University of Hawai'i John A. Burns School of Medicine - Office of Medical Education Problem-Based Learning April 30, 2003

Goals for today… 1. To learn more about the principles and practice of problem-based learning. 2. To explore ways of using PBL in your classroom. 3. To learn how to write your own PBL cases.

The Faculty: - Jill Minami, MD - Meta Lee, MD - Gwen Naguwa, MD - Jon Martell, MD Problem-Based Learning

Acknowledgements: Department of Education – Lynne Shoji Richard Young High School Teachers/Students Problem-Based Learning

An important announcement... The DOE has just announced that all health classes will now be done in a problem-based learning (PBL) format. Your first lesson is in two days. Our task is to learn about PBL between now and then... How should we prepare for this?

Approaching our task Work? Fun? Differ? Tutor? Steps? Roles? Problem ID: What is PBL? Step 1 Step 2Step 3 Resource teachers Internet Textbook Student Literature Expert Research Discussion Handout Share your findings

Agenda – Overview of PBL Process – Practice a case – Discussion – LUNCH – How to write a PBL Case – Closing Problem-Based Learning

PBL Principles – Learning takes place in the context of cases/problems – Learner centered; teachers serve as facilitators – Active process; students apply newly acquired knowledge to the problem Problem-Based Learning

PBL Principles (con’t) – Learners work collaboratively together on understanding the case/problem – Inquiry based – students learn to ask questions in the process – Involves/fosters ongoing self and group evaluation Problem-Based Learning

PBL Process 1.Identify the problems  What is the problem? Example: Biff, an 18 year old sophomore, has missed three weeks of school this semester… Problems:1. 18 years old and still a sophomore 2. Missed three weeks of school Problem-Based Learning

PBL Process 2.Hypothesize possible explanations  Why is this happening? Explanations:1. Embarrassed about age 2. Drugs/alcohol 3. Peer pressure 4. Family issues 5. Etc., etc. Problem-Based Learning

PBL Process 3.Obtain further information  What information do I need to support or eliminate possible explanations? Further Information: 1. Academic history/reasons for still being in 10 th grade? 2. Other drug behavior? 3. Peer group? Problem-Based Learning

PBL Process 4.Identify learning issues  What don’t I know? Learning Topics: 1. Common reasons for school absences 2. Adolescent response to being held back 3. Common signs of drug use Problem-Based Learning

PBL Process 5.Research learning issues and synthesize new information  How do I find information on what I don’t know and how can I use it to understand/explain the case? Problem-Based Learning

PBL Process 6.Apply new knowledge to case  So can I explain things better now? Biff’s missing school is probably related to a combination of problems, including being embarrassed about his age and being frustrated about his family problems… Problem-Based Learning

PBL Process 7.Evaluate the process  How did I do and what could I have done better? Problem-Based Learning

PBL High School model (AKA Large group PBL) 1.Divide class into groups (5-6/group) 2.Assignment of roles (rotate) a) Leader b) Recorder/reader c) Time-keeper Problem-Based Learning

PBL – High School model 3.Teacher presents the problem to the entire class (on board/overhead) 4.Follow PBL process in groups (teacher circulates to monitor, advise, question Problem-Based Learning

PBL – High School model 5.Group’s recorder/reader reports back to the class after each step 6.Teachers lists ideas on the board in columns Problem-Based Learning

What’s the problem? Why is this happening? What further information do I need? What don’t I know?

PBL – High School model 7. Teacher reviews/filters ‘What don’t I know?’ list to match case objectives 8.Groups select research topics Problem-Based Learning

PBL – High School model 9.Groups discuss and review research topic - What is our question? - Who has and/or where can we find the answer(s)? - How can others find them/it? - How helpful was the source? - Suggestions for others Problem-Based Learning

PBL – High School model 10. Groups share research results with entire class (encourage creativity) 11. Groups apply new knowledge to the case 12.Evaluate in group and as a class Problem-Based Learning

Practice: Julia Whang

PBL for High School Students Reflection/Discussion on Experience: - How did it feel? - What do you think? - How would this work in my class?

PBL for High School Students The PBL Process: Relevance to learning – Experience from the School Health Education Program

PBL Process – advantages: 1.More active learning 2.Students learn problem-solving skills 3.Students acquire/practice life-long learning skills (closely aligned with General Learner Outcomes) PBL for High School Students

PBL Process – advantages: General Learner Outcomes- The ability to be responsible for one’s own learning Understanding that it is essential to work together The ability to be involved in complex thinking and problem solving The ability to recognize and produce quality performance and products PBL for High School Students

PBL Process – limitations: 1.One teacher per classroom 2.Students unfamiliar with process 3.Requires acquisition of new skills PBL for High School Students

Some closing thoughts: – Learning process will take time – process may be modified as skills progress – Start with simple problems – Teacher floats/facilitates/guides – Case writing important to guide learning PBL for High School Students