This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
Case based format encourages active learning and demonstrates how to apply theoretical concepts to surgical practice. I am going to create and upload series of videos based on case scenarios apart from my usual didactic teaching videos.
Case based format encourages active learning and demonstrates how to apply theoretical concepts to surgical practice. I am going to create and upload series of videos based on case scenarios apart from my usual didactic teaching videos.
Tutorial: Case-based learning: Dr. Cary EnglebergOpen.Michigan
PDF and PPT available at http://open.umich.edu/education/med/oernetwork/guides/designing-case-based-e-learning/2013/materials. CC BY Dr. Cary Engleberg.
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
Problem based learning (or PBL) is a student-centered pedagogical theory of classroom learning where small group of students study (and discuss) complex problems, and work together to formulate suitable solutions to cases.
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Tutorial: Case-based learning: Dr. Cary EnglebergOpen.Michigan
PDF and PPT available at http://open.umich.edu/education/med/oernetwork/guides/designing-case-based-e-learning/2013/materials. CC BY Dr. Cary Engleberg.
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
Problem based learning (or PBL) is a student-centered pedagogical theory of classroom learning where small group of students study (and discuss) complex problems, and work together to formulate suitable solutions to cases.
It is quiet difficult to have the concept for right and appropriate teaching methods aligning with competency & objective. This PPT may be helpful to have the basic concepts of it.
Problem based learning, A teaching strategySusmita Halder
Problem Based Learning or PBL is a self directed process of learning which enables students to learn from real life experiences and enhances their problem solving skills under guidance of teacher as the facilitator.
Bibliography-
• Kaur Sodhi Jaspreet, Comprehensive Textbook of Nursing Education, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2017, Page No.- 70
• R Promila, Nursing Communication and Educational Technology, 1st ed. New Delhi, India :Jaypee Brothers Medical Publishers (P) Ltd.; 2010, Page No.- 270
• Suresh S. Communication and educational technology in nursing. 2nd ed. New Delhi, India: Elsevier; 2016., Page No.- 272-276
Problem-based learning
active learning style.
What is Problem-based learning( Pbl) ?
A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.” Defined by H.S. Barrows (1982)
And as we defined it in" instructional technology" course it is a teaching and learning strategy that encourages students to take responsibility for their own learning and to develop competency in a number of skills including communication, collaboration and problem-solving. PBL requires you, the student, to become an active learner.
Characteristics of PBL:
1. Learning is student centered.
- Students as solver problem.
2. Learning occurs in small student groups.
- but each group member is also responsible for independent research.
3. Teachers are facilitators or guides not teach.
- Teacher as Cognitive Coach
4. Problems are a means to develop problem-solving skills.
5. Get new information from Self-learning.
Process of PBL:
- Students confront real world problems to get solutions for it.
- In groups, students organize prior knowledge, discuss what is known and attempt to identify the nature of the problem.
- Students pose questions about what they do not understand.
- Students design a plan to solve the problem and identify the resources they need.
- Students begin to gather information as they work to solve the problem and brainstorm their ideas.
The problem based learning was developed in the university of McMaster, Canada, in 1976.
It emphasizes on the problem as the starting point for the acquisition and integration of new knowledge. This enables the students to earn critical thinking and problem solving skills, which are essential to nursing practice.
