1. What is Problem - Based Learning ? Session 1 of the PBL tutor training

2. Learning Outcomes By the end of the session all participants should:
be able to explain what PBL is
be able to describe the 7-step process by which
students learn PBL
have experienced the different roles in carrying out
PBL
be able to evaluate PBL from the teachers point of view
be able to explain how PBL could be used to help
students understand, learn and remember clinical
medicine / dentistry

3. First of all ….
Consider your own experience as both student and teacher …
WHICH teaching and/or learning activities produced the ‘best’ learning?
And WHY?

4. What is PBL? Group of students working with a facilitator
Problem-based learning
Group of students working with a facilitator
Students presented with a problem and identify learning needs for themselves
International method – Mc Master, Canada, Monash, Australia, Maastricht, Netherlands
Used throughout all 5 years at Barts
Based on educational research

5. Problem-Based Learning
Each student group is given a ‘problem’ to address
Students are divided into groups of 6-8 (ideally) with a member of staff acting as a facilitator / tutor
Students learn through team-work and self-study
Learning is both student-centred and self-directed

6. What does research tell us about PBL?
Studies in Maastricht and North America show that, relative to traditional medical graduates, PBL graduates:
~ are better at problem-solving
~ recall marginally less specific detail and have a slightly reduced body of knowledge
1990s Generated move towards ‘hybrid’ curriculum
More positive outcomes
see Albanese in Swanwick T (ed) (2010) Understanding Medical Education

7. Principles behind PBL Reactivates old knowledge
Integrates subjects around people and their problems
Emphasis on learning for professional practice
Motivates students (fosters curiosity - gives ownership)
Encourages active learning
Encourages thinking, rather than learning by rote
Topics are revisited at deeper / higher levels of complexity and understanding
Encourages students to form and reject hypotheses
Develops thinking skills appropriate to clinical reasoning
Helps to develop generic skills - e.g. communication, group work, leadership

8. Types of ‘Problems’ a case-history a real or simulated patient
experimental data
a photograph
a film extract
a newspaper article
an article from a scientific journal
a pattern of inheritance

9. The Barts ‘Seven Step’ PBL Model
1. Clarify unfamiliar terms/words (if possible).
2. Identify the issues arising from the scenario.
3. Expand upon the issues (brainstorming).
4. Organise the material from Step 3 into a coherent framework, offering tentative solutions to any problems (by structuring, showing relationships, identifying gaps, etc.).
5. Devise learning questions (objectives) to be researched.
6. a) Collect information (before the next session); b) assemble the information.
7. Contribute to and organise a collective understanding of the issues (in the second PBL tutorial).

10. Roles within PBL All PBL participants have a ROLE to play, either as:
SCRIBE
CHAIR
GROUP MEMBER
FACILITATOR / TUTOR
For each PBL scenario, students elect their own Scribe and Chair:
these positions rotate around the group for the duration of the module

11. Role of Scribe
To record points raised by the group during discussion in Steps 1~5
To help the group to order or link their points
To participate as far as possible in the group discussion
In practice the role of the scribe is key as a good scribe will be organising the ideas and suggestions as the discussion is progressing
PBL mc ~ 10

12. Role of Chair To encourage participation of all members of the group
To lead the group through the 7 steps
To encourage participation of all members of the group
To maintain good group dynamics
To keep the group to time
To ensure the group adheres to the task in hand
To check the Scribe accurately records the points raised in the discussion, and is keeping up (Steps 1~5)

13. Role of Group Member To follow the 7 steps in sequence
To actively participate in discussions
To listen actively to each others’ contributions
To ask ‘open’ questions
To independently research all the learning objectives/questions
To share information with each other

14. Role of Facilitator / Tutor
To encourage ‘deep’ understanding
To ask ‘open’ questions
To encourage participation by all members of the group
To maintain good group dynamics
To keep the group to time, and prevent side-tracking
To advise the group on what is NOT relevant
To act as a go-between for staff and students
To evaluate group performance
To support the role of the Chair in Step 7 (report-back step)

15. What Happens During Learning via PBL?
Students:
acquire and process knowledge in an active way
learn to work systematically
learn how to chair a meeting
feel they have to do the work
become good at explaining
become good at listening
become good at negotiating
develop inter-personal skills

16. Limitations of PBL Organisation of knowledge may be poor
~ Study Guides help deal with this
Loss for student of being enthused by ‘expert’
teacher / role-model
Loss of ‘buzz’ for teacher in imparting knowledge
Time and resourcing issues
Facilitator (tutor) competence can make or break
success

17. Advantages of (Successful) PBL
Students:
direct their own learning
learn at their own pace
learn in context
develop inter-personal skills
learn selectively
are motivated and enjoy their learning
integrate their knowledge
learn ‘how to learn’
How many of these features did we recognise earlier?

18. References
Albanese M.A. (2007) Problem-Based Learning Edinburgh: Association for the Study of Medical Education
Albanese M. (2000) Problem-based Learning: why curricula are likely to show little effect on knowledge and clinical skills. Med. Educ. 34:
Albanese, M. (2010) Problem-Based Learning. In Swanwick T (ed) Understanding Medical Education Wiley-Blackwell, Edinburgh: Association for the Study of Medical Education
Davis M. & Harden R. (1999) Problem-based learning: a practical guide. Medical Teacher 21 (2), p AMEE Guide 15.
Feather A. & Fry H. (1999) Key Aspects of Teaching and Learning in Medicine and Dentistry. In: Fry, Ketteridge & Marshall (eds) A Handbook for Teaching and Learning in Higher Education, chapter 24; Kogan Page.
Norman G.R. & Schmidt H.G. (2000) Effectiveness of PBL curricula: theory, practice and paper darts Med. Educ. 34:
Wood D.F. (2003) ABC of Teaching and Learning: Problem-Based Learning Br. Med. J. 326:
: UK Problem-Based Learning website hosted by Coventry University and supported by the Learning and Teaching Support Network (LTSN) Generic Centre.