Implant Dentistry Study Consortium teaches implant dentistry with Problem Based Learning formula that is applicable in any clinical scenario

1. PBL Structure
1. Clarify the
Problem
2. Analyze the
Problem
3. Brainstorming
4. Formulate
Learning
Objectives *
5. Individual
Study
6. Group
Shares Result
7. Identify solutions
to the problem
PBL in 4 steps
PBL in 7 steps
Step 1:
Define the
Problem
Step 2:
Propose
Solution to
Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize &
perform a
Solutions
OBSERVE
COMPARE
CLASSIFY
SEQUENCE
MEASURE
MAKE A MODEL
HYPOTHESIZE
INFER
PREDICT
DRAW A CONCLUSION
PLAN AN
INVESTIGATION
COMMUNICATE

2. PBL

3. PROBLEM BASED LEARNING
(PBL)
IDSC with

4. What is PBL
The learning that results from the process
of working towards the understanding of a
resolution of a problem
(Barrows,Tamblyn, 1980)

5. OVERVIEW
Problem-based learning began in the early
1970s at the medical school at McMaster
University in Canada.

6.  It is a constructivist approach to learning,
that challenges participating doctors to learn
through engagement in a real problem

7. OVERVIEW
 It is based on student-centered
learning, and the teacher becomes
a facilitator in the learning process.
RALUCA MONICA COMĂNEANU et al.

8. preservation
2 fundamental dimensions with-in us
Boundaries for safety Progress outside the
boundary
Longing to expand
limitlessly

9. Step 1:
Define the
Problem
Step 2:
Propose
Solution to
Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& Form
Solutions
1st method
PBL Structure

10. Step 1:
Define the
Problem
Step 2:
Propose
Solution to
Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& Form
Solutions
PBL Structure
Reverse torque by kit or
implant carrier.
Laser for 10 seconds
each wall.
Electrocautery on
coagulation mode and
keep it for fifteen
seconds.
Piezo surgery.
Extraction forceps.
Trephine the implant
with a wider diameter.
G
L
B
Search

11. Time for a 10 °C increase ranged from 0.9 to over
60 s for the coronal thermocouple and from 18 to
over 60 s for the apical thermocouple. Maximum
temperature ranged from 5.9 to 70.9 °C coronally
and from 1.4 to 23.4 °C apically. During laser
irradiation of dental implants, a surface
temperature increase beyond the “critical
threshold” of 10 °C can be reached after only 18 s.
Thermodynamic effects of laser irradiation of implants placed in bone: an in
vitro study
•Chris Leja Step 3:
Gather &
Evaluate
Information

12. The 980-nm diode lasers groups produced a much
more rapid temperature increase. In only 12 s, the
continuous wave of 980 nm reached the 10°C
temperature rise. From the present in vitro study it
was concluded that the irradiation of implant
surfaces with diode lasers may produce a
temperature increase above the critical threshold
(10°C ) after only 10 s.
Temperature change during non-contact diode laser irradiation of implant
surfaces
•Alessandro Geminiani Step 3:
Gather &
Evaluate
Information

13. Step 1:
Define the
Problem
Step 2:
Propose
Solution to
Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform a
Solutions
PBL Structure

14. Step 1:
Define the
Problem
Step 2:
Propose
Solution to
Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& Form
Solutions
PBL Structure
Ultrasonic straight tip for
20 minutes without
touching the wall of the
implant internally.