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RESULTS: Overall life span (LS) was 2252.1±1742.5 days and cumulative 5-year survival (5YS) reached 73.2%, 10 years – 64.8%, 20 years – 42.5%. 513 LCP lived more than 5 years (LS=3124.6±1525.6 days), 148 LCP – more than 10 years (LS=5054.4±1504.1 days).199 LCP died because of LC (LS=562.7±374.5 days). 5YS of LCP after bi/lobectomies was significantly superior in comparison with LCP after pneumonectomies (78.1% vs.63.7%, P=0.00001 by log-rank test). AT significantly improved 5YS (66.3% vs. 34.8%) (P=0.00000 by log-rank test) only for LCP with N1-2. Cox modeling displayed that 5YS of LCP significantly depended on: phase transition (PT) early-invasive LC in terms of synergetics, PT N0—N12, cell ratio factors (ratio between cancer cells- CC and blood cells subpopulations), G1-3, histology, glucose, AT, blood cell circuit, prothrombin index, heparin tolerance, recalcification time (P=0.000-0.038). Neural networks, genetic algorithm selection and bootstrap simulation revealed relationships between 5YS and PT early-invasive LC (rank=1), PT N0—N12 (rank=2), thrombocytes/CC (3), erythrocytes/CC (4), eosinophils/CC (5), healthy cells/CC (6), lymphocytes/CC (7), segmented neutrophils/CC (8), stick neutrophils/CC (9), monocytes/CC (10); leucocytes/CC (11). Correct prediction of 5YS was 100% by neural networks computing (area under ROC curve=1.0; error=0.0).
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2. Introduction
Differences between traditional learning and
Problem Based Learning (PBL)
PBL Characteristics
Steps of PBL
Advantages and disadvantages of PBL
Examples
Indian scenario
Conclusion
3. “ You can not teach a man anything, you
can only help him find it within himself
”
- Galileo
‘Spoon feeding in the
long run teaches us
nothing but the shape
of the spoon’
- E M Forster
4. 1913 Sir William Osler (concerning the education of
medical students) “ too great a reliance on lectures and on
students’ capability of memorising a growing number of
items of knowledge.”
1960’s PBL introduced in Canadian medical school
1970’s most of US and worldwide medical schools
adopted PBL
1990’s PBL introduced into medical schools in UK by
Manchester, Glasgow and Liverpool universities.
5. PBL was pioneered in
the medical school
program at McMaster
University in Hamilton,
Ontario, Canada in the
late 1960s by Howard
Barrows and his
colleagues.
6. McMaster architect of PBL
who pioneered the concept
of using simulated patients to
train medical students.
Professor of medicine at
McMaster from 1971 to
1980, Barrows created
educational tools and
learning methods that have
defined modern medical
training.
His research encompassed
the problem solving skills of
physicians and PBL as a
structured teaching/learning
method.
HOWARD BARROWS
1928-2011
7. The intent is to challenge the learner with problems
found in practice both as a stimulus for learning and
focus for organizing what has been learned for later
recall and application to future work.
Howard Barrows
“…a process of acquiring understanding, knowledge, skills
and attitudes in the context of an unfamiliar situation,
and applying such learning to that situation.”
C. E. Engel, University of Newcastle
8. Grades did not predict success
Many students could not apply knowledge
Diagnosis
Problem solving
Education is a continuous process and requires
life-long learners
PBL adopted to better prepare people for handling
real life situations
9. Institutions
Medical Schools
Pharmacy Schools
Veterinary Schools
Business Schools
Community Colleges
Disciplines
Health Care and Nursing
Engineering
Geography
Cell Biology
Law
10.
11. (118 courses at 103 institutions across 35 countries)
Linkoping University
Roskilde University
12. Problem-based
learning (PBL) is a
student-centered
pedagogy in which
students learn about
a subject through the
experience of
problem solving.
13. Problem-Based
Learning really is just
what its name
implies…allowing
students to learn
through solving real-world
problems.
14. We are preparing our students
for jobs that don't exist, using
technologies that have not been
invented, to solve problems that
we haven't even considered yet.
Moreover PBL meets
the demand of
modern job
requirements
Richard Riley (1999)
Communication skills
Teamwork
Analysis
15. From focus on teaching
To focus on learning
Investigation of real world problems
Engages students as stakeholders
Utilizes cooperative learning
Instructor becomes coach
16. Told what we
need to know
Memorize it Problem assigned to
illustrate how to use it
Problem
assigned
Identify what we
need to know
Learn and apply it to
solve the problem
Traditional Learning
Problem based learning
17. New-
Innovative
Curricula
Traditional
Medical
Curricula
Continuum
Student-centered Teacher-centered
Problem-based Information gathering
Integrated Discipline-based
Community-based Hospital based
Elective Standard
Systematic Apprenticeship-based
S
P
I
C
E
S
SPICES
18. >> learning is driven by
challenging
& open-ended problems.
