Problem-Based Learning How to Improve Your Facilitation Skills Larry Harris, Ph.D. West Virginia University based in part on workshops conducted at University of New Mexico Larry Harris, Ph.D. West Virginia University based in part on workshops conducted at University of New Mexico

Outcomes: What do Teachers want from Students? n want to learn more about the subject n enthusiastic about the subject n are able to use learned information n can communicate effectively n are aware of limits of their knowledge n can identify and solve problems

Who Controls the Learning? Teacher Control Student Control Lecture Lesson plan PBL

What is Problem-Based Learning? n Learning that results from working towards an understanding and resolution of a problem n Acquiring of knowledge in the context in which it will be used n Solution of a real-life problem stimulates the student to evaluate their own knowledge and to learn new information

PBL in Medicine n Patient problems (cases) provide the stimulus for acquiring basic science information needed to understand the underlying mechanisms of health and disease n Provides experience in clinical problem solving (clinical reasoning)

How is PBL Different? n The problem is given to the students first, often before specific topics have been covered elsewhere n Students make decisions about what to learn n Students study learning issues on their own n The tutor facilitates the process

Definition of Terms n Teacher: One who shows or helps to learn; to instruct; to guide the study of a subject n Facilitator: One who makes something easier n Tutor: One who gives individual instruction; directs the learning of a group of students

The Small Group n 4 to 8 students/group n Flexible seating arrangement n Group meets for 1 to 3 hours each session n Group establishes rules of conduct

Group Facilitation Skills Try to get the group working together in a cooperative manner Try to get the group working together in a cooperative manner

Ground Rules: Some Suggestions n Do not interrupt others n Keep on the task; be focused n Draw mechanisms on board n All ideas are considered n Establish a safe learning environment n Identify sources of information n Everyone should participate in discussions

What are the skills needed for facilitation? n You must be “student-centered” n Encourage students to assume responsibility for their own learning n Allow enough time for discussions n Choose moments of intervention carefully; try not to lecture...try to stimulate their thinking

To intervene or not to intervene? n Keep the discussion focused n Ask questions rather than answer them “Can anyone answer that question?” n Rise to the “teachable moment” n Get the students to sketch out their answer on the board n Maintain order

Dealing with conflicts n Remind group of ground rules n Encourage group to solve their own problems during assessment: Do this at the first sign of conflict n Serve as a model for the group

Tools for Facilitators n Be patient n Reward students for asking good questions n Give prompt feedback n Assess the progress of the group n Use humor when needed

Discussion Skills for Tutors n Listen; keep in the conversation n Involve the whole group n Help focus discussion n Identify sources n Ask for their reasoning n Take students to the limit of their knowledge

Diagram the Mechanism n Helps the group appreciate the details of the case n Relate details to the larger picture n Prevents a superficial discussion n Allows students to teach one another

Vindicate Sleep: A Tool to Improve Depth of Coverage Vvascular Iinflammatory Nneoplastic Ddegenerative Iintoxication Ccongenital Aallergic/autoimmune Ttraumatic Eendocrine Ssocial Llegal Eenvironmental Eeconomic Ppsychological

Learning Issue Do’s n Make a list of unanswered questions n Encourage group towards conciseness n Help prioritize issues n Encourage everyone to learn all the important learning issues

Learning Issue Don’ts n Select broad learning issues n Select superficial issues n Lead the students to their choice of issues n Use every learning issue

Giving Effective Feedback n Create safe environment n Use non-threatening language n Praise first n Be open to criticism yourself n Rephrase and summarize what was said Learning issues

Summary: How can I be a better facilitator? n Practice the ground rules for group behavior n Try to step back and observe group function n Avoid teaching...unless asked n Ask students to diagram mechanisms n Take students to the “end of their knowledge” n Give prompt and effective feedback n Don’t be rigid...have fun

Fred Deutsche Patient Presentation Fred Deutsche is a 47 year-old man who is a construction contractor. He comes to your office complaining of shortness of breath with physical activity. He has a physically demanding job and previously had no symptoms at work. The symptoms began two weeks ago and have been getting progressively worse. He also indicates that he feels depressed and feels a general weakness and lack of energy. Other than a respiratory infection about 6 weeks earlier he has been healthy.

Fred Deutsche Discussion Questions n What are Mr. Deutsche’s problems? n List your hypotheses for the mechanisms leading to each of the patient’s problems. Explain. n In obtaining a complete history what additional information do you need? Explain how each piece of information will help you to test your hypothesis.