 1. 18 years old and still a sophomore2. Missed three weeks of school
Problem-Based Learning
PBL Process
2. Hypothesize possible explanations Why is this happening?
Explanations: 1. Embarrassed about age2. Drugs/alcohol3. Peer pressure4. Family issues5. Etc., etc.
Problem-Based Learning
PBL Process
3. Obtain further information What information do I need to support or eliminate possible explanations?
Further Information:
1. Academic history/reasons for still being in 10 th grade?2. Other drug behavior?3. Peer group?
Problem-Based Learning
PBL Process
4. Identify learning issues What don’t I know?
Learning Topics:
1. Common reasons for school absences2. Adolescent response to being held back3. Common signs of drug use
Problem-Based Learning
PBL Process
5. Research learning issues and synthesize new information How do I find information on what I don’t know and how can I use it to understand/explain the case?
Problem-Based Learning
PBL Process
6. Apply new knowledge to case So can I explain things better now?
Biff’s missing school is probably related to a combination of problems, including being embarrassed about his age and being frustrated about his family problems…
Problem-Based Learning
PBL Process
7. Evaluate the process
How did I do and what could I have
done better?
Problem-Based Learning
PBL High School model (AKA Large group PBL)
1. Divide class into groups (5-6/group)
2. Assignment of roles (rotate)a) Leaderb) Recorder/readerc) Time-keeper
Problem-Based Learning
PBL – High School model
3. Teacher presents the problem to the entire class (on board/overhead)
4. Follow PBL process in groups (teacher circulates to monitor, advise, question
Problem-Based Learning
PBL – High School model
5. Group’s recorder/reader reports back to the class after each step
6. Teachers lists ideas on the board in columns
Problem-Based Learning
Problem-Based Learning
What’s the problem?
Why is this happening?
What further information do I
need?
What don’t I know?
PBL – High School model
7. Teacher reviews/filters ‘What don’t I know?’ list to match case objectives
8. Groups select research topics
Problem-Based Learning
PBL – High School model
9. Groups discuss and review research topic- What is our question?- Who has and/or where can we find the answer(s)?- How can others find them/it?- How helpful was the source?- Suggestions for others
Problem-Based Learning
PBL – High School model
10. Groups share research results with entire class (encourage creativity)
11. Groups apply new knowledge to the case
12. Evaluate in group and as a class
Problem-Based Learning
Problem-Based Learning
Practice: Julia Whang
PBL for High School Students
Reflection/Discussion on Experience:
- How did it feel?
- What do you think?
- How would this work in my class?
PBL for High School Students
The PBL Process:
Relevance to learning – Experience from the School Health Education Program
PBL Process – advantages:
1. More active learning
2. Students learn problem-solving skills
3. Students acquire/practice life-long learning skills (closely aligned with General
Learner Outcomes)
PBL for High School Students
PBL Process – advantages:General Learner Outcomes-
The ability to be responsible for one’s own learning
Understanding that it is essential to work together
The ability to be involved in complex thinking and problem solving
The ability to recognize and produce quality performance and products
PBL for High School Students
PBL Process – limitations:
1. One teacher per classroom
2. Students unfamiliar with process
3. Requires acquisition of new skills
PBL for High School Students
Some closing thoughts:
– Learning process will take time – process may be modified as skills progress
– Start with simple problems
– Teacher floats/facilitates/guides
– Case writing important to guide learning
PBL for High School Students