>> students work
in collaborative groups.
>> teachers take on the role
as "facilitators" of learning.
19. >> learning is driven by
challenging
& open-ended problems.
>> students work
in collaborative groups.
>> teachers take on the role
as "facilitators" of learning.
20. >> learning is driven by
challenging
& open-ended problems.
>> students work
in collaborative groups.
>> teachers take on the role
as "facilitators" of learning.
23. Barrows identified six core features of PBL:
Learning is student-centred.
Learning occurs in small student groups.
Teachers are facilitators or guides.
Problems are the organizing focus and stimulus for
learning.
Problems are the vehicle for the development of
clinical problem-solving skills.
New information is acquired through self-directed
learning.
24. PBL Characteristics
Students use “triggers” from the problem case or
scenario to define their own learning objectives.
Subsequently they do independent, self directed
study before returning to the group to discuss and
refine their acquired knowledge.
Thus, PBL is not about problem solving per se, but
rather it uses appropriate problems to increase
knowledge and understanding.
unlike traditional instruction that culminates in a
problem after basic instruction on facts and skills,
PBL begins with a problem, teaching facts and
skills in a relevant context.
25. Exciting alternative to traditional classroom
learning.
The teacher presents a problem, not lectures
or assignments or exercises.
Since students are not handed "content", the
learning becomes active in the sense that they
discover and work with content that they
determine to be necessary to solve the
problem.
In PBL, teacher acts as facilitator and mentor,
rather than a source of "solutions.”
26. PBL Characteristics
FACTS IDEAS LEARNING
ISSUES
ACTION
PLAN
Information
extracted
from the
problem
scenario.
Grouped
according to
themes, where
possible.
Possible
causes/effects/
ideas/solution.
Based on facts
identified.
Accepted
without
judgment.
Evolves over
time.
Phrased as
questions
When
answered
should
contribute
towards
solving the
problem
Activities to
be carried out
to answer
gaps in order
to help solve
the problem
e.g. conduct
research,
interview
27. Steps in Problem Based Learning
1. Identify the problem
2. Explore pre-existing knowledge
3. Generate hypotheses and possible
mechanisms
4. Identify learning issues
5. Self study
6. Re-evaluation and application of new
knowledge to the problem
7. Assessment and reflection on learning
28. Step 1: Define the Problem
Your task today is to
solve…………………
Facilitator present problem to student.
29. Step 2: Propose solution to solve the problem
Lets discuss
about….
• Clarify the facts and
• Define what the problem is.
• Brainstorm ideas based on
the prior knowledge.
• Identify what they need to
learn to work on the problem
• What they do not know
learning issues
Student discuss problem in a small group
30. Step 3: Gather and Evaluate Information
Students will gather information from all sorts of resorces like
from books and websites
Then students will need to evaluate the findings.
Student engage on independent study
31. Step 4: Synthesize and Form Solutions
Student come back to group and share
32. Review
How to improve this? What are the problems?
Students review what they have learnt and compile
final report
33. P - Problems
R - Resources
O - Objectives
B - Behaviour
L - Learning
E - Examples
M - Motivation
S -Self directed learning and asessment
34. Analyse a Problem:
1. Clarifying terms
2. Defining the problem
3. Brainstorming
4. Structuring & hypothesis
5. Learning objectives
6. Searching for information
7. Synthesis
Pre-discussion
Post-discussion
35. needs more information before it becomes
clear
act as triggers
are interdisciplinary
only given guidelines to
approach problem
several alternative solutions are
often possible
36.
