PBL What and Why

PROBLEM BASED LEARNING WHAT AND WHY
Dr. Arjun Singh M.D. Pathology
Visit on www.drarjunpatho.hpage.com for more information
OBJECTIVE
Background Definition What
is PBL Why is PBL References

www.drarjunpatho.hpage.com
The
goal of medical education is produce physician we would like to se if we are sick. --Melinkof
CURRICULUM CHANGE - WHY? Too much information - too little time
The need to foster the skills for selfdirected life-long learning
PROBLEM BASED LEARNING IDEA

In
study conducted by Gonella et al 1970 on Resident of large general hospital 50% are unable to perform screening activities on patients of suspected case of pyelonephritis but when tested by MCQ the score was 82%
People
can possess knowledge which they seem unable to apply Or They know information but can not use it. Or The way in which topic taught determine what student can do with information acquired
The three principles for acquiring a new information, (Anderson 1977)

Activation of prior knowledge
PBL
Encoding specificity
Elaboration of knowledge
ACTIVATION OF PRIOR KNOWLEDGE

Rumelhart & Ortony 1977
st 1
th 4
MBBS
Defence Mechanism Against infections
MBBS
ENCODING SPEFICITY
Tulving & Thomson 1973
Closer resemblance to the situation in which something is learned and the situation in which it is applied
Group A Taught under water Examine under water
Group B Taught under water Examine out side water

ELABORATE KNOWLEDGE
Anderson & Reder 1979
Discussion
Pear Learning
PBL
Making notes
Hypothesis
A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge. H.S. Barrows 1982
OBJECTIVES OF THE PBL PROCESS
To develop:
Knowledge - basic and clinical content in context
Skills - scientific reasoning, critical appraisal, information literacy, the skills of self-directed, life-long learning
Attitudes - value of teamwork, interpersonal skills, the importance of psychosocial issues

Traditional Tutorial
Tutor
Students
PBL Tutorial
Tutor
Students
PBL AND THEIR TIMING

2-3 Hr.
Intro, Review Process
19
Case 1
Case 1
Case 2
Case 2
Case 1
Case 1
Case 2
Case 2
Case 3
Wk1
Wk2
Wk3
Wk4
Wk5
Most programs schedule 1 case over 3 sessions, one or two sessions a week Some do 2-3 sessions a week - Case of the Week www.drarjunpatho.hpage.com
SEVEN JUMP THEORY(WOOD, DF 2003)

1. 2. 3.
4.
5. 6. 7.
Clarify terms and concept not readily comprehensible Define the problem Analyze the problem (use prior knowledge and common sense and try to give as many explanations as possible) Draw a systematic inventory of the explanations referred from step 3 (give structure to the outcome of the brain storm, hypothesize and set up a model or produce a coherent description) Formulate learning objectives. Collect additional information outside the group. Report the finding in the tutorial group.(integrate the knowledge and check whether the information you have obtained meet the objectives of the case)
THE PROCESSES OF THE TUTORIAL

SEVEN JUMP THEORY(WOOD, DF 2003)
Return to the problem

1. Ill-structured Problem 8. Reporting 2. Clarifying concept 7. Self study
Assessment
3. Defining the problem
6. Formulating and proioritizing learning objectives
4. Analysing the problem/brainstorming
5. Problem analysis / systematic classification www.drarjunpatho.hpage.com
Tutorial 1-1 Introduction to the group and to PBL
What is your background? What is your understanding of the PBL process?
Tutorial 1-2 Starting the problem

What do we know
What do we need to know

Discuss & list learning issues Organize who does what
STUDENT PBL
Read the case
What do you know about this scenario?

What do you need to know?
Discuss & list learning issues

Discuss & list potential sources of information Organize who (theoretically) will do what Evaluate how you performed as a group www.drarjunpatho.hpage.com
An important part of PBL is the learning between sessions
KEY PRINCIPLES IN A PBL CURRICULUM (AFTER ENGEL, 1991 AND 1992)

Active
learning Integrated learning Cumulative learning Consistency in learning Learning for understanding
PBL is Problem Based Learning Acquisition of knowledge The use of several hand books Long term memory Motivation for life long Understanding Student centered Self motivating Learning through problems Interacting with staff Active Challenging Asking questions Lightening a heart fire
PBL is not Problem based teaching Transfer of knowledge The use of single hand book Short term memory Disinterest in acquiring new informa Rote learning Teacher centered Organization of teaching Learning to solve problems Listening to staff Passive Discouraging Giving answers Filling a bucket
NEPAL STUDY
The report of study conducted on PBL in B P Koirala Institute of Health Science, Dharan, Nepal concludes that PBL11 Useful and enjoyable (96%) Facilitate integration (100%) Help in development of self directed learning (88%) Help in problem solving skill (81%) Provide opportunity to learn from pears (73%) Help in understanding an principle (96%)
CHARACTERISTICS OF A PBL TUTOR

A knowledge of the process of PBL
Commitment to student-directed learning

Ability to generate a non-threatening environment while still acting to promote discussion and critical thinking Willingness to make constructive evaluation of student and group performance
CHARACTERISTICS OF A PBL STUDENTS

Prompt and present for all sessions
A knowledge of the process of PBL

Commitment to self/student-directed learning
Active participation in discussion and critical thinking while contributing to a friendly, nonintimidating environment Willingness to make constructive evaluation of self, group and tutor
www.drarjunpatho.hpage.com www.drarjunpatho.hpage.com
THE ADVANTAGES OF PBL