15. HOW TO REMOVE BROKEN ABUTMENT SCREW?
Google
Usually, this is a relatively simple task. First, place a small (1/2 round bur) in a low-speed
handpiece. Lightly touch the bur to the broken fragment on the periphery of the broken
screw. Often, the screw fragment will be unscrewed by the rotation of the ½ round bur.
Follow this process: Hold the handpiece firmly to avoid having the bur inadvertently jump
into the implant body. Use an appropriate-sized mini flat-end screwdriver and reverse out
the screw. Brånemark systems have a screwdriver like this, or you can purchase one at a
local hardware store.
1.Scaler (Montana Jack): The sharp and pointed end is used to tease the remnant of the abutment screw in a
counter-clockwise direction. A scaler is a great way to start the process, and many times it is all that is needed.
Because of the way an abutment screw typically fractures, it is possible that the remaining portion may be
jammed by a metal shard or an uneven edge stuck between the threads of the implant fixture. An ultrasonic scaler
can then be used to vibrate the remaining piece of the abutment screw. One technique discussed in the literature
includes working with a handpiece to add a couple of indents with a round bur to create a visible reference point
as well as an “edge” to grab with the scaler.
2.A small round bur and handpiece: Dr. Gordon J. Christensen states that a ½ round bur in a handpiece
rotating clockwise (looking down the shank of the bur to the terminal working end of the round bur) could contact
the outer edge of the remaining abutment screw to create the counter-clockwise rotation to loosen the remaining
fragment.2 A secondary alternative is to create a horizontal slot in the shank of what remains of the abutment
screw to work with a small straight blade driver to remove the fragment. Working with a handpiece in a small area
comes with a level of risk – for example, possibly damaging the internal features of the dental implant fixture.
3.Reverse-tapping rotary instruments: For use with a handpiece and sold as a kit, this instrument provides
another method to mechanically remove the fractured abutment screw. Certainly, the individual kits vary in the
method of retrieving the fractured remnant of the abutment screw and vary in the protection of the dental implant
connection for the abutment – whether internal (conical, hexed or hybrid design) or external (typically a hexagon).
One innovative technique reported by Yoon, et al., describes the modification of the internal aspect of an
impression abutment for use as a method to center the reverse-tapping bur over the center of the shank of the
abutment screw while acting to protect the internal retentive and anti-rotational features of the dental implant
fixture.3
References
1.Kreissl ME, Gerds T, Muche R, Heydecke G, Strub JR. Technical complications of implant-supported fixed partial dentures in partially edentulous cases after an average observation period of 5 years.
Clinical Oral Implants Research. 2007;18:720–726.
2.Christensen GJ. Clinical tip: How to easily remove broken abutment screws in dental implants. Dentistry IQ, Guide for Preferred Clients Jul./Aug. 2010, Vol. 15 Issue 4.
3.Yoon JH, Lee H, Kim MY. Safe removal of a broken abutment screw with customized drill guide and rotary instrument: A clinical report. Journal of Prosthodontics. 2016; 25(2):170-173;

16. Step 1:
Define the
Problem
Step 2:
Propose
Solution to
Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& Form
Solutions
PBL Structure
Anti-clockwise but never clockwise

17. Step 1:
Define the
Problem
Step 2:
Propose
Solution to
Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& Form
Solutions
PBL Structure
Lets hear the
problems

18. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results
Clinical photos here

19. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results
18 years old female patient with missing maxillary right central
and lateral incisors.( 11, 12)The measurements are
documented and attached in pic.No significant medical
history of any systemic disease related to Dental Implant
surgical procedure to be undertaken if any. ( ASA 1). HISTORY
OF PRESENT PROBLEM.The patient has history of trauma in
2017 , due to road traffic accident ,and her front teeth were
broken .Also there was mandibular fracture body / angle area
left side( treated).The remaining roots at the edentulous region
were extracted in pieces and was a painful procedure (patients
own description) and since then patient was not
wearing any artificial teeth .

20. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results

24. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results
Monitoring the results

25. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results
Monitoring the results

26. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results

27. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results

28. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results

29. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results

30. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results

31. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results

32. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results

33. Step 1:
Define the
Problem
Step 2:
Propose
Solutions to
to Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize
& perform
the Solution
PBL Structure
Monitoring the results
Monitoring the results

