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Problem based learning in orthopedics
The document discusses problem-based learning (PBL) as an approach to medical education. It provides an overview of PBL, describing it as a student-centered method where students learn through the exploration of real-world problems. These problems serve as a starting point for the application and integration of knowledge. The document outlines the key principles of PBL, including that it is student-driven, involves active learning in small groups, and requires teachers to take on a facilitator role rather than lecturing. Benefits of PBL include the development of problem-solving and self-directed learning skills. The document also addresses challenges in implementing PBL and the role of the facilitator.
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Problem based learning in orthopedics
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- 2. Deteriorating undergraduatemedical education Less stress on didactic lectures Assessment systems like MEQs, OSCE.,MCQs PBL as a learning Tool Manipal Experience
- 3. Problem-Based Learning(PBL) begun in 1950’s as a movement to restructure medical school education 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. These are all difficult concepts for traditional medical teachers
- 4. Problem-based learningis an innovative and challenging approach to medical education …innovative because it is a new way of using clinical material to help students learn, and ...challenging because it requires the medical teacher to use facilitating and supporting skills rather than didactic, directive ones.
- 5. ‘’A learning methodbased on the principle of using problems as a starting point for the acquisition and integration of new knowledge.” H. S. Barrows 1982
- 6. Students dividedinto groups Real problem is presented and discussed Students identify what is known, what information is needed, and what strategies or next steps to take Individuals research different issues, gather resources
- 7. Resources evaluatedin group Cycle repeats until students feel the problem has been framed adequately and all issues have been addressed Possible actions, recommendations, solutions, or hypotheses are generated Tutor groups conduct peer/self-assessments
- 8. Learning incontext of a problem Student-driven Student – generates issues, finds answers, shares answers Active learning Group process Facilitated > taught
- 9. Problem-based learning(PBL) is a student- centered pedagogy in which students learn about a subject in the context of complex, multifaceted, and realistic problems Not to be confused with project-based learning. The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation
- 10. A facilitatoris key to these learning environments Models higher-order process skills Probes for student understanding Never identifies issues or states an opinion while students frame problems
- 11. For thestudent, problem-based learning emphasizes the application of knowledge and skills to the solution of problems rather than the recall of facts. It is an approach much favored by curriculum planners in new and more progressive medical schools. Very well operates in undergraduate medical education.
- 12. PBL isa learner-centered educational method In PBL, learners are progressively given more and more responsibility for their own education. PBL produces independent learners who can continue to learn on their own in life and in their chosen careers. The responsibility of the teacher in PBL is to provide the educational materials and guidance that facilitate learning.
- 13. PBL isbased on real world problems PBL is based on the messy, complex problems encountered in the real world as a stimulus for learning, integrating, and organizing learned information in ways that will ensure its recall and application to future problems. The problems in PBL are also designed to challenge learners to develop effective problem-solving and critical thinking skills.
- 14. The seriesof problems encountered by learners with this process make up the curriculum. The problems are put together as a group to stimulate learning of content appropriate to the course. In the PBL process learners characteristically learn far more in areas relevant to their personal needs.
- 15. The principlerole of the teacher in PBL is that of a facilitator or educational coach guiding the learners in the PBL process. As learners become more proficient in the PBL learning process the tutor becomes less active. This is a new skill for many teachers and specific training is required
- 16. PBL is amotivating way to learn as learners are involved in active learning, working with real problems and what they have to learn in their study is seen as important and relevant to their own lives.
- 17. “40 year oldman with jaundice. Sustained fracture of femur shaft . History of asthma ,went to a local quack , Doesn’t want any treatment.” How will you deal with the issues that he presents?
- 18. Talk throughscenario, understand it, decide on the problems Define/analyse the problems Brainstorming Prioritise the problems, restructure Decide on learning objectives Every member has a task – private study
- 19. Feedback onwhat they have discovered Everyone contributes Reflection
- 20. Realistic, common,important Sufficiently open Complexity – a number of components Maybe a problem that actually happened and that was poorly managed
- 21. Clinical scenarios onpaper Laboratory data Photograph Video Real/simulated patient
- 22. Greater recallof knowledge, retention interdisciplinary, can require accessing and using information from a variety of subject domains; better integration of knowledge Development of life-long learning skills: how to research, how to communicate in groups, how to handle problems
- 23. Increased motivation,interest in subject areas increased student-student interaction, and student-instructor interaction Real- life cases Not with a specific discipline Student- centered Close, more equal student-faculty relationship Enjoyable Presentational skills
- 24. Cost Time Workload Tutor quality Unscheduled time Students with no supervision ……….. The tutor takes over One faculty member for each group of students!
- 25. “ One ofthe hardest things about running a problem- based learning curriculum is making sure that what is happening is actually PBL.” David Taylor “ Problem based learning is successful only if the scenarios are of high quality.” Diana Wood
- 26. Simulation/simulated patients Interprofessional education – should the group include nurses/AHPs? E-learning
- 27. “PBL should be regarded asa tool, a means, and not as an end.” Shimon Glick
- 28. Donner RS, BickleyH. Problem-based learning in American medical education: an overview. Bull Med Libr Assoc. 1993 Jul;81(3):294-8. Wood DF. Problem based learning. BMJ. 2003 Feb 8;326(7384):328-30. Kilroy DA. Problem based learning. Emerg Med J. 2004 Jul;21(4):411-3. Walton HJ, Matthews MB. Essentials of problem-based learning. Med Educ. 1989 Nov;23(6):542-58. Mellon AF, Mