1. Enquiry Based Learning (EBL) and Human Rights

2. Problem Based Learning (PBL)
Traditional (“didactic”) methods of teaching involve telling students information
PBL and EBL work through active learning
PBL (Problem-Based Learning): First developed at McMaster Medical School (1969) and developed further in UK & Netherlands.
PBL is common in medical undergraduate education and has been well-researched in this context

3. Why PBL/ EBL?
PBL is a way of triggering learning in context, through small groups of learners discussing case examples and using self-directed learning to formulate responses to the material, and so facilitates meaningful service user involvement

4. Why PBL/ EBL?
PBL and EBL are sensitive to clinical and professional context; theory is acquired through learning in context as they involve continuous
evaluation and appraisal of information;
developing appropriate feedback and dissemination;
reflection on content and on the process of learning
-PBL and EBL therefore have greater ecological validity than traditional methods of teaching and learning

5. Problem-Based Learning (PBL)and Enquiry-Based Learning (EBL/IL) are self-directed modes of learning
In PBL/EBL the role of the facilitator is not to teach, but to actively facilitate group work
Small groups are provided with ‘trigger’ case material
The group works together to develop appropriate questions and identify key issues
Group identifies, appraises, and applies evidence

6. Why is Enquiry-Based Learning (Inquiry Learning) different to PBL?
Calling it Enquiry- Based rather than Problem-Based Learning places emphasis on the process of enquiry, rather than on the problem (psychopathology)
EBL places emphasis on posing questions, gathering and analysing data, and constructing evidence-based arguments to reach conclusions about complex problems or situations, whilst emphasising reflection on process (thus fits with reflective scientist-practitioner model)
Human rights learning is most positively received when developed through applying human rights frameworks to help resolve clinical dilemmas (Butchard and Greenhill, in press)
Therefore, EBL is well suited to learning about certain aspects of clinical psychology and professional practice, through the use of complex cases/ scenarios with additional contextual features.

7. EBL Learning Cycle
Problem Small group discussion Checking back with the group Learning objectives Self-directed study

8. Operationalising EBL
1) First students are presented with a problem (trigger).
2) Students discuss the problem in a small group PBL tutorial.
(a) They clarify the facts of the case
(b) They define what the problem is
(c) They brainstorm ideas based on their prior knowledge
(d) They identify what they need to learn to work on the problem
(e) They identify what they what they do not know (learning issues)
(f) They reason through the problem
(g) They specify an action plan for working on the problem.
(Based on: T. Barrett Understanding Problem-Based Learning, 2005)

9. Operationalising EBL (continued)
3) Students engage in independent study on their learning issues outside the tutorial. This can include: library, databases, the web, resource people and observations.
4) They come back to the EBL tutorial(s) sharing information, peer teaching and working together on the problem.
5) They present their solution to the problem.
6) (a) They review what they have learned from working on the problem.
(b) All who participated in the process engage in self, peer and tutor review of the EBL process and reflections on each person’s contribution to that process.

10. The EBL Facilitator
Facilitates the work of the group •Can intervene when necessary, by: –asking questions –challenging assumptions –managing group dynamics •Encouraging evaluation and reflection

11. Student Roles Chair –this role can rotate
Project leader - develops overall project plan,
proposes agendas for meetings, suggests division of labour
Scribe - takes group notes of each meeting
Archivist – collect and organise storage of materials,
resources, references, notes etc.
Team members - take individual notes, participates
in discussion, and reviews resource materials

12. The design of the problem and questioning by the facilitator will lead students to identify learning issues relevant to the curriculum content objectives
In EBL, learning issues are defined as group learning objectives (GLO) and individual learning objectives (ILO)

13. EBL Learning Grid
Learning Grid
Personally & professionally
Assessment & formulation
Organisational & service level
Service evaluation
General Aims
I have developed a basic understanding of how to apply human rights principles and law in my clinical work
I see human rights as a useful tool in relation to clinical dilemmas
Human Rights Law
I know where to find human rights tools and resources
I know that there are absolute, limited and qualified rights
I understand that all law is applied in law with the Human Rights Act
Clinical practice
I understand how case law shapes clinical practice
I understand human rights thinking as a decision-making framework
I have the skills to raise human rights issues
I have the skills to challenge bad practice
To help students identify and keep track of learning objectives, a learning grid can be used

14. Human Rights Teaching Aims
To develop a basic understanding of how to apply human rights principles and law in their work
To see human rights as a useful tool in relation to clinical dilemmas
To understand how case law shapes clinical practice
To know where to find human rights tools and resources
To understand human rights thinking as a decision making framework
To understand that all law is applied in line with the Human Rights Act
To know that there are absolute, limited and qualified rights.
To have the skills to challenge bad practice
To have the skills to raise human rights issues
The emphasis throughout the teaching is on the practical application of human rights law, principles and approaches.