1. Problem-Based Learning for Student Engagement
Problem-Based Learning for Student Engagement
Leslie Russek, PT, DPT, PhD, OCS
Associate Professor
Physical Therapy Department
Clarkson University
Slides available electronically at:

2. Objectives Explain Problem-Based Learning (PBL) Contrast PBL with:
Identify benefits of PBL
Critique PBL: challenges and limitations
Engage in a sample PBL case
Contrast PBL with:
Project-based learning
Process-oriented guided inquiry learning
Peer-led team learning
Brainstorm ways to apply in our courses
Russek: PBL

3. History of PBL Initially used in medical education Current application
Massive amounts of rapidly changing information
Need skills in:
Life-long, self-directed learning
Problem-solving
Collaboration and communication
Current application
Professional, undergraduate, primary
Hillen
MDs could no longer learn everything.
Currently: used in many medical schools, especially Canada, Britain
Some undergraduate programs: Stanford, U.Delaware, Samford
Much attention and support from NSF
Russek: PBL

4. PBL Structure Groups of 4-10 students Tutor (faculty or professional)
Students may have assigned roles
Facilitator, scribe, time-keeper
Tutor (faculty or professional)
Tutorials typically 2 hrs, 2-3x/week
Access to resources:
Meeting space
Computers, library…
Contrast with case-based learning, which uses cases/problems, but doesn’t have PBL structure for learning
Russek: PBL

5. The PBL Problem A realistic “problem,” case, scenario Format:
Engaging and motivating
Messy
No simple or single answer
Format:
Paper scenario, experimental or lab data, photographs, video clips, newspaper articles, part of journal article, real or simulated patient. (Wood, 2003)
Russek: PBL

6. Creating Problems Inherently interesting
Should motivate desired learning issues
Cues should stimulate discussion
Realistic to facilitate integration
Sufficiently open-ended
Promotes use of varied resources
Appropriate to stage of learning
(Wood, 2003
Interesting: students should WANT to learn about it.
Information in the case should cue students to identify specific LI
Open ended: requires students to thrash with it
Drives students to search for varied resources
Appropriate
Russek: PBL

7. The Tutorial Process Independent research Receive problem information
Generate hypotheses & learning issues
Independent research
Discuss & critique information
Reflect and assess; identify new learning issues
Russek: PBL 7

8. Hypothesis Generation
Wanda is a 72 year old woman who had a total knee replacement 1 week ago. She is now able to walk only a few feet without a walker.
Generate hypotheses as to why she is unable to walk normally
Identify information you will need
With partners, generate hypotheses and identify information you will need.
Russek: PBL

9. Hypotheses: Why Wanda Can’t Walk
Bilateral arthritis
Total knee
replacement
Muscles cut
in surgery
Weaker after surgery
Pain in other knee
Pain
Weak before surgery
This concept map shows some hypothetical relationships.
Might need to know if she actually has pain, is weak, has bad balance, what is involved in the surgery, what muscles were cut in surgery, what those mm do, whether she has problems with her other leg, etc.
Unwilling to put weight on leg
Balance problems
Fearful
Russek: PBL

10. Pedagogical Foundation
Social constructivism
Content better understood & retained
More effective for adult learners
Encourages deep learning
Active search for understanding
Contrasts with superficial learning
(Wood, 2003; Schmidt 2006; Eberlein, 2008; Spencer & Jordan, 1999; Onyon, 2012
Lecture-based learning doesn’t take advantage of the fact that we have students gathered together trying to master content and learn how to learn. Lecture-only teaching may eventually be replaced by digital media. On-site programs have the opportunity to encourage real-time collaboration. The human mind can only learn so much in a given amount of time. A dense lecture can overwhelm students – and we know that students don’t ‘learn’ everything we tell them in a lecture. PBL provides a method to actively engage students in the learning process. (Eberlein, 2008)
Russek: PBL

11. Adult Learning Self-directed Draws on previous experience
Value relevance
Problem solving
Immediate applicability
Active participation
Mutual trust and respect.
Cycles of action and reflection
(Spencer & Jordan, 1999; Onyan, 2012)
Russek: PBL

12. Generic Skills in PBL Teamwork Presentation and communication skills
Cooperation
Group facilitation
Active listening
Respect for colleagues’ views
Presentation and communication skills
Self directed learning
Seeking and using resources
Critical evaluation of resources/literature
(Wood, 2003; Schmidt, 2006)
Russek: PBL

13. Disadvantages of PBL Requires more staff for multiple groups
Tutors require training
Requires space (tutorial rooms)
Faculty may struggle
Must refrain from ‘knowledge dump’
Must give up ‘laundry list’
(Wood, 2003)
From an administrative perspective:
Laundry list – our list of facts we feel every student must remember. Is it better for them to understand a few things well, or recognize many things superficially?
Russek: PBL