34. PBL Structure
in a group 1. Clarify the
Problem
2. Analyse the
Problem
3. Brainstorming
4. Formulate
Learning
Objectives
5. Individual
Study
6. Group
Shares Result
7. Identify solutions
to the problem
OBSERVE
COMPARE
CLASSIFY
SEQUENCE
MEASURE
MAKE A MODEL
HYPOTHESIZE
INFER
PREDICT
DRAW A CONCLUSION
PLAN AN INVESTIGATION
COMMUNICATE
2ndt method

35. The
Micro
gap

36. The
Micro
gap

37. The
Micro
gap

38. The
Micro
gap

39. The
Micro
gap

40. A recent review of the literature
reported that external hexagon
implants had the greatest bacterial
leakage, followed by internal
trilobe, internal hexagon, and
internal taper configurations.
da Silva-Neto JP, Nobilo MA, Penatti MP, et al. Influence of methodologic aspects on the results
on implantabutment interface microleakage tests: A critical review of in vitro studies. Int J Oral
Maxillofac Implants. 2012;27:793–800.
Implant-Abutment Contact Surfaces and Microgap Measurements of
Different Implant Connections Under 3-Dimensional X-Ray
Microtomography
Scarano, Antonio; Valbonetti, Luca; Degidi, Marco; More
Implant Dentistry. 25(5):656-662, October 2016.

41. 1. Surgical conditions Prophylactic antibiotics vs placebo ?
2. Different types/regimen of antibiotic therapy ?
3. Submerged versus non-submerged implants ?
4. Flapless versus conventional flapped surgery ?
5. Different insertion torques ?
6. Bone condensing versus bone drilling ?
7. Implants with vs. without piezoelectric surgery split crest.
8. Intra- or post-operative complications.
9. Nobelguide vs. Simplant surgical guide systems.
10. Fresh extraction sockets versus healed sites.
11. Immediate placement with/without periapical pathology.
12. Socket depth.
13. Ridge-expansion-with osteotome-only vs combined ridge
split-and-osteotome procedure.
14. Surgeon’s surgical experience. Supervised vs. non
supervised?
15. Old vs. new hydroxyapatite (HA-coated) implants.
16. Location conditions Maxilla versus mandible.
17. Bone quality.
18. Patient conditions and Male versus female.
19. Age of the patient.
20. Smokers versus non-smokers. Ethnicity.
21. Periodontally compromised vs non-compromised.
22. Bruxism.
23. Number of present teeth/edentulism status.
24. Oral hygiene.
25. Patients with versus without oral lichen planus.
26. Compromised medical status/systemic conditions.
27. Implant length.
28. Initial stability.
29. Threaded versus cylindrical implants.
30. Thread designs vs standard tapered implants.
31. Number of implants placed per patient.
32. Implant surface.
33. Tilted versus axially placed implants.
34. One-piece versus two-piece implants.
35. Wide versus double implants.
36. Occlusal versus non-occlusal loading.
37. Cemented versus screw-retained implant.
38. Type of prosthesis.
39. All-on-2 vs. on-4 implants mandibular prostheses.
40. Different crown-to-implant ratio.

42. 41. Splinted versus un-splinted implants.
42. Number of implants for overdentures.
43. Type of overdenture attachment.
44. Morse taper connection versus conventional abutments.
45. Immediate/early/delayed/late loading.
46. laser-welded Ti framework vs. cast gold-alloy framework.
47. Contamination with pre-fabricated stainless steel guide vs. no guide.
48. Control versus immediate orthodontic loading.
49. Internal sinus lift without graft material versus implants in native posterior maxilla.
50. Fresh extraction sites, healed sites, and with membranes placed over the extraction site.
51. Narrow versus wide edentulous maxilla crest.
Individual
study
Create a
Library
J:AAA SouheilAAA Souheilold
laptop filesAjman implant
lecturesNine samples of dental
implant failures.pptx#-1,1,51 reasons
for
Library

