The document discusses Problem-Based Learning (PBL) as a student-centered educational approach that encourages active participation and self-directed inquiry among learners, particularly in medical education. It outlines the principles and benefits of PBL, including improved knowledge retention, interdisciplinary integration, and the development of lifelong learning skills. The text also describes the tutorial process and steps involved in PBL, emphasizing the importance of facilitators in guiding students to explore and resolve real-world problems.

1. PROBLEM BASED LEARNING (PBL)

2. Introduction
• Learning/Education process requires two parties;
1. The teacher/Instructor/Facilitator
2. The learner/student
• Teaching is getting or helping the learner to acquire
new:
– Knowledge
– Skills
– Attitudes

3. Introduction Cont…..
• People learn on their own, or when they are taught
• People learn better if they participate and are
actively involved in the teaching/learning process
– In this process clearly set goals are a requirement
if constructive learning is to take place

4. Introduction Cont….
• Important terminology in learning :
– Motivation
– Objective
– Feedback/evaluation
– Practice

5. LEARNING FOR NURSING STUDENTS
• Traditional curricula focuses on or is dependent on the
knowledge of the teacher
• The students learn how to practice by working with and
assimilating the artistry of master clinicians
• The curriculum only contains what the teacher is be able
to offer in terms of knowledge

6. LEARNING CONT…..
• However, with the rate at which new knowledge is being
generated, learning has become very dynamic
• Therefore, the educational objectives must be:
– Explicit
– Integrative
– And only partially dependent on the teacher’s interest
and level of knowledge

7. LEARNERS
• Learners are therefore expected to direct their
own learning
• They are expected to organize and manage their
own learning activities and needs, instead of
waiting for the teacher to direct them

8. LEARNING CONT…
• In an environment where the course curriculum is clearly
defined i.e. coverage of the subject areas by learners is
made available, learners have:
– Opportunity to ascertain the full coverage of the
curriculum needs
– Responsibility of making sure that they look for all the
relevant information for each subject as detailed in
the curriculum

9. LEARNING METHODS
• With the dynamics in learning and high rate of knowledge
generation the contemporary medical education needs to
improve:
– Problem Based Learning has proved to be one of the best
innovative teaching methods
– This system is grounded in Cognitive psychology and is aimed
at:
• Stimulating curiosity
• Defining the limits of a student’s knowledge
• Building durable understanding

10. INNOVATIVE APPROACHES TO LEARNING
• Tutorials (Using the problem-based learning)
• Self directed learning
• Small group discussions
• Simulations
• Demonstrations
– These teaching/learning methods tend to emphasize the
development of both professional and practical abilities

11. Teacher-centered
Student-centered
New-Innovative
Curricula
Traditional
Medical Curricula
Information gathering
Problem-based
Discipline-based
Integrated
Hospital based
Community-based
Standard
Elective
Apprenticeship-based
Systematic
 Continuum →
S
P
I
C
E
S
SPICES

12. Definition of PBL
• An instructional student-centered approach
which uses carefully constructed clinical
problems as a context for students to: define
their learning needs, conduct self-directed
enquiry, integrate theory and practice, and
apply knowledge and skills to develop a
solution to a defined problem.

13. PBL SYSTEM
• Problem-based learning began in 1950s as a
movement to restructure medical education
• Unlike the traditional instruction that presents
the problem after basic instruction on facts
and skills, PBL starts with a problem and then
teaches facts and skills in a relevant context.

14. PBL SYSTEM CONT…
• This system contextualizes learning into practical situations
and integrates across disciplinary boundaries
• In most medical schools PBL system has been used perfectly
well in the preclinical years while giving room to traditional
methods in the clinical years
• In some schools the system has been used throughout the
training period.

