1. L. De Wet

2.  Starting point for learning is a: ◦ problem, ◦ query or ◦ puzzle that needs to be solved.  Problem-based learning:- ◦ Results from process of working towards understanding / resolving a problem. ◦ Encourages open-minded, reflective critical & active learning. ◦ Pays due respect to both students and teacher as persons with knowledge, understanding, feelings, interests. ◦ Reflects nature of knowledge – complex, changes as result of perceptions of problems.  Identify  tackle  solve the problem.

3.  Uses stimulus material to help students to discuss NB issue.  Presents the problem as a simulation of professional practice / ‘real life’ situation.  Students are guided to think critically, are provided with limited resources to help learning (from defining) and attempts to solve the problem.  Students work co-operatively in a group and explore info in & out of class and also have access to lecturer.  Students identify own learning needs & use of resources.  Reapply new knowledge to original problem & evaluate learning process.

4.  Origin at McMaster University, Canada ◦ Medical school ◦ Promotes student-centered multidisciplinary education as basis for life-long learning.  Harvard Medical School hybrid model ◦ Problem-based tutorials to integrate learning, around a weekly theme.  Feature - small group “problem solving” sessions.

5.  Takes into account how students learn: ◦ Actively involved. ◦ Learn in context in which it will be used.  Due to expanding knowledge  can’t teach it all.  More NB to be able to learn quickly, effectively and independently when needed.  Students need to respond to changes and be able to update content & method.  Methods are adaptable to fit into rigid institutions.

6.  Defining the problem.  Developing and selecting a strategy for a solution.  Implementing a solution.  Evaluating the process.  The strategy = problem-solving plan.

7.  Presentation of problem  Students – elect scribe &/ chair ◦ Organize thoughts about problem ◦ ID broad nature of problem ◦ Factors/aspects involved in problem  Period of brainstorming ◦ Causes / mechanisms / solutions ◦ Examine suggestions critically  Students pose questions - recorded ◦ Aspects they do not understand ◦ Concentrate on NB Questions ◦ Allocate follow-up actions to each student

8.  Reflect on what students learned towards answering questions.  Explore each others answers to group questions.  Individuals share answers to specific questions.  New knowledge & understanding is applied to original problem/question.  Check if earlier speculation / hypotheses / conclusions are correct.  Adjust & refine if necessary.  Reflect how learning / studies are progressing.

9.  Form of problem ◦ Event or trigger (video, newspaper, etc) ◦ Descriptive statement ( case study, documents etc) ◦ Set of questions  Resources to be used ◦ All possible available (previous classes, library, www.)  Students work (all or both of the following) ◦ In groups ◦ As individuals

10.  Role change ◦ Students = active learner  Decides what, when, how to learn.  Investigate, demonstrate an understanding of problem & how to deal with it.  Report & recommend future action. ◦ Lecturers = coach & facilitator.

11. MIND-MAPPING http://www.mind-mapping.co.uk/mind-maps-examples.htm http://www.mind-mapping.co.uk/mind-maps-examples.htm