1. PROBLEM-BASED LEARNING: WHAT, WHY, HOW by Hla Yee Yee

2. PBL Workshop-DSMA The Great Didactic of Comenius “Let the main objective be as follows: to seek and find a method of instruction by which the teachers may teach less, but learners may learn more” -Comenius Johan Amos (1592 – 1670) Although given the name some 30 years ago, it is not a new idea…. 25th & 26th January 2012

3. PBL Workshop-DSMA WHAT?

4. A welcome “innovative” curriculum A useful teaching/ learning tool EXCELLENT!!! GOOD!. BUT …do we all mean the same thing by “PBL”? 25th & 26th January 2012PBL Workshop-DSMA

5. 25th & 26th January 2012PBL Workshop-DSMA “(my) PBL is merely a species in a genus for which there are many species and subspecies”- Barrows, 1984 It is both a method and a curriculum-Maudsley, 1999 It is a recycled idea..with an identity crisis (Norman & Schmidt, 1992) ? Some FAQs…..

6. PBL Workshop-DSMA Is PBL = Problem-solving? 25th & 26th January 2012 Problem-solving Problem!

7. 25th & 26th January 2012PBL Workshop-DSMA KNOWLEDGE ACQUIRED IDENTIFY THINGS TO LEARN SOLVE PROBLEM PROBLEM ACQUIRE KNOWLEDGE But learners already have some prior knowledge, so there is some element of problem-solving in PBL

8. 25th & 26th January 2012 PBL Workshop-DSMA CBL (Case-based Learning)  Full information given about a CASE ( patient notes in the case of a medical school)  Does not allow much lateral thinking (D/D redundant because the final diagnosis is very obvious)  Learning Objectives (LO) given to learner  May be categorised as “Directed Self-learning” (DSL)  PBL triggers used by many schools are really CBL and do not promote SDL  Guided enquiry Is PBL =CBL & TBL? PBL  Minimal information given (sequential release of information)  Promotes lateral thinking  Learners decide on the Los  True self-directed learning (SDL)  Open enquiry

9. 25th & 26th January 2012PBL Workshop-DSMA TBL (Task -based Learning)  Used in clinical years  CLE (clinical learning experience)  Revolves around a TASK  A set of tasks is identified as the final outcomes of the course [117 tasks identified in IMU e.g. fever, vomiting, sudden collapse, fits etc]  Problem-solving  Hidden curriculum addressed i.e. communication skills, ethics and professionalism etc Is PBL = TBL? PBL  More appropriate for preclinical years  Revolves around a PROBLEM and underpins a CONCEPT (some call this “Concept-based learning”(CBL)  Integration of disciplines  No one correct answer (may not even have answers)  Some element of problem solving embedded  Hidden curriculum addressed  Self-directed learning

10. 25th & 26th January 2012PBL Workshop-DSMA Traditional (TCL)  Sage-on-the Stage  Lecture-based  Learner in PASSIVE role  RULE followed by EXAMPLE  Does not encourage SDL  Rote-learning  Exam-oriented How is PBL different from “Traditional ”? PBL  Guide-by-the Side  Problem –based  Learner in ACTIVE role  EXAMPLE followed by RULE [Evans et al. 1960]  Self-directed learning (SDL)  Product- Life-long learners  Improved communication skills  Positive team -work attitudes  Decision-making skills

11. YES!!!! Mac Master, Maastricht, NSW NO!!!-Many newcomers YES, BUT…. (most schools) 25th & 26th January 2012 PBL Workshop-DSMA

12. Cognitive outcomes- written and clinical examinations- differences are small; and do not necessarily 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 2012PBL Workshop-DSMA

13. 25th & 26th January 2012PBL Workshop-DSMA DISCOVERY LEARNING: students tackle a problem by sharing prior knowledge with their peers and discovering new perspectives without reference to external sources - Schmidt, 1984 Is PBL = Discovery Learning?

14. 25th & 26th January 2012PBL Workshop-DSMA WHY?

15. 25th & 26th January 2012 PBL Workshop-DSMA Curriculomegaly [ Any medical curriculum will atrophy-Abrahamson, 1978 ] Coveritis (Guilbert, 1995) Curriculopathy KNOWLEDGE EXPLOSION!

16. 25th & 26th January 2012PBL Workshop-DSMA Coveritis Content overloading Drowning of relevant content Trying to keep up with the curriculum is like trying to drink from a fire hose- Nierenberg,1984 “More or less belief or propensity, conscious or unconscious, held by a teacher (or a student) leading to the overwhelming desire to cover a teaching subject exhaustively or comprehensively during an academic course”- Guilbert, 1995

17. 25th & 26th January 2012PBL Workshop-DSMA Curriculomegaly & Coveritis Students say: “I have so much to remember, I have no time to learn” - Dornhorst, 1981

18. 25th & 26th January 2012 PBL Workshop-DSMA Curriculomegaly Curriculomegaly Knowledge explosion Technical advances Medical programme still 5 years! -Dornhost, 1981

19. 25th & 26th January 2012PBL Workshop-DSMA Asked what was covered in a lecture, a Prof of Pharmacology proudly replies: – “Go through Goodman and Gilman’s ; I covered all the details there” What does this professor suffer from?

20. 25th & 26th January 2012PBL Workshop-DSMA HOW?

21. 25th & 26th January 2012PBL Workshop-DSMA Problem-based learning (PBL) The process of active learning individually or in a small group Learning process is stimulated by a clinical, community or scientific problem or task (PBL TRIGGER)

22. 25th & 26th January 2012PBL Workshop-DSMA EXAMPLE OF A TRIGGER A 10 - year old boy developed diarrhoea and vomiting after eating a mushroom dish. His blood pressure was 70/ 40 mm Hg. His skin was cold and clammy, and he had tachycardia. His respiration was 30/min. This type ( paper- based) is most commonly used, but other forms e.g. video clip, picture, newspaper cutting, FB discussions may be used just as effectively; and may even be more interesting.

23. PBL 1 PBL 2 Independent learning and research 25th & 26th January 2012PBL Workshop-DSMA

24. PBL Trigger Students 2.. Identify difficult words 3. Identify key words* 4. Brain storm and discuss 5. Generate Learning issues 1.Select Leader LEAD Rapporteur Facilitator 1. Select PBL 1 Facilitator to intervene (if and when necessary) *key phrase/ “anchor statements” 25th & 26th January 2012PBL Workshop-DSMA WRITE ON BOARD

25. Leader to lead discussion PBL 2 Leaning issues Clarification Discussion New learning issues may be identified Leader to summarise Facilitator to intervene appropriately to stimulate discussion 25th & 26th January 2012PBL Workshop-DSMA

26. 25th & 26th January 2012PBL Workshop-DSMA Philosophy of PBL Teaching learners how to learn Anybody who has been taught WHAT to learn has been prepared for the present – which soon will become the past; Anybody who has been taught HOW to learn has also been prepared for the future - Cyril & Houle

27. 25th & 26th January 2012PBL Workshop-DSMA Remember! The Facilitator is not necessarily the content expert does not provide information related to content Encourages learners to think & reason intervenes as appropriate to stimulate discussion

28. 25th & 26th January 2012PBL Workshop-DSMA “The key to managing a PBL session is providing continual feedback to maintain student enthusiasm while simultaneously prolonging the resolution of the problem to ensure that adequate learning occurs” http://www.saltspring.com/capewest/pbl.htm …a useful tip….

29. PBL Workshop-DSMA25th & 26th January 2012

30. PBL Workshop-DSMA