43. 1. Surgical conditionsProphylactic antibiotics versus placebo ?
2. Different types/regimen of antibiotic therapy ?
3. Submerged versus non-submerged implants ?
4. Flapless versus conventional flappedsurgery ?
5. Different insertion torques ?
6. Bone condensingversus bone drilling?
7. Implants inserted with versus without piezoelectric surgery split crest.
8. Intra- orpost-operative complications.
9. Nobelguide vs. Simplant surgical guide systems.
10. Fresh extraction sockets versus healed sites.
11. Immediate placement in sockets with versus withoutperiapical pathology.
12. Socket depth.
13. Ridge-expansion-withosteotome-only versus combined ridge split-and-osteotome procedure.
14. Surgeon’s surgical experience. Supervised vs. non supervised?
15. Old vs. new hydroxyapatite(HA-coated) implants.
16. Location conditions Maxilla versus mandible.
17. Bone quality.
18. Patient conditions and Male versus female.
19. Age of the patient.
20. Smokers versus non-smokers. Ethnicity.
21. Periodontally compromised versus non-compromised situations.
22. Bruxism.
23. Number of present teeth/edentulism status.
24. Oral hygiene.
25. Patients with versus without oral lichen planus.
26. Compromised medical status/systemic conditions.
27. Implant length.
28. Initial stability.
29. Threaded versus cylindrical implants.
30. Variable-thread designs versus standard tapered implants.
31. Number of implants placed per patient.
32. Implant surface.
33. Tilted versus axially placed implants.
34. One-piece versus two-piece implants.
35. Wide versus double implants.
36. Occlusal versus non-occlusal loading.
37. Cemented versus screw-retained implant.
38. Type of prosthesis.
39. All-on-2 versus all-on-4 implants mandibular cross-arch fixed prostheses.
40. Different crown-to-implant ratio.
41. Splinted versus un-splinted implants.
42. Number of implants for overdentures.
43. Type of overdenture attachment.
44. Morse taper connection versus conventional abutments.
45. Immediate/early/delayed/late loading.
46. laser-welded titanium frameworks vs. cast gold-alloy frameworks.
47. Contamination with pre-fabricated stainless steel guide vs. no guide.
48. Control versus immediate orthodontic loading.
49. Internal sinus lift without graft material versus implants in native posterior maxilla.
50. Fresh extraction sites, healed sites, and with membranes placed over the extraction site.
51. Narrow versus wide edentulous maxilla crest.

45. PBL Structure
1. Clarify the
Problem
2. Analyze the
Problem
3. Brainstorming
4. Formulate
Learning
Objectives *
5. Individual
Study
6. Group
Shares Result
7. Identify solutions
to the problem
PBL in 4 steps
PBL in 7 steps
Step 1:
Define the
Problem
Step 2:
Propose
Solution to
Solve the
Problem
Step 3:
Gather &
Evaluate
Information
Step 4:
Synthesize &
perform a
Solutions
OBSERVE
COMPARE
CLASSIFY
SEQUENCE
MEASURE
MAKE A MODEL
HYPOTHESIZE
INFER
PREDICT
DRAW A CONCLUSION
PLAN AN
INVESTIGATION
COMMUNICATE

46. Another
method
to
solve
a
problem
kit
3rd method

47. Cervical bone Resorption
The problem of

48. Topic of the problem: cervical bone Resorption
1. Surgical conditions Prophylactic antibiotics versus placebo ?
2. Different types/regimen of antibiotic therapy ?
3. Submerged versus non-submerged implants ?
4. Flapless versus conventional flapped surgery ?
5. Different insertion torques ?
6. Bone condensing versus bone drilling ?
Does any of the following topics contribute to the problem?
If yes go to the ICOI library if NO go to the next topic
https://journals.lww.com/implantdent/pages/default.aspx

49. cervical bone Resorption
7. Implants inserted with vs. without piezoelectric surgery split crest.
8. Intra- or post-operative complications.
9. Nobelguide vs. Simplant surgical guide systems.
10. Fresh extraction sockets versus healed sites.
11. Immediate placement with vs. without periapical pathology.
12. Socket depth.
Does any of the following topics contribute to the problem?
If yes go to the library if NO go to the next topic