14. Disadvantages of PBL Students sometimes struggle Students may resist
Overwhelmed by information
Overwhelmed by responsibility
Discouraged by awareness of how much they do not know
Students may resist
Want more lectures
Uncomfortable with reflection
(Wood, 2003)
From students’ perspective, while PBL can be exciting, it can also be difficult.
Overwhelmed by responsibility to figure out what is important
Students may resist, at first – request more lectures, specific readings, etc.
Principle is that students will need to struggle with these issues in the real world, and it is better for them to learn to deal with these issues in the supportive classroom environment rather than have to figure it out after they graduate.
Russek: PBL

15. Roles Course Coordinator Tutor Student Russek: PBL
Course coordinator usually creates problems
Russek: PBL

16. Course Coordinator Develops problems Manages course
Needs content expertise
Understands curriculum
Fluent with PBL
Manages course
Weekly planning meetings with tutors
Prepares problem handouts, exams etc.
Russek: PBL

17. Tutor Tutor: “Guide by the Side” Expert vs. non-expert Lecturer:
“Sage on the Stage”
Expert vs. non-expert: either has content knowledge or just facilitation skills
Expert tutors sometimes revert to sharing their wealth of knowledge
Tutor is NOT there to
Identify questions students should answer
Quiz students on content
Provide content information
Tell students whether they are right or wrong
Tell students what they should be discussing
Russek: PBL

18. Tutor Ensures that learning objectives are met
Challenges group to think deeply & integrate
Helps students learn to learn
Helps group avoid becoming overwhelmed or stuck
Ensures that group issues are addressed
Encourages reflection on the process
“30-second rule”
Russek: PBL

19. Tutoring Questions Increase participation: Keep discussion on track:
What is causing this situation?
What else might be going on?
Can you explain that in more detail?
Keep discussion on track:
What are you trying to accomplish?
How does this relate to…?
Why is this relevant?
(Modified from Nicholl & Lou, 2012)
Make sure students don’t get derailed
Russek: PBL

20. Tutoring Questions Check accountability:
Why are you choosing that approach?
Where did you find that information?
How will you know if that information is valid?
Encourage thinking & problem solving
How will you know if your answer is good?
How can we organize/model this?
How does this compare with….?
(Modified from Nicholl & Lou, 2012)
Russek: PBL

21. Students Identify gaps in current knowledge
Independent study
Identify and find reliable sources
Share information with group
Listen and critique other students
Analyze and integrate information
Attend to group processes:
Facilitate participation of others, self-evaluation, group evaluation
Russek: PBL

22. Group Evaluation Self, peer & tutor feedback about the PROCESS
Not just factual content
Not words/minute (‘information dump’)
Value different communication styles
Identify specific process skills
Need to value different personality types – extraverts will be more gregarious and generate ideas; introverts will be quieter and more thoughtful
Russek: PBL

23. Effectiveness of PBL Students more engaged in learning
Enjoy it more
Better able to apply their knowledge
Better at problem-solving
Have better group skills:
communication, collaboration, facilitation
Better at self-directed learning
Learn the same or slightly fewer facts
But improved retention
(Kindler, 2009; Schmidt, 2006)
Retention better
Russek: PBL

24. “Brains-On” Experience
Let’s try some Mini-PBL!
How many minutes?
Russek: PBL

25. “Brains-On” Experience
Form groups of 5-8 participants
Select one of the “problems”
Identify one person as “tutor”
Tutor will have ‘tutor guide’ information
Brainstorm list of potential learning issues
May be in your domain of study or not
Identify potential sources of information
How many minutes?
Russek: PBL

26. Problem Choices
Zombie Attack math, biology, education, sociology, politics, psychology, media, communication,
public health, literature
Salem’s Secrets history, sociology, psychology, biochemistry/chemistry,
legal systems, literature,
public health, theology
Blade Runner
engineering, physics, math, biology, ethics, physical education, sociology, media
Blade Runner: Engineering, physics, math, biology, phys ed, ethics, sociology, media
Zombie Attack: Math, biology, education, sociology, politics, psychology, media, public health, literature,
Salem’s Secrets: History, biochemistry/chemistry, sociology, psychology, legal systems, literature, public health, theology
Russek: PBL

27. Alternative, Similar Models
Project based learning (PjBL)
Process-oriented guided inquiry learning (POGIL)
Peer-led team learning (PLTL)
Eberlein T, et al. Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochem Mol Biol Educ. 2008;36(4):
All have received a lot of NSF
Give an example of each
Russek: PBL

28. Project-Based Learning
Learning based on (real-world) project
Goal directed
Interdisciplinary
Collaborative decision-making
Generally a long-term project
Involves time in and out of the classroom
Not just assigning a project. Requires careful planning to make it a productive learning experience. Most of the same attributes of Problem-based learning: active, cooperative, contextual learning motivated by a meaningful real-world problem; students learn to learn, gaining life-long learning skills, self-directed,
Examples:
Start a coffee stand
Build an electric car
Create a course curriculum
Russek: PBL

