Problem-based learning (PBL) involves small groups of students working to solve contextual problems. It differs from problem solving in that PBL focuses on acquiring new knowledge to address an identified learning need. Key characteristics of PBL include small group work, problem-based scenarios, and self-directed learning. Advantages include motivation to learn, building on prior knowledge, and developing skills like critical thinking and communication. Disadvantages can include a perceived lack of structure and depth. The tutorial process involves presenting a case, identifying learning objectives, researching, and reporting back new knowledge. Instructors develop problems and guide students, while students self-direct their learning to address problems.

1. PRESENTED BY :PANKAJ SINGH SHEKHAWAT
M.SC. NURSING PREVIOUS YEAR

2. DEFINITION
 In Problem Based Learning (PBL), small
groups of students are presented with
contextual situations and asked to define
the problem, decide what skills and
resources are necessary to investigate the
problem and then pose possible solutions.
(Duch, Groh & Allen, 2001)

3. WHAT IS PROBLEM-
BASED LEARNING, AND
HOW DOES IT DIFFER
FROM PROBLEM
SOLVING?

4. PROBLEM SOLVING VS PROBLEM BASED
Problem-solving:
Arriving at
decisions based
on prior
knowledge and
reasoning
Problem-based
learning: The
process of
acquiring new
knowledge based
on recognition of
a need to learn

5. CHARACTERISTICS

6. 1.Small group
2.Problem based
3.Self directed learning

7. ADVANTAGES

8.  Motivation to learn is self-imposed
 Building of new knowledge on existing one
(depth)
 Integration and application of
knowledge(problem-solving)
 Wider coverage of the topic (big picture)
 Development of other skills (e.g. inquiry, critical
appraisal, communication, group)
 Life-long learner

9. DISADVANTAGE

10.  Lack of traditional structure and
progression
 Perceived lack of depth in the knowledge
acquired
 Too much time is spent in a tutorial
“talking”
 You need more teachers

11. What
instructors do?

12.  - Develop real-world; complex and open-ended
problems such as might be faced in the workplace
or daily life.
 - Act as facilitators, making sure students are
staying on track and finding the resources they
need.
 - Raise questions to student groups that deepen
the connections they make among concepts.
 - Strike a balance between providing direct
guidance and encouraging self-directed learning.

13. What students
do?

14.  Address the problem, identifying what they need
to learn in order to develop a solution and where to
look for appropriate learning resources.
 Collaborate to gather resources, share and
synthesize their findings, and pose questions to
guide further learning tasks for the group.

15. TUTORIAL PROCESS

16. 1.Case presentation
 -The tutor provides the group with some
introductory clinical information about a
hypothetical patient.

17. 2. Identifying key information

18. 3. Generating and ranking
hypotheses:
 Example – asthma, cardiac problem, fracture, infection
and other problems.

19. 4. Generate an enquiry strategy:
What additional information is
required?
 e.g., Previous medical problems and
relevant drug, family & psychosocial
histories,
 physical examination, lab. tests.

20. 5. Defining learning objectives
 Once the students have decided on a preferred
hypothesis (e.g., allergy), they must explain the
biomedical science mechanisms that link their
hypothesis to the presenting problems.
 What students know?
 What they do not know?
 What they need to know?

21. 6. Reporting back
 All students should contribute to the report-back and
their unique perspectives are incorporated into the
process of knowledge building. The exchange and
debate of ideas promotes the consolidation and
elaboration of new knowledge and understanding

22. 7. Integrating new knowledge

23. HOW TO CREATE EFFECTIVE PBL
SCENARIOS
 Problems should be appropriate to the stage of the
curriculum and the level of the students'
understanding
 Scenarios should have sufficient intrinsic interest for
the students or relevance to future practice
 Basic science should be presented in the context of a
clinical scenario to encourage integration of
knowledge
 Scenarios should promote participation by the
students in seeking information from various learning
resources

24. ASSIGNMENT
Write down the advantages and
disadvantages of problem based
learning and submit it on tomorrow at
10:00 AM..