1. Problem based learning (PBL) Amal Al Otaibi CP, MME

2. Objectives: By the end of this session you will be able to: Define Problem-Based Learning (PBL) Identify reasons for using PBL in medical education List advantages and disadvantages of PBL Compare PBL with traditional type of education

3. what is it? what is it?

4. Problem-based learning: the “problem” part  “Problem” here is NOT about “trouble”.  “Problem” refers to “a difficult but interesting matter which triggers one’s curiosity and motivate a desire to understand and/or find resolution for”.

5. What is Problem-Based Learning? “A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.” H.S. Barrows 1982

6. What is PBL ? Albanese and Mitchell (1993) suggest that: “PBL at its most fundamental level, is an instructional method characterized by the use of patient problems as a context for students to learn problem-solving skills and acquire knowledge about the basic and clinical sciences.”

7. What is PBL ? A specific educational approach based on the relationship between concepts or principles and examples or problems. “Problem-based learning is NOT the same as problem-solving.”

8. Problem-based learning v. problem solving Problem-based learning: the process of acquiring new knowledge based on recognition of a need to learn. Problem-solving: arriving at decisions based on prior knowledge and reasoning.

9. History of PBL Even though the term PBL emerged in the 1960s after much work has been done in the school of Medicine in McMaster, this type of learning can be traced back to Socrates (c.469- 399 BC); who believed that self education or self learning is the only true way of learning. As such, PBL is a way of learning that is problem driven, which takes place in small groups that cooperate, interact and self-directed their own learning objectives.

12. What’s wrong with lecture-based: or Why PBL?

13. Rationale of PBL Experience from traditional medical education PBL embraces principles of good learning and teaching Preparing the student for workplace: Teamwork building Interpersonal Skills Development Evidence of success (Research Findings)

14. PBL vs Traditional teaching

19. Important Learning Objectives of PBL Structuring knowledge for use in clinical contexts Developing an effective clinical reasoning process Development of effective self-directed learning skills

20. Important Learning Objectives of PBL cont/- Increased motivation for learning Problem solving and critical appraisal Learning and communication skills Leadership roles, value team work and interpersonal skills

21. PBL Process - Seven Jumps 1)Clarify terms 2)Define the problem 3)Analyze the problem 4)Summarize 5)Formulate learning objectives 6)Self study based on step 5 7)Report back in the group

22. Key Elements in PBL Tutorial Group Process Students Tutor Problem

23. Definition of a Problem in PBL The description of a set of phenomena or events in need of explanation in terms of an underlying process, mechanism or principle. Problem

24. Role of Problems in PBL Information processing: activation of prior knowledge, processing and retention of new knowledge Problem solving skills …? Clinical reasoning… Integrative thinking Problem

25. Role of Problems in PBL cont/- Learning how to learn: problem analysis identify gaps of knowledge…active learning….dealing with future problems Self directed learning Motivation for learning: formulate LN, determine relevance, direct their own learning….motivation Problem

26. Oriented to the real world Has multiple pathways Requires team effort Builds upon previous knowledge Consistent with learning outcomes Promotes use of higher cognitive skills A Good PBL Problem is: Problem

27. Tutorial Group Process Students Problem Tutor Key Elements in PBL

28. Who is the PBL Tutor? A person who facilitates learning of students in PBL tutorials rather than to convey information. Barrows & Tambylin, 1980 Tutor

29. Traditional Tutorial “Students” Tutor “Tutor ”

30. Students PBL Tutorial Tutor

31. Requirements for a PBL Tutor A knowledge of the process of PBL Commitment to student-directed learning Ability to generate a non-threatening environment while still acting to promote discussion and critical thinking Willingness to make constructive evaluation of student and group performance Tutor

32. Seven Most Important Skills of the Tutor 1.Questions and probes reasoning process 2.Promotes integration 3.Helps students to balance basic and clinical sciences in the problem 4.Provides frequent feedback Tutor

33. Seven Most Important Skills of the Tutor 5.Encourages critical appraisal of information 6.Encourages student direction of the tutorials 7.Facilitates and supports good interpersonal relationships in the group Tutor

34. Role of the Tutor in PBL: Debates 1.Content or process expert 2.Strict “ ADHEERENCE” to PBL process 3.How much knowledge can the tutor transfer? 4.Does the role of tutor changes according to student level? 5.Can students be tutors? 6.Does training affects tutoring “styles”? Tutor

35. Key Elements in PBL Tutorial Group Process Problem Tutor Students

36. Role of Students in PBL Tutorials Learner Leader Facilitator Recorder Elaborator Critic Evaluator Encourager Students

37. Students Roles Chair Lead the group through the process Encourage all members to participate Maintain group dynamics Keep to time Ensure group keeps to task in hand Ensure scribe can keep up and is making an accurate records Scribe Record points made by group Help group order their thoughts Participate in discussion Record resources used by group Participant Follow the steps of the process in sequence Participate in discussion Listen to and respect contributions of others Ask open questions Research all the learning objectives Share information with others

38. Tutorial Session Students

39. Starting the Problem (Tutorial Session 1) What do we know? What do we need to know? Discuss & list learning issues Organize who does what Students StudentsTutor

40. Tutor Students Reporting Back (Tutorial Session 2) Students Recap case Discuss in a logical order Avoid mini-lectures Interact/Question each other Evaluate

41. Self Directed Learning It does not mean: Unstructured Disorganized approach to learning Learners cannot take responsibility for their own learning, but undertaken with the guidance of a teacher Students

43. Key Elements in PBL Tutorial Group Process Students Problem Tutor

44. Aims of the PBL Group 1.Facilitation of learning 2.Fostering self-directed and life-long learners 3.Development of social skills that enhance professional relations with patients and fellows Are Holen, Med Teacher, 2000 Tutorial Group Process

45. The PBL Continuum Information orientatedProblem-based

46. Curriculum Organization Clinical Sciences Basic Sciences Basic Medical Sciences Clinical Sciences

49. Advantages Enjoyable and stimulating for both, students and faculty Promotes Self-directed learning skills Systematic method of clinical reasoning Critical thinking, learning skills, creativity research skills, Challenging and motivating Bears G. The Effect of Teaching Methods on Objective Test Scores: Problem-Based Learning Versus Lecture, Journal of Nursing Education, Jul 2005;44,7; ProQuest Medical Library

50. Disadvantages of PBL Too much time and work required Cost Faculty time demands Resource problems Difficulty with student evaluation Bears G. The Effect of Teaching Methods on Objective Test Scores: Problem-Based Learning Versus Lecture, Journal of Nursing Education, Jul 2005;44,7; ProQuest Medical Library

51. http://www.youtube.com/watch?v=- 5omNEmWicUhttp://www.youtube.com/watch?v=- 5omNEmWicU http://www.youtube.com/watch?v=75F6Fgwn KJU&feature=relmfuhttp://www.youtube.com/watch?v=75F6Fgwn KJU&feature=relmfu http://www.youtube.com/watch?v=i5- IhEUm3ichttp://www.youtube.com/watch?v=i5- IhEUm3ic

52. Thank you