29. Project-Based Learning
Requires a range of skills:
Communication, collaboration, leadership, project-management, organization, problem-solving, research, presentation
Requires multiple roles
Reflection on success of the project
Self & peer feedback
Reflection on the learning process
Russek: PBL

30. Process-Oriented Guided Inquiry Learning (POGIL)
Students work through cases using instructor’s questions to guide inquiry
Example: Zombie Attack guided questions
In your own words, summarize how individuals can move from one state to another and at what rate.
Using equations for the change in numbers of susceptibles (S) over time as a guide, explain what each of the equations mean.
Based on the model… what strategy should humans use to survive?
“Zombie Attack!” by Kyla M. Flanagan
Russek: PBL

31. POGIL Self-managed teams of 3-5 students Work during class hours
Instructor facilitates multiple groups
Work during class hours
Discuss course material using a series of carefully constructed questions
Develops:
Problem-solving, deductive reasoning, communication, self-assessment skills
Russek: PBL

32. POGIL 3-phase approach Exploration: Conceptualization: Application
Find meaning or patterns in a ‘model’ which may be pictures, tables, equations, prose, graphs, etc.
Questions challenge students to test hypotheses, explain patterns, etc.
Conceptualization:
Concept or relationship emerges & develops
Application
Extend & apply concepts to new situations
Russek: PBL

33. Peer-Led Team Learning
‘Workshops’ supplement but do not replace lecture
Meet outside of class time (e.g. recitations)
No limit in class size
Work in teams of 6-8 students
Teams led by undergraduates who did well in the course previously
Peer leaders are trained to facilitate
Learning opportunity for team leaders
Indiana U
Purdue
Florida International
Russek: PBL

34. PLTL Example from anatomy & physiology
An individual has a resting cardiac output of 6000 ml and a resting heart rate of 60 BPM.
What is her stroke volume?
If her stroke volume at rest is 120 ml, what is her ejection fraction?
A partial failure of the aortic semilunar valve would likely lead to reduction in:
End diastolic volume (this answer is T/F because)
Cardiac output (this answer is T/F because)
Ejection fraction (this answer is T/F because)
David Lemons CCNY
Goal is to have students not only talking through concepts and problem solving, but also learning to listen
Russek: PBL

35. PLTL Teams work on structured problems
Problems closely integrated with course
No answers provided
Encouraged to find, articulate, evaluate and build confidence in answers
Peer-leaders must be familiar with the course, have good people skills
Requires some supervision of collaborative sessions
Logistics: need space, funding (for peer tutors)
Russek: PBL

36. Shared Characteristics
PBL
POGIL
PLTL
Actively engage students in solving meaningful problems using collaborative, contextual learning
Help students ‘learn to learn’
as well as learn content
Develop interpersonal & communication skills
Russek: PBL

37. Application How might you apply these models into your classroom?
Which models are most appropriate?
What would make a good problem?
What learning issues would that problem generate?
Russek: PBL

38. Select Resources: Citations
Eberlein T, Kampmeier J, Minderhout V, et al. Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education. 2008;36(4):
Kindler P, Grant C, Kulla S, et al. Difficult incidents and tutor interventions in problem-based learning tutorials. Medical Education. 2009;43:
Nicholl TA, Lou K. A model for small-group Problem-Based Learning in a large class facilitated by one instructor. American Journal of Pharmaceutical Education. 2012;76(6):1-6.
Onyon C. Problem-based learning: a review of the educational and psychological theory. The Clinical Teacher. 2012;9:22-26.
Schmidt HG, Rotgans JI, Yew EHJ. The process of problem-based learning: what works and why. Medical Education. 2011;45:
Schmidt HG, Vermeulen L, van der Molen HT. Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Medical Education. 2006;
Singaram VS. van der Vleuten, van Berkel H, Dolmans DHJM. Reliability and validity of a tutorial effectiveness instrument. Medical Teacher. 2010;32:e133-e137.
Spencer JA, Jordan RK. Learner centred approaches in medical education. British Medical Journal. 1999;318:
Wood DF. ABC of learning and teaching in medicine: Problem based learning. British Medical Journal. 2003;326:
Russek: PBL

39. Select Resources: PBL
University of Deleware (UG) sample cases & syllabi:
PBL Clearinghouse (sample UG problems):
ScienceNet links to PBL resources:
Stanford University (HS/UG, sample problems in range of domains):
Russek: PBL

40. Selected Resources: PjBL
Project-based learning:
Buck Institute for Education (BIE):
Russek: PBL

41. Select Resources: POGIL
Process-Oriented Guided Inquiry Learning:
NSF National Center for Case Study Learning (large library of cases at all learning levels):
Project Kaleidoscope:
Russek: PBL

42. Selected Resources: PLTL
The Center for Peer-led Team Learning:
City College of New York:
Russek: PBL

43. Questions? Slides available electronically at:
Spencer & Jordan, 1999
Slides available electronically at:
Russek: PBL