Problem based learning (PBL)

1. Problem based learning (PBL) Amal Al Otaibi CP, MME

2. 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

3. what is it?

4. 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”.

5. 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

6. 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.”

7. 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.”

8. 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.

9. 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.

12. What’s wrong with lecture-based: or Why PBL?

13. 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)

14. PBL vs Traditional teaching

19. 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

20. 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

21. PBL Process - Seven Jumps • Clarify terms • Define the problem • Analyze the problem • Summarize • Formulate learning objectives • Self study based on step 5 • Report back in the group

22. Tutor Tutorial Group Process Problem Students Key Elements in PBL Problem

23. Definition of a Problem in PBL Problem The description of a set of phenomena orevents in need of explanation in terms of an underlying process, mechanism or principle.

24. Role of Problems in PBL Problem • Information processing:activation of prior knowledge, processing and retention of new knowledge • Problem solving skills …?Clinical reasoning… • Integrative thinking

25. Role of Problems in PBL cont/- Problem • 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

26. A Good PBL Problem is: 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

27. Tutor Tutorial Group Process Problem Students Key Elements in PBL Tutor

28. Who is the PBL Tutor? Tutor A person who facilitates learning of students in PBL tutorials rather than to convey information. Barrows & Tambylin, 1980

29. “Tutor ” “Students” Traditional Tutorial Tutor

30. “Tutor ” Students PBL Tutorial Tutor

31. Requirements for a PBL Tutor 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 groupperformance

32. Seven Most Important Skills of the Tutor Tutor • Questions and probes reasoning process • Promotes integration • Helps students to balance basic and clinical sciences in the problem • Provides frequent feedback

33. Seven Most Important Skills of the Tutor Tutor • Encourages critical appraisal of information • Encourages student direction of the tutorials • Facilitates and supports good interpersonal relationships in the group

34. Role of the Tutor in PBL: Debates Tutor • Content or process expert • Strict “ ADHEERENCE” to PBL process • How much knowledge can the tutor transfer? • Does the role of tutor changes according to student level? • Can students be tutors? • Does training affects tutoring “styles”?

35. Tutor Tutorial Group Process Problem Students Key Elements in PBL Students

36. Role of Students in PBL Tutorials Students • Learner • Leader • Facilitator • Recorder • Elaborator • Critic • Evaluator • Encourager

37. Students Roles

38. Tutorial Session Students

39. Starting the Problem (Tutorial Session 1) Students Tutor Students • What do we know? • What do we need to know? • Discuss & list learning issues • Organize who does what

40. Students Tutor Reporting Back (Tutorial Session 2) Students • Recap case • Discuss in a logical order • Avoid mini-lectures • Interact/Question each other • Evaluate

41. Self Directed Learning Students 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

43. Tutor Problem Students Key Elements in PBL Tutorial Group Process

44. Aims of the PBL Group Tutorial Group Process Facilitation of learning Fostering self-directed and life-long learners Development of social skills that enhance professional relations with patients and fellows Are Holen, Med Teacher, 2000

45. The PBL Continuum Information orientated Problem-based

46. Curriculum Organization Clinical Sciences Basic Medical Sciences

49. 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

50. 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