2. WHAT IS PROBLEM-BASED LEARNING?

3. What is PBL? Problem Based Learning (PBL) is a teaching method utilizing case studies and group interaction. Students are asked to find solutions to problems that highlight the diversity and magnitude of issues in a health care setting  Administrative, ethical, socio-technical, financial and clinical challenges that require deep understanding of informatics theories and concepts  Problems reflect real world situations Students work in teams to find solutions using concepts learned in class as well as their own personal experiences The instructor acts as a facilitator, providing further detail as needed and guiding the students in the process

4. In the Curriculum CIPCT is adopting PBL through the use of case studies in each course We will use a fictional health care organization to develop scenarios with multiple and challenging questions to provide a common thread across all courses and introduce students to the complexity of a real world setting. Actual questions that call for students’ judgment and critical thinking are based on literature reviews, synthesis of controlled evidence, and analysis of current and future trends.

5. Why Use PBL? PBL gives students the opportunity to apply the knowledge learned in the classroom. Students who learn concepts in the context in which they will be used are more likely to retain that knowledge and apply it appropriately (Albanese & Mitchell, 1993). PBL allows students to exercise a variety of skills essential to success outside of the classroom Problem-Solving Teamwork Leadership Synthesis of knowledge Presentation Skills Communication

6. PBL Problems Reflect content objectives of the course Engage students’ interests and motivate them to probe for deeper understanding of the concepts being introduced Require students to make decisions or judgments based on facts, information, logic and rationalization Require cooperation from all members of the group in order to effectively work toward a solution Should realistically reflect the complexities of real-world problems

7. GREENFOREST HEALTH SYSTEM

8. GreenForest Health System GreenForest Health System is the fictional organization around which the PBL questions are generated. It consists of a parent organization, GreenForest, and multiple subsidiary entities: University of TreeHope Medical Center Moyen Sante Medical Center GreenForest Community Hospital United Woodland Physician Group BlueLake Homecare Agency

9. For More Information In each course using PBL, you will find an informational section on the Moodle course website which includes a summary of the GreenForest Health System and information sheets for each entity. Information sheets will include:  Organization charts  Description of the entity  General statistics - # of beds, patient mix, types of providers  Technology in use

10. Preparing for PBL At the beginning of the quarter, and as questions are introduced, students should review the organizational information provided. Instructors will provide additional detail as needed for each question.  Students may need to make assumptions in order to provide a solution. These assumptions should be stated clearly for the instructor as part of the final report or presentation.

11. GROUP WORK

12. Why Group Work? The group work required to respond to PBL cases will prepare you for your future role in nursing or in informatics.  Develop leadership and teamwork skills  Collaborate effectively in a professional setting  Enhance interdisciplinary learning Group work also enhances the connection between students living at a distance Guidelines for group work will be posted to the course websites each quarter.

13. Group Process Formation of group Prepare a Group Charter  Identify objectives for the group  Assign roles  Define expectations  Define group interactions Research solutions Consolidate information – report back to group Recommend solution Prepare final report Reflect on the group process

14. Group Evaluations All group members will be required to complete both self- and peer-evaluations. A rubric has been provided and will be available electronically in all courses Peer evaluations will be kept confidential – your comments will not be shared with other group members Instructors may require a mid-quarter review to help keep groups on track and support those groups having trouble.

15. Documentation Group Charter Meeting Notes Final Product Project Reflection Group Evaluations

16. Resources On each course Moodle site:  GreenForest Healthcare Organization Information  Group Work Guidelines and Requirements Instructor Communication – Groups may communicate in whatever manner they choose. Some helpful technologies include:  Skype, Yahoo Messenger, Ventrillo, WebEx, CPL, GoToMeeting, Doodle Calendars, discussion boards

17. How to Have Successful Groups Set clear team goals Clearly define roles Balance participation Alternate roles across projects Create a well-defined decision process Establish ground rules early (how/when to communicate, how to share documents, meeting dates/times, etc.) Establish clear communication Schluman,M. Cultures in Context. Univ. of Mich Press, 1998.

18. Common Pitfalls to Group Work Dominating and reluctant participants Disorganization and confusion Arguments among group members Digression to irrelevant topics Rushing to complete Judgmental attitudes Schluman,M. Cultures in Context. Univ. of Mich Press, 1998.