37. Work in a group of six to eight
Meet for about an hour and a half two or three
times a week
Analyse, discuss and generate questions and
learning tasks from the scenario
Engage in self-directed learning
Communicate results back to group
38. Monitors and evaluates learning/discussion
Guidance is given in the form of suggestions
Keeps students involved
Manages group dynamics
Keeps process moving
May intervene if the students are not working
or if the activity is starting to go in the wrong
direction.
Provides authentic assessment
39. all participants have a role to play
Tutor
1.Putting the problem
in context and help
prioritizing issues
2. Encourage all group
members to participate
3.Prevent sidetracking
4.Check understanding
5.Access performance
Chair
1.Lead the group
through the process
2.Keep group
dynamics
3.Time keeping
4.Ensure group keeps
to task in hand
5. Ensure scribe can
keep up and make an
accurate record.
Scribe
1.Record points
agreed upon by group
members
2. Help group order
their thoughts
3. Participate in
discussion
4. Record resources
to be used by groups
Group
members
1.Follow the steps of
the process of PBL as it
has been agreed upon
2. Participate effectively
in the discussion
3. Listen to and respect
contributions of others
4. Ask open questions
to stimulate the
discussion;
5. Share information
within the group.
40. ‘Conventional’ PBL Expected effects
Teacher-centred Student-centred Motivation
Rote learning Active learning Retention
Discipline-based Integrated Applicability
Competitive Collaborative Interpersonal
Information gathering Problem-solving Relevance
Assigned resources Information management Professional
Examinations Progressive learning Life-long learning
41. 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
42. Method Learning
through
problem
solving
Project
based
learning
PBL
Emphasis Application Integration
and
application
Acquisition
Integration
Application
43.
44.
45. PROBLEM: Julia , a 19-year-old woman who presents to a
local adolescent clinic for the first time with concerns about
a vaginal discharge and irregular menses. She has been
sexually active for about two years with several partners.
She frequently, though not always, has her partner use a
condom. She is not using any other form of birth control and
has not previously seen a physician for routine gynecologic
care or contraceptive advice. Her family does not have
health insurance. She is concerned about the possibility of
a sexually transmitted disease and possible pregnancy.
Results of the initial evaluation reveal that Julia has
Chlamydia trachomatis, a lower genital tract infection.
Treatment of her infection is initiated. The clinic reports her
infection to the public health authorities.
46. Set up learning objectives:
Causes of STD and risk factors for it
Probable predisposing risk factors in the patient
Describe the regulations and procedures pertaining to
reportable infectious diseases, including the:
Role of local public health authorities in tracking the epidemiology
of reportable diseases
Role of the local public health authorities in undertaking contact
tracing procedures
Primary functions of the Centers for Disease Control and
Prevention and its role in monitoring reportable diseases in the
United States
Describe the different types of health insurance available to
citizens
47. Session 1:
the students are given the script of Julia's first
office visit to the adolescent clinic. The group
should begin the process of reviewing the learning
objectives and related questions.
Session 2
Given the describing the results of her initial
physical examination and summary of the
laboratory testing and formulate a plan for her
subsequent treatment and follow up care.
48. Active learning : learn by doing
Increases student motivation
Relevant issues and learning
(real life problems)
Greater use of library and other resource
material
Less use of memorization/short-term recall
Increased faculty-student interaction
49. Students engage in a wide variety of
learning experiences of which PBL tutorials
lecture/plenary
PBL
tutorial
topic tutorials
practicals
personal study
computer assisted learning
library skills
clinical work
demonstrations
are of central importance.
50. Demanding on staff time
Teacher’s not acquainted with PBL
Human resources
Other resources
Information overload
Different type of students- quiet student and
dominant student
Dysfunctional group
Difficult with large classes
Needs flexibility and adaptability
51. Although, world is weighing up for PBL and its positive outcomes, it
could not extend much in Indian higher education.