50. cervical bone Resorption
13. Ridge-expansion-with osteotome-only versus combined ridge
split-and-osteotome procedure.
14. Surgeon’s surgical experience. Supervised vs. non supervised?
15. Old vs. new hydroxyapatite (HA-coated) implants.
16. Location conditions Maxilla versus mandible.
17. Bone quality.
18. Patient conditions and Male versus female.
Does any of the following topics contribute to the problem?
If yes go to the library if NO go to the next topic

51. cervical bone Resorption
19. Age of the patient.
20. Smokers versus non-smokers. Ethnicity.
21. Periodontally compromised versus non-compromised
situations.
22. Bruxism.
23. Number of present teeth/edentulism status.
24. Oral hygiene.
Does any of the following topics contribute to the problem?
If yes go to the library if NO go to the next topic

52. cervical bone Resorption
25. Patients with versus without oral lichen planus.
26. Compromised medical status/systemic conditions.
27. Implant length.
28. Initial stability.
29. Threaded versus cylindrical implants.
30. Variable-thread designs versus standard tapered implants.
Does any of the following topics contribute to the problem?
If yes go to the library if NO go to the next topic

53. cervical bone Resorption
31. Number of implants placed per patient.
32. Implant surface.
33. Tilted versus axially placed implants.
34. One-piece versus two-piece implants.
35. Wide versus double implants.
36. Occlusal versus non-occlusal loading.
Does any of the following topics contribute to the problem?
If yes go to the library if NO go to the next topic

54. cervical bone Resorption
37. Cemented versus screw-retained implant.
38. Type of prosthesis.
39. All-on-2 versus all-on-4 implants mandibular cross-arch fixed
prostheses.
40. Different crown-to-implant ratio.
41. Splinted versus un-splinted implants.
42. Number of implants for overdentures.
Does any of the following topics contribute to the problem?
If yes go to the library if NO go to the next topic

55. cervical bone Resorption
43. Type of overdenture attachment.
44. Morse taper connection versus conventional abutments.
45. Immediate/early/delayed/late loading.
46. laser-welded titanium framework vs. cast gold-alloy
framework.
47. Contamination with pre-fabricated stainless steel guide vs.
no guide.
48. Control versus immediate orthodontic loading.
Does any of the following topics contribute to the problem?
If yes go to the library if NO go to the next topic

56. cervical bone Resorption
49. Internal sinus lift without graft material versus implants in
native posterior maxilla.
50. Fresh extraction sites, healed sites, and with membranes placed
over the extraction site.
51. Narrow versus wide edentulous maxilla crest.
Does any of the following topics contribute to the problem?
If yes go to the library if NO go to the next topic

57. 1. Surgical conditionsProphylactic antibiotics versus placebo ?
2. Different types/regimen of antibiotic therapy ?
3. Submerged versus non-submerged implants ?
4. Flapless versus conventional flappedsurgery ?
5. Different insertion torques ?
6. Bone condensingversus bone drilling?
7. Implants inserted with versus without piezoelectric surgery split crest.
8. Intra- orpost-operative complications.
9. Nobelguide vs. Simplant surgical guide systems.
10. Fresh extraction sockets versus healed sites.
11. Immediate placement in sockets with versus withoutperiapical pathology.
12. Socket depth.
13. Ridge-expansion-withosteotome-only versus combined ridge split-and-osteotome procedure.
14. Surgeon’s surgical experience. Supervised vs. non supervised?
15. Old vs. new hydroxyapatite(HA-coated) implants.
16. Location conditions Maxilla versus mandible.
17. Bone quality.
18. Patient conditions and Male versus female.
19. Age of the patient.
20. Smokers versus non-smokers. Ethnicity.
21. Periodontally compromised versus non-compromised situations.
22. Bruxism.
23. Number of present teeth/edentulism status.
24. Oral hygiene.
25. Patients with versus without oral lichen planus.
26. Compromised medical status/systemic conditions.
27. Implant length.
28. Initial stability.
29. Threaded versus cylindrical implants.
30. Variable-thread designs versus standard tapered implants.
31. Number of implants placed per patient.
32. Implant surface.
33. Tilted versus axially placed implants.
34. One-piece versus two-piece implants.
35. Wide versus double implants.
36. Occlusal versus non-occlusal loading.
37. Cemented versus screw-retained implant.
38. Type of prosthesis.
39. All-on-2 versus all-on-4 implants mandibular cross-arch fixed prostheses.
40. Different crown-to-implant ratio.
41. Splinted versus un-splinted implants.
42. Number of implants for overdentures.
43. Type of overdenture attachment.
44. Morse taper connection versus conventional abutments.
45. Immediate/early/delayed/late loading.
46. laser-welded titanium frameworks vs. cast gold-alloy frameworks.
47. Contamination with pre-fabricated stainless steel guide vs. no guide.
48. Control versus immediate orthodontic loading.
49. Internal sinus lift without graft material versus implants in native posterior maxilla.
50. Fresh extraction sites, healed sites, and with membranes placed over the extraction site.
51. Narrow versus wide edentulous maxilla crest.

