Problem based learning (PBL) Amal Al Otaibi CP, MME
Dec 31, 2015
Objectives:
By the end of this session you will be able to:• Define Problem-Based Learning (PBL)• Identify reasons for using PBL in medical
education• List advantages and disadvantages of PBL• Compare PBL with traditional type of
education
Problem-based learning: the “problem” part
“Problem” here is NOT about “trouble”. “Problem” refers to “a difficult but interesting matter which triggers one’s curiosity and motivate a desire to understand and/or find resolution for”.
What is Problem-Based Learning?
“A learning method based on the principle of
using problems as a starting point for the
acquisition and integration of new knowledge.”
H.S.
Barrows 1982
What is PBL ?
Albanese and Mitchell (1993) suggest that:
“PBL at its most fundamental level, is an instructional
method characterized by the use of patient problems as a
context for students to learn problem-solving skills and
acquire knowledge about the basic and clinical sciences.”
What is PBL ?
A specific educational approach based on the
relationship between concepts or principles and
examples or problems.
“Problem-based learning is NOT the same as problem-solving.”
Problem-based learning v. problem solving
• Problem-based learning: the process of acquiring new knowledge based on recognition of a need to learn.
• Problem-solving: arriving at decisions based on prior knowledge and reasoning.
History of PBL
Even though the term PBL emerged in the 1960s after much work has been done in the school of Medicine in McMaster, this type of learning can be traced back to Socrates (c.469-399 BC); who believed that self education or self learning is the only true way of learning.
As such, PBL is a way of learning that is problem driven, which takes place in small groups that cooperate, interact and self-directed their own learning objectives.
Rationale of PBL
• Experience from traditional medical education
• PBL embraces principles of good learning and teaching
• Preparing the student for workplace:• Teamwork building• Interpersonal Skills Development• Evidence of success (Research Findings)
PBL vs Traditional teaching
Traditional
Teacher-centered
Focus on Teaching
Lecture
Passive Learning
Discipline Based
Disease focused
Competitive
PBL
Student-centered
Focus on learning
Small Group Learning
Active ( Self-Directed) Learning
Integration
Patient focused
Cooperative
Important Learning Objectives of PBL
• Structuring knowledge for use in clinical contexts
• Developing an effective clinical reasoning process
• Development of effective self-directed learning skills
Important Learning Objectives of PBL cont/-
• Increased motivation for learning
• Problem solving and critical appraisal
• Learning and communication skills
• Leadership roles, value team work and interpersonal skills
PBL Process - Seven Jumps
1) Clarify terms
2) Define the problem
3) Analyze the problem
4) Summarize
5) Formulate learning objectives
6) Self study based on step 5
7) Report back in the group
Definition of a Problem in PBL
The description of a set of phenomena or
events in need of explanation in terms of
an underlying process, mechanism or
principle.
Problem
Role of Problems in PBL
• Information processing: activation of prior
knowledge, processing and retention of new
knowledge
• Problem solving skills …? Clinical reasoning…
• Integrative thinking
Problem
Role of Problems in PBL cont/-
• Learning how to learn: problem analysis identify
gaps of knowledge…active learning….dealing with
future problems
• Self directed learning
• Motivation for learning: formulate LN,
determine relevance, direct their own
learning….motivation
Problem
• Oriented to the real world
• Has multiple pathways
• Requires team effort
• Builds upon previous knowledge
• Consistent with learning outcomes
• Promotes use of higher cognitive skills
A Good PBL Problem is:
Problem
Who is the PBL Tutor?
A person who facilitates learning of students in PBL tutorials rather than to convey information.
Barrows & Tambylin, 1980
Tutor
Requirements for a PBL Tutor
• A knowledge of the process of PBL
• Commitment to student-directed learning
• Ability to generate a non-threatening environment while still acting to promote discussion and critical thinking
• Willingness to make constructive evaluation of student and group performance
Tutor
Seven Most Important Skills of the Tutor
1. Questions and probes reasoning process
2. Promotes integration
3. Helps students to balance basic and clinical
sciences in the problem
4. Provides frequent feedback
Tutor
Seven Most Important Skills of the Tutor
5. Encourages critical appraisal of information
6. Encourages student direction of the tutorials
7. Facilitates and supports good interpersonal relationships in the group
Tutor
Role of the Tutor in PBL: Debates
1. Content or process expert
2. Strict “ ADHEERENCE” to PBL process
3. How much knowledge can the tutor transfer?
4. Does the role of tutor changes according to
student level?
5. Can students be tutors?
6. Does training affects tutoring “styles”?
Tutor
Role of Students in PBL Tutorials
• Learner
• Leader
• Facilitator
• Recorder
• Elaborator
• Critic
• Evaluator
• Encourager
Students
Students Roles
Chair•Lead the group through the process• Encourage all members to participate• Maintain group dynamics• Keep to time•Ensure group keeps to task in hand•Ensure scribe can keep up and is making an accurate records
Scribe• Record points
made by group• Help group order
their thoughts• Participate in
discussion• Record resources
used by group
Participant• Follow the steps of the process in sequence
• Participate in discussion
• Listen to and respect contributions of others
• Ask open questions
• Research all the learning objectives
• Share information with others
Starting the Problem (Tutorial Session 1)
• What do we know?• What do we need to
know?• Discuss & list
learning issues• Organize who does
what
Students
Students
Tutor
Tutor
Students
Reporting Back (Tutorial Session 2)
Students
• Recap case• Discuss in a logical order• Avoid mini-lectures• Interact/Question each other• Evaluate
Self Directed Learning
It does not mean:• Unstructured
• Disorganized approach to learning
• Learners cannot take responsibility for their own learning, but undertaken with the guidance of a teacher
Students
Aims of the PBL Group
1. Facilitation of learning
2. Fostering self-directed and life-long learners
3. Development of social skills that enhance professional relations with patients and fellows
Are Holen, Med Teacher, 2000
TutorialGroup
Process
Advantages
• Enjoyable and stimulating for both, students and faculty
• Promotes Self-directed learning skills• Systematic method of clinical reasoning• Critical thinking, learning skills, creativity
research skills, Challenging and motivating
Bears G. The Effect of Teaching Methods on Objective Test Scores: Problem-Based Learning Versus Lecture, Journal of Nursing Education, Jul 2005;44,7; ProQuest Medical Library
Disadvantages of PBL
• Too much time and work required• Cost• Faculty time demands• Resource problems• Difficulty with student evaluation
Bears G. The Effect of Teaching Methods on Objective Test Scores: Problem-Based Learning Versus Lecture, Journal of Nursing Education, Jul 2005;44,7; ProQuest Medical Library
• http://www.youtube.com/watch?v=-5omNEmWicU
• http://www.youtube.com/watch?v=75F6FgwnKJU&feature=relmfu
• http://www.youtube.com/watch?v=i5-IhEUm3ic