In India, after 4 decades, PBL is still in its infancy, and its use is
limited to particular subject or topics of a few premier institutions.
In India it is practised only in some private schools, engineering
colleges, medical colleges and private hospitals.
Keeping in mind the dearth of resources it would be difficult to
implement PBL in all streams across various institutions as of now.
52. A hybrid system incorporates elements of conventional curricula,
such as lectures and tutorials, in a problem based curriculum.
overcome some of the shortcomings of a purely PBL curriculum
some schools such as University of Otago Medical School, New
Zealand, use a hybrid system in their preclinical curriculum.
In India, used in CMC Vellore.
53. Objective: to learn the GI system using case based
scenario
topics used for the PBL
cases were:
1. Upper gastrointestinal tract: A case of peptic ulcer
2. Lower gastrointestinal tract: A case of malabsorption
3. Hepatobiliary system: A case of obstructive jaundice
Problem Based learning
Session 1:
evolve a consensus on the learning objectives to be pursued.
each student in the group takes responsibility for one or more
specific learning objectives.
54. Session 2:
Given the 2nd part of the case and shared the
information they had gathered during the study time.
Session 3:
students were given the third part of the case
At the end of session 3, the facilitator assessed each
student’s participation in the sessions. The group did a
self-assessment of their performance and that of the
facilitator, using a similar scale.
55. Integrated lectures:
Lectures related to Physiology and Biochemistry consisted of
Case-based lectures (for example, a case of pancreatitis was
used to discuss the physiology of pancreatic secretions),
Overview lectures (such as an overview on secretions in the
gastrointestinal tract), and
Enrichment lectures (such as one on the historical evolution of
knowledge concerning peptic ulcers).
Clinical visits:
Group visited clinical wards to see patients in medicine and
surgery also visited the departments of radiology and
gastroenterology.
56. General medicine. Patients with diseases of the
gastrointestinal tract such as gastrointestinal bleeding,
malignancy and cirrhosis of the liver.
General surgery. Preoperative and postoperative
patients with cholecystitis, appendicitis and colonic
malignancies.
Gastroenterology. Students watched gastroscopies
being performed by gastroenterologists.
Radiology. Students were shown images of barium
meals ultrasonograms and computerized tomography
(CT) images of the GI tract by radiologists, who
emphasized the anatomical correlations in health and
disease.
57. Small group laboratory work
These sessions consisted of anatomy dissection and practical
exercises in histology and biochemistry. The practical exercises
in biochemistry related to investigations for assessment of liver
function.
Assessment
Assessment of performance and skills acquired
Assessment of self-directed learning skills (the content and the
process)
Assessment of knowledge (the content).
58. PBL in and for the future needs to be as an approach
to learning that is not just about employability…
or the “happening” new genre in higher education
learning. It needs to be seen as an approach to
learning that really does help learners to engage
with and live in a complex world.
Savin-Baden, M. & Major, C.H. (2004)
59. Nevelle AJ, Norman GR: PBL in the Undergraduate MD Program at
McMaster University: Three Iterations in Three decades. Acad. Med.2007,
82:370-374.
http://www.maastrichtuniversity.nl/web/Faculties/FHML.htm
Albanese, Mark A. Problem based Learning. [ed.] Tim Swanwick.
Understanding Medical Education:Evidence, Theory and Practice. London
: WileyBlackwell,2010, pp. 3752.
Barrows H. 1994. Practice-Based Learning: Problem-Based Learning
Applied to Medical Education. Springfield, IL: Southern Illinois University
School of Medicine.
Kahn, P. & O’ Rourke, K. (2005). Understanding Enquiry Based Learning
in T. Barrett, I. Mac Labhrainn & H. Fallon (eds). Handbook of Enquiry and
Problem based Learning. Galway: Celt
Bhattacharya N, Shankar N, Khaliq F, Rajesh CS, Tandon OP. Introducing
problem-based learning in physiology in the conventional Indian medical
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