1. Psychological Basis of PBL A Review of the Evidence by G. R. Norman & H. G. Schmidt 1992 Gerda Nussbaumer, MME

2. 2 Research in cognitive psychology 1.Acquisition of factual knowledge in the context in which it will be used 2.Mastery of general principles or concepts in a manner that they can be mobilized to solve new similar problems 3.Acquisition of prior examples which can be used for problem solution on the basis of similarity or pattern recognition

3. Gerda Nussbaumer, MME3 The Effect of PBL on Recall 60% higher scores after a period of 2 to 4 years (Martensen) Immediate knowledge was lower, but their forgetting curve over 2 years was flat (Eisenstaedt) Retain knowledge much longer (Tans et al.)

4. Gerda Nussbaumer, MME4 Transfer and Memorizing To solve the prototype problem and receive feedback about the problem, typically transferred the concept to a new problem nearly 90% of the time, versus about 60% when asked to memorize the problem (Needham and Begg)

5. Gerda Nussbaumer, MME5 Transfer and Memorizing Engaging in problem-solving activity is not sufficient. When no feedback about the correct solution was provided, the advantage of the problem-solving condition disappeared

6. Gerda Nussbaumer, MME6 PBL and Intrinsic Interest Not only does reward steer the learning, but in fact it may reduce intrinsic interest and make subject-matter studied less interesting. Extrinsic reward undermines intrinsic motivation (Lepper and Greene) Suggesting that intrinsic interest does not play an important role in the causal chain between treatment & performance. More research is necessary!

7. Gerda Nussbaumer, MME7 PBL and Interpersonal Skills Professional socialization has been a favourite topic of two serious research works (Becker 1961, Hulka et al. 1976)  Graduates from PBL-based school were spending more time with each patient (Woodward et al.)

8. Gerda Nussbaumer, MME8 PBL, Self-Directed-L. & Life-Long L. PBL-student acquire more self-directed learning skills, than CC-Students. And are better able to keep up with the literature Support: They borrowed more material (library) Ü67 books/student/year vs. 43, and in the clerkship 40 vs. 11. (Blumberg&Michael)

9. Gerda Nussbaumer, MME9 PBL Conclusions Some interesting differences between PBL and CC –No serious differences in overall knowledge –But, substantial differences related to retention of knowledge, learning skills, and interpersonal relationships

10. Gerda Nussbaumer, MME10 PBL Conclusions II PBL has a strong theoretical basis There is preliminary evidence that PBL students are better able to transfer concepts to new problems Positive effect of immediate feedback regarding (incorrect) concepts

11. Gerda Nussbaumer, MME11 PBL Conclusions III Alternative approaches to the implementation of PBL are equally efficient: approach written problems individually/in small groups without a tutor and use of faculty teachers for synthesis Determinants of differences in interpersonal skills are unclear

12. Gerda Nussbaumer, MME12 PBL Conclusions IV Well, there is not enough critical research evidence available to address these questions. This is a real problem!? Even the differences in performance are unclear And in the end, even the very existence of problem-solving skills can be challenged

13. Gerda Nussbaumer, MME13 So, what‘s to do? Stay cool: this findings are a hypothesis about the potential impact of PBL, not a conclusion For students motivation PBL is quite (a) positive (feeling?): stimulating and humane environment  Do further research and write good PBL-cases!

14. Gerda Nussbaumer, MME14 Literature Eisenstaedt, R.S.; et al: Coginitve retention and cohort traits of randomly selected participants and decliners. Academic Medicine, 65 (1990) 11 Martensen, D.; et al: Evaluation of active an problem-oriented teaching methods. Medical Education, 19 (1985): 34-42 Norman, G.R.; Schmidt, H.G.: The Psychologiecal Basis of Problem-based Learning: A Review of the Evidence. Academic Medicine, 67 (1992): 557- 565 Walton, H.; Matthews, M.: Essentials of problem-based learning. Medical Education, 23 (1989) 6: 542-558 And others