1. Problem-Based Learning (PBL) Tutorial
Basic Characteristics
T Small Group
T Problem-Based
T Self-Directed

2. Problem-Based Learning (PBL) Tutorial
Group Dynamics
T Non-Threatening, Co-operative Atmosphere
T Tutor’s Role: Facilitative and Supportive
T Open Feed-Back to Each Other about Performance

3. Problem-Based Learning (PBL) Tutorial
T The use of realistic (e.g. clinical) problems
T Emphasis is not on solving the problem
T Hypothesis and issue generation
T Sharing of learning burdens

4. Problem-Based Learning (PBL) Tutorial
Self-Directed Learning
T You learn what you need
T Building of new knowledge on existing knowledge
T Learn to use different resources
T Learn time-management skills
T Take responsibility for one’s learning

5. Advantages of PBL T Motivation to learn is self-imposed
T Building of new knowledge on existing one (depth)
T Integration and application of knowledge
(problem-solving)
T Wider coverage of the topic (big picture)
T Development of other skills (e.g. inquiry, critical appraisal, communication, group)
T Life-long learner

6. Disadvantages of PBL T Lack of traditional structure and progression
T Perceived lack of depth in the knowledge acquired
T Too much time is spent in a tutorial “talking”
T It is hard to fail a student
T You need more teachers

7. Why use PBL? T This is how we as adults learn
T It is the most practical and efficient way of learning
T We do this in our daily professional and personal lives
T Learning is not static, but a dynamic process
T Develop a life-long learning attitude
T Develop group and interpersonal skills

8. PBL is a World-Wide Trend
T In the U.S.: New Mexico, Michigan State, Bowman Gray, Rush, Tufts, Harvard and Southern Illinois
T Countries: Australia, Bahrain, Brazil, Chile, Egypt, Great Britain, Hong Kong, Indonesia, Malaysia, Netherlands, Nigeria, Philippines, Sweden, Switzerland, and Taiwan

9. Movement Behind PBL
T GPEP Report (General Professional Education of the Physicians and College Preparation for Medicine) in 1984
 physicians need to continue to acquire new knowledge and skills
 life-long learning skills
 active, independent, self-directed learning
 develop ability to identify, formulate, and solve problems; to grasp and use basic concepts and principles, and to gather and assess data rigorously and critically

10. Recent Movement Behind PBL
T British General Medical Council position paper “Tomorrow’s Doctors” 1993/94
 Reduce burden of factual information
 Core curriculum should be system-based and integrated – eliminate division of
pre-clinical/clinical and department-based courses

11. Outcome: Are the Students Better?
T Students from PBL programs tend to take up specialty and academic posts
T Knowledge on the latest treatment guidelines (e.g. hypertension) is better than graduates of traditional programs
T Learning is more fun for the students and faculty

12. Why Is PBL Not Widely Used?
T It involves too much work!
T It affects the funding of departments
T Some teachers are resistant to change
T Students are perceived as not mature enough to handle this
T Not enough coverage of basic sciences

13. Components of a PBL Tutorial
T Problem Identification
T Hypothesis Generation
T Generation of Learning Issues
T Inquiry Strategy: Setting of Group and Personal Objectives
T Revisiting the Problem, Sharing of Information

14. Group Process and Roles
T Initial Growing Process
T Separation of Personal vs. Group Objectives
T Balance between Vocal and Quiet Members
T Resolution of Conflicts
T Emergence of Group Leader (Time-Keeper)
T Value Other Group Members’ Opinions
T Conversion of a Group into a Team

15. A Good Working Group T Equal participation and equal responsibilities
T Rotation of Leadership Role
T Supportive and Facilitative of each other’s
learning
T Constructive Evaluation of Self and Group
T Creative Handling of Difficult Behaviour
T Free sharing of information

16. History of McMaster Medical School
T Planning started in 1966, first class of 30 students enrolled in 1969
T 3-year program, inter-disciplinary without discipline-oriented subjects, emphasis on problem-solving, integrated approach to human biology
T Major revision in 1983, 2000.
T Current class = 118, more female than male students