Hands-on Workshop on PBL –DSMA Prof.Marlar Than Dr.Wai Phyo Win 25th & 26th January 2012

Hands-on Workshop on PBL –DSMA COGNITIVE  RECALL  APPLICATION  REASONING RECEIVING RESPONDING INTERNALISING PSYCHOMOTOR COMMUNICATION SKILLS INTERPERSONAL SKILLS ATTITUDINAL PROFESSIONALISM TEAMWORK X X √

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA Cognitive outcomes- In written and clinical examinations- differences between PBL & traditional curriculum graduates are small; and do not favour PBL Non-cognitive domains (Attitudes, Interpersonal skills, Affective outcomes)- substantial advantages for PBL Self-directed learning, long-term outcomes- weak evidence in favour of PBL PBL Traditional Geoff Norman, McMaster University Medical School (AMEE Conference, Lisbon 2002)

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA YES!!!! Mac Master, Maastricht, NSW NO!!!-Many newcomers YES, BUT….

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA EFFECTIVENESS OF PBLs LEARNER FACILITATOR TRIGGERS MOTIVATION CHANGING ROLES (passive – active) CHANGING ROLES [ from fact provider to facilitator] APPROPRIATENESS [relevance,depth/ breadth, complexity] Seldom assessed

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA  The impact of this learning format (PBL) must be appraised/ reviewed  Monitor student growth  Adjust if and as necessary to fit needs / strengthen/ correct weaknesses  Some preliminary studies have shown that PBL process grades correlate well with academic performance (NBDE examinations)

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA OBJECTIVES OF PBL in most schools are:-  Capable of integrating topics/subjects  Able to perform self-directed learning  Capable of working in a group  Develop self-confidence  Able to retain knowledge  Capable of communicating effectively  Group learning, research and communication skills

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA  LEARNERS - On preparation, organisation, overall contribution of each student to the group  ENSURING KNOWLEDGE OF A SPECIFIED DOMAIN, AND TRANSFERRING KNOWLEDGE TO NOVEL SITUATIONS  FACILITATOR ASSESSMENT- During the PBL process or end of block

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA  LEARNERS TO SELF- ASSESS ( i.e. REFLECT ) : It is important for students to identify gaps in their knowledge base It allows students to think more carefully of what they know/do not know and what they need to know to accomplish certain tasks

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA HOW DID WE DO AS A GROUP? WHAT WENT PARTICULARLY WELL? WHAT COULD I HAVE DONE BETTER? WERE THERE DIFFICULT SITUATIONS? WAS ANYTHING PARTICULARLY HELPFUL? SOME QUESTIONS USEFUL IN SELF-ASSESSMENT

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA ASSESS FACILITATOR- It is important that facilitators do not dominate the group, but facilitate learning and exploration PEER ASSESSMENT – Viable option to measure student growth because life outside the classroom requires working with others

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA ASSESS (CONTENT & PROCESS) DECISION PBL PROCESS SUMMATIVE Vs. FORMATIVE

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA MOST SCHOOLS FAVOUR FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT Is used to monitor students’ progress through a course or period of training…feedback into the teaching/learning PROCESS (Gipps, 1994) FEEDBACK SHOULD BE: TIMELY SPECIFIC ACCURATE NOT EMBARRASSING SUFFICIENT CONSTRUCTIVE RELEVANT

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA  FEEDBACK Should also encourage the students to explore different ideas.

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA PBL PROCESS ASSESSMENT WORKSHOP ( GET CONSENSUS ON WHAT, HOW, WHOM) ; TRY OUT ASSESSMENT FORMS STUDENT TRAINING BY FACILITATORS TRIAL RUN FOLLOWED BY AMENDMENTS IF NECESSARY

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA ….start with assessing the IMU’s PBL process assessment forms and criteria

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA  Capability to integrate topics/subjects  Ability to perform self-directed learning  Capability to work in a group  Self-confidence  Retention of knowledge  Communication skills  Research capability (information seeking & critical thinking)  Effectiveness of Facilitators Can we adopt the IMU form to assess ?

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA YOUR OPINIONS……????

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA

25th & 26th January 2012 Hands-on Workshop on PBL –DSMA REFERENCES: Formative and Summative Assessment by S.McAleer. Chapter 27 in In: A Practical Guide for Medical Teachers by J.A.Dent & R.M.Harden. Churchill Livingstone, 2002 A. Sefton (2002) : What is the Tutor’s role in Assessment? In: A Practical Guide for Medical Teachers by J.A.Dent & R.M.Harden. Churchill Livingstone, 2002, p NBDE (National Board Dental Examination) Scores and PBL Process Grades- iadr.comfex.com/iadr/2004/Hawaii/techprogram Assessment of PBL ; Evaluating curriculum; – PBL –

Facilitator Performance Evaluation 1.Develops, maintains or is capable of recognizing a positive and productive learning environment - 25th & 26th January 2012 Hands-on Workshop on PBL –DSMA

Criteria of a good facilitator Not dominatingNot dominating Can guide students to achieve goalCan guide students to achieve goal Have experiences to guide studentsHave experiences to guide students Training?Training? Have knowledge regarding PBL process?Have knowledge regarding PBL process? Can stimulate all learners to become active learnersCan stimulate all learners to become active learners Can encourage quiet learnersCan encourage quiet learners 25th & 26th January 2012 Hands-on Workshop on PBL –DSMA

Criteria of a good facilitator FlexibilityFlexibility EloquentEloquent Critical thinking, open mind,Critical thinking, open mind, Constructive criticism – FeedbackConstructive criticism – Feedback Time managementTime management Active, interest in PBL processActive, interest in PBL process MotivatedMotivated 25th & 26th January 2012 Hands-on Workshop on PBL –DSMA

Criteria of a good facilitator Role modelRole model Non pragmaticNon pragmatic Good communication skillGood communication skill Non discriminatoryNon discriminatory Should have updated knowledgeShould have updated knowledge Can establish good rapport with studentsCan establish good rapport with students IT literateIT literate 25th & 26th January 2012 Hands-on Workshop on PBL –DSMA

PBL Assessment Guide 1. Communication Skills 2. Team work 3. Cognitive skills 4. Demonstration of knowledge 5. Presentation mode 6. Professionalism and attitude 25th & 26th January 2012 Hands-on Workshop on PBL –DSMA

PBL Assessment Guide 1. Communication Skills 2. Team work 3. Cognitive skills 4. Demonstration of knowledge 5. Presentation mode - effort and style of presentation 6. Professionalism and attitude 25th & 26th January 2012 Hands-on Workshop on PBL –DSMA