1. PBL David Taylor and Emily Bate School of Medicine http://www.liv.ac.uk/~dcmt

2. PBL - End of week 2 Congratulations! ….but to recap, last week we said….

3. There will be uncertainty There will be new words There will be great possibilities You are on the threshold

4. Taylor and Hamdy 2013 Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Reflect organise Feedback Reflect Consolidate Elaboration Refinement Start here Dissonance Task ResourcesMotivation Stage of Development Learning style

5. Task Clarify Define Explain Identify LOs Find out Refine Come back PBL

6. Concerns….. How much depth should I go into? Am I on the right track? Which books are at the right level? Am I missing things out? What if something comes up on the exam that wasn’t one of my groups’ learning objectives? Told not to teach in the PBL session?

7. Public health Large Intestine Fluid Balance Ethical principles Anatomy Physiology Health Belief Models Study designs History of Medicine Immunology Learning Theory How much….and of what?

8. Horizontal, Spiral and Vertical Curriculum

9. GMC: Tomorrow’s doctors 1993 “...there remains gross overcrowding of most undergraduate curricula...scarcely tolerable burden of information...taxes the memory but not the intellect. The emphasis is on the passive acquisition of knowledge, much of it to become outdated or forgotten, rather than on its discovery through curiosity and experiment...”

10. To what depth…. Guides…. Plenaries HARC PBL facilitators What depth are your peers going into? Time wise: Normal working days, so 5 x(9-5pm)+15 hours

11. Book resources – depth…?

12. You are Adults….and adult learners Motivation to learn Intrinsic Extrinsic the programme the community

13. Knowles (1984) KnowlesThe questions The need to knowWhy do I need to know this? The learners’ self-conceptI am responsible for my own learning The role of the learners’ experiences I have experiences which I value and you should respect Readiness to learnI need to learn, because my circumstances are changing Orientation to learningLearning will help me deal with the situation in which I find myself MotivationI learn because I want to

14. GMC: Tomorrow’s Doctors 2009 ‘…clinical and basic sciences are taught and learned together. This allows students to see how scientific knowledge and clinical experience are combined to support good medical practice.’

16. Community of Practice (Wenger) We don’t live or work in a vacuum Everyone is part of the community We only learn in community We are developing as part of that community Back to Task

17. Concerns….. How much depth should I go into? Am I on the right track? Which books are at the right level? Am I missing things out? What if something comes up on the exam that wasn’t one of my groups’ learning objectives? Told not to teach in the PBL session? Is there anything that we have missed?

18. Thank you very much - Try to Enjoy it – you will be learning for the rest of your medical career! Any questions: dcmt@liv.ac.uk e.bate@liv.ac.uk

19. Taylor and Hamdy 2013 Reflect and observe Develop new concepts Experiment or articulate Existing knowledge Reflect organise Feedback Reflect Consolidate Elaboration Refinement Start here Dissonance Task ResourcesMotivation Stage of Development Learning style