Getting problem-based learning (PBL) to work successfully in a vocational allied health degree by Mackay S.J., Robinson L. and Hogg P. Date or reference

Plan for today A Short talk on the PBL model used on the BSc (Hons) Diagnostic Radiography - 5mins Outline five problems we have experienced - 5 mins Group work to address one of these problems - 15 mins Reconvene and take feedback from each group & present the solutions we have implemented - 15 mins Offer 5 tips for successful delivery of a PBL programme - 5 mins

The PBL model for the BSc (Hons) Diagnostic Radiography (2002- ) The PBL week Trigger lecture 1 lecture 2 Feedback Private study tutorial 2 Skills labs tutorial 1 Maastrict 7 Jump Facilitator training and Guide Group Preparation & Contract

Evidence of Success? Difficult to separate out PBL success from ‘the programme’ success Degree classifications Attrition Staff opinion 5 years on Student opinion 5 years on

Problem 1 Depth of study Students report not knowing how much depth to go into (stud. evaluation & Moust 2005) –when studying learning objectives –when feeding back How can we inform students about the depth they need to go into when studying on a PBL programme?

Problem 2: Facilitator development Difficult to develop and manage small group dynamics e.g. ‘non’ or ‘excessive’ contributors Some staff just wanted to lecture Some of the triggers we wrote didn’t work well Some facilitators requested further development How should facilitators be prepared and continue to develop in PBL curricula?

Problem 3: Preparation of Students Some students are weak in their ability to chair, feedback interactively and to scribe. Some do not contribute Some contribute too much! Both students and staff were aware of these issues How should students be prepared for PBL?

Time for some Group work

Our solution to problem 1: Depth of study Be specific with the wording of learning objectives Tutor can use tutor guide to give an indication of depth –at L.O. stage –at end of feedback stage Use text books/chapters in text books/tutor notes to determine depth

1.‘12 Tips for tutors’, Azer 2006, 2.‘Feedback phase of PBL’, Visschers-Pleijers 2006, 3.‘8 years experience in PBL’, D. Taylor Discussion on reviews and some theory, Albanese ‘Signs of erosion [30yrs]’ Moust et al 2005 Our solution to problem 2: Facilitator development peer-review of facilitation use of peer-reviewed literature e.g.

Our solution to problem 3: Preparation of students Start preparing students at the recruitment/ admissions stage Explain why you are using PBL to teach them Use ‘goldfish bowl’ with 3 rd year students doing PBL and novice PBL’ers observing and discussing Be honest with degree of difficulty and timescales for PBL skills Give weekly informal feedback on students ability to chair, feedback interactively and scribe Offer confidence building sessions Use formative feedback once per semester Use modelling approach with facilitator taking a PBL role

5 tips for successful delivery 1.Start small ? 1 module and build 2.Prepare facilitators fully 3.Develop peer review system for facilitators 4.Allow a large amount of time to convert the curriculum to PBL 5.Start to prepare students for PBL from the point of recruitment/admissions and coach during the programme

References Azer S, 2006 Challenges facing PBL tutors: 12 tips for successful group facilitation Medical Teacher, Vol. 27, No. 8, 2005, pp. 676–681 Astrid J S F Visschers-Pleijers, Diana H J M Dolmans, Willem S de Grave, Ineke H A P Wolfhagen, Jan A Jacobs & Cees P M van der Vleuten, Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning 2006 Medical Education; 40: 924–931 Albanese M, 2000, Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills, Medical Education;34: Moust J, Van Berkel H, Schmidt H, 2005, Signs of erosion: reflections on three decades of problem-based learning at Maastrict University, Higher Education, 50;

Mrs Buneen Thoven attends the Diagnostic Radiology Department for an x-ray examination of her right shin following a fall. She is 6 months pregnant. The clinical indication on the X-ray request form indicates a previous fracture of her shin 3 years ago with internal fixation. She arrives at the accident and emergency department on a trolley. Explain how you would safely carryout this examination. A 1 st Year BSc Radiography Trigger

The Maastrict ‘7’ Jump * 1. clarify terms and concepts 2. define the problem(s) 3. analyse the problem (brainstorm) 4. discuss and organise ideas 5. generate learning objectives 6. collect information outside the PBL group 7. report on and understand the newly acquired information # *Schmidt (1983) Problem-based learning: rationale and description, Medical Education, vol 17 pp