58. Bone
Quality
&
pain
90Ncm+
Cannizzaro, 2012
Primary
stability
Combination
of
the
3
methods

59. How PBL works
Step 1: Define the Problem
Facilitator present problem to participating doctors
Your task today
is to solve……

60. How PBL works
• Clarify the facts of the case.
• Define what the problem is.
• Brainstorm ideas based on the
prior knowledge.
• Identify what is needed to learn
to work on the problem.
• What I do not know.
Step 2: Propose solution to solve the problem
Whatever solutions comes to your mind based on your experience
Lets discuss
about….

61. How PBL works
Step 3: Gather and Evaluate Information
Student engage on independent study
Participating doctors will gather information from all sorts of
media, text books, websites and
Then Participating doctors will need to evaluate the findings
review the Literature to discuss the problem in a small group

62. Step 4: Synthesize and perform a Solutions
Participating doctors come back to group and share

63. How PBL works
FINAL SOLUTION documented
Participating doctors present their solution for the problem

64. Participating doctors present their solution for the problem
FINAL SOLUTION

65. How PBL works
Review and Monitoring the results
Participating doctors review what they have learnt and compile final report
How to improve this? What are the problems?
Propose
Inf0
Solution

66. Characteristics
 Problem drives the learning.
 Using tutorials students define their own
learning issues.
 Learning is student-centered, and the teacher
becomes a facilitator in the learning process.
 Emphasis on the process of students solving a
most problems without supervision.

67. Purpose
1. Developed of high fidelity competency
2. Identification of self-analysis
3. Clear clinical decision-making
4. Problem solve in abnormal
circumstances
5. Cultivating an ability
6. Adaptation to work effectively in a
team

68. Negative Assumption
PBL
Resource
Motivational
Issues
Dissent with
andragogy*
Legislate rules
Variety of skills
Reliant on
smaller group
Timetable and
coordination
*Hold or express opinions that are at variance with those commonly or officially held with the theory, methods, and activities involved in teaching adult learners
Disagree
with adult
learning
methods

69. Positive Assumption
PBL
Subject and
topic
relevance
Synthesis of
broad range
Intrinsic and
extrinsic
motivation
Individualized
Learning
Self
Evaluation and
Critical
reflection
Integration of
Knowledge
and practice
Develop
Learning Skills
Solving Issue
in real
problem
condition

70. Teaching methodology:
 What type of learning strategy is PBL?
a) Pedagogy : the method and practice of teaching children,
especially as an academic subject or theoretical concepts.
b) Heutagogy : is the study of self-determined learning … It is
also an attempt to challenge some ideas about teaching and
learning that still prevail in teacher centered learning.
c) Andragogy : The science of understanding (= theory) and
supporting (= practice) lifelong and life-wide education of
adults. Specific theoretical and practical approach, based on a
humanistic conception of self-directed and autonomous
learners and teachers as facilitators of learning.