Emphasis on Meaning, Not Facts By replacing lectures with discussion forums, faculty mentoring, and collaborative research, students become actively engaged in meaningful learning. Increased Self Direction As students pursue solutions to their classroom problem, they tend to assume increased responsibility for their learning. Higher Comprehension and Better Skill Development Students are able to practice the knowledge and skills in a functional context, thereby to better imagine what it will be like using the knowledge and skills on the job . Interpersonal Skills and Teamwork This methodology promotes student interaction and teamwork, thereby enhancing students' interpersonal skills.
Self-Motivated Attitude Students think problem based learning is a more interesting, stimulating, and enjoyable learning method, and that it offers a more flexible and nurturing way to learn. Facilitator-Student Relationship The aspect faculty liked most is the tutor-student relationship (Vernon, 1995). Faculty also consider problem based learning a more nurturing and enjoyable curriculum, and believe the increased student contact is beneficial to the cognitive growth of the student (Albanese & Mitchell, 1993). Level of Learning Problem based learning medical students score better than traditional students with respect to learning skills, problemsolving, self-evaluation techniques, data gathering, behavioral science, and their relation to the social-emotional problems of patients (Albanese & Mitchell, 1993).
PROBLEMS WITH PBL IN HYBRID CURRICULA

Finding enough tutors - 1 for each 6 students
Faculty busy with traditional curriculum

The range of topics which can be discussed is a limiting factor - quality control is difficult Heavy on library, computer resources, support
Objective evaluation of PBL is difficult

Inherent conflict with lectures - waste of time
REFERENCES
Singh A. Kumar J. Problem based learning: Obstacles and strategy to overcome. J College of medical science, Nepal 2008, vol5,No.1, 1-5. Singh A. Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures. Advances in Medical Education and Practice; 2010; 1: 1-7. Anderson, J. & Graham, A. A Problem in Medical Education; Is there an information overload ? Medical Education; 1980; 14: 4-7. Schmidt, H.G. Problem based learning; Rational and Description. Medical Education; 1983; 17:11-16.
REFERENCES
Barrwos H.S. & Tamblyn, R.M. Problem Based Learning; An Approach to Medical Education. Springer; New York 1980. Dutch B., Gron. S. Allen D. The Power of Problem Based Learning. eds 2001;Stylus Publishing. Chapagain, M. L., Bhattacharya, N., Jain, B.K., Kaini,K .R.,Koirala,S. and Jayawickramarajah, P.T. Introducing problem based learning in to an organ system programme. Medical Teacher; 1998; 20: 6; Short communication. De Goeij; A.F.P.M. Problem Based Learning: what is it? What is it not? What about the Basic Sciences? Biochemical Society Transactions;1997;25:288-293.
REFERENCES
Clarke, R.N. Design and implementation of the Curriculum in a new medical school. Programmed learning and educational technology. 1979;16:288-295. Jayawickramarajah, P.T. Problems for Problem Based Learning: A Comparative Study of Documents. Medical education; 1996;30:272-282. Jayawickramarajah, P.T. Problem Based Curriculum Chapter 2. Reprinted from Adhikari R.K. and Jayawickramarajah, P.T.(Eds)Essentials of Medical Education Health learning material centre (A WHO Collaborating Centre) Institute of Medicine, Tribhuvan University, Kathmandu, Nepal, 1996. Wood, D. F. ABC of Learning and Teaching in Medicine: Problem Based Learning. British Medical Journal; 2003;326:328-330.
OBSTACLES
The biggest obstacle to educational change is our memories.

-- Dr. Allen Glenn
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PROBLEM BASED LEARNING WHAT AND WHY

Dr. Arjun Singh M.D. Pathology

Visit on www.drarjunpatho.hpage.com for more information

is PBL Why is PBL References

CURRICULUM CHANGE - WHY? Too much information - too little time

The need to foster the skills for selfdirected life-long learning

PROBLEM BASED LEARNING IDEA

The three principles for acquiring a new information, (Anderson 1977)

ACTIVATION OF PRIOR KNOWLEDGE

Group A Taught under water Examine under water

Group B Taught under water Examine out side water

OBJECTIVES OF THE PBL PROCESS

Attitudes - value of teamwork, interpersonal skills, the importance of psychosocial issues

PBL AND THEIR TIMING

SEVEN JUMP THEORY(WOOD, DF 2003)

THE PROCESSES OF THE TUTORIAL

Return to the problem

6. Formulating and proioritizing learning objectives

4. Analysing the problem/brainstorming

5. Problem analysis / systematic classification www.drarjunpatho.hpage.com

Tutorial 1-1 Introduction to the group and to PBL

What is your background? What is your understanding of the PBL process?

Tutorial 1-2 Starting the problem

What do we need to know

What do you know about this scenario?

Discuss & list learning issues

An important part of PBL is the learning between sessions

KEY PRINCIPLES IN A PBL CURRICULUM (AFTER ENGEL, 1991 AND 1992)

CHARACTERISTICS OF A PBL TUTOR

Commitment to student-directed learning

CHARACTERISTICS OF A PBL STUDENTS

A knowledge of the process of PBL

THE ADVANTAGES OF PBL

PROBLEMS WITH PBL IN HYBRID CURRICULA

Faculty busy with traditional curriculum

Objective evaluation of PBL is difficult

The biggest obstacle to educational change is our memories.

Downloaded from www.drarjunpath.hpage.com www.drarjunpatho.hpage.com

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