15. EDUCATIONAL PRINCIPLES
• Active learning
• Student-centered learning
• Learning in context
• Focusing on concepts/prototypes
• Activating prior knowledge
• Cooperative learning
• Reflection and Feedback
15

16. TENETS OF PBL
1. The students are required to solve authentic, open-ended
problems with many possible correct answers
2. The learning process is expected to present authentic
problems that are faced by professionals in the same field
3. The process emphasizes the learners’ pre-existing
knowledge. In this case the approach is that the learners
must start with what they know
4. The learners are expected to actively participate in planning,
organizing and evaluating the problem solving process
5. PBL stresses on interdisciplinary connections

17. TENETS OF PBL Cont…..
6. The process gives importance to the role of the learners.
The learner must undertake authentic roles
7. The learners require access to adequate information and
resources to solve an open-ended problem. Access is the
key word here; the learner should not be provided with a
well-structured set of requisites resources, but rather, access
to many resources for research.
8. Determining and undertaking appropriate research
strategies is an important by-product of PBL

18. PBL FACILITATION
• In PBL , facilitation is the mode of delivery
• A facilitator is expected to spar the students into critical
thinking by posing questions such as
– what is it that you don’t know?
– Where can you find that information?
– What do you think should be done next?
• The facilitator must not provide clues to these questions but
rather prompt the students to consider “next steps” and
processes along the way

19. ADVANTAGES OF PBL
1. Great retention of knowledge
2. Great recall of knowledge
3. Interdisciplinary; requires accessing and using information
from a variety of subject domains, It allows integration of
knowledge
4. Development of life-long learning skills: How to search for
information, how to communicate in groups and how to
handle problems
5. Increased motivation, interest in subject areas
6. Increased student-student and student-instructor
interaction

21. WHY PBL?
• In this century the training of medical professionals need
to be orientated towards solving patient problems at the
patient’s regular residence
• Available reports have shown that a SPICES curriculum
model which practices PBL produces medical
professionals with the above capacity

22. Problem Based Learning: Tutorial
Process
• PBL ; cognitive learning, in which the learner
constructs meaning based on experiences
orchestrated or facilitated by the teacher.
• It is a "learning that results from the process of
working toward the understanding or resolution of a
problem.“

23. Problem Based Learning: Tutorial
Process
• Lesson begins with a question or problem.
• Working in groups, students identify what they
already know, what they need to know, and how and
where to access new information that may lead to
resolution of the problem i.e. decide on strategy to
solve problem
• Ends with a culminating activity or a reflection to
provide an appropriate avenue for the learning.

24. 15 step tutorial process
First Tutorial (Monday)
1. Group Organization ; Introduction, selection of
chairman & scribe
2. Reading thru’ the problem (loudly)
3. Identify and clarify unfamiliar terms .
4. Define the problem (THEME Identification).
5. Raise learning issues
6. Resolve issues based on prior knowledge
7. Organization of unresolved issues
8. Formulate learning objectives from unresolved issues

25. 15 step tutorial cont…
SDL (Usually Tuesday to Thursday)
9. Information gathering, (self-study)
10. Students meet alone under their chairman to collect
information and identify the objectives on which
information is so far not available
Second Tutorial (Friday)
11. Synthesize and test the newly acquired information.
12. Identification of objectives not addressed and
resources needed

26. 15 step tutorial cont…
Second SDL (Saturday & Sunday)
13. Information gathering on difficult objectives
14. Final collection of information and solving of the problem
15. Identify areas of difficulty and seek for help.

27. 10 step tutorial
STEP 1: FIRST TUTORIAL
• Group organization
• Reading through the problem
• Clarification of terms, word and concept
STEP 2: Defining the problem (THEME)
STEP 3: Brainstorming: Identify learning issues
STEP 4: Organize inventory of learning issues
STEP 5:Develop learning objectives and hypotheses and identify
unresolved issues

28. 10 Step tutorial cont..
STEP6: FIRST SDL
• Collect information from various sources
STEP 7: Pool information together organizes how to present
information during 2nd tutorial
• If no information gathered report to tutor
STEP 8: SECOND TUTORIAL
• Present information to peers and tutor
• Critique content, advice on missing info, decides on collection
of missing information
STEP 9: SECOND SDL
• Concretize information gathered
STEP 10: Finalize on the objectives

29. 7 Step PBL
1. Read through the problem identify key terms and seek
clarification
2. Defining the problem (THEME)
3. Analyze the problem (Brainstorming) and create
learning issues
4. Resolve issues based on prior knowledge (inventory of
explanations)
5. Formulate learning objectives
6. Information gathering (SDL)
7. Synthesize and test newly acquired information

30. 3 step tutorial process
• Step 1: Working in small groups through a case with a goal of
identifying shared learning priorities
• Step 2: Independent research of identified learning needs and
preparation for presentation of what is learned to others
• Step 3: Sharing what is learned with group members and
applying new understanding back to case

32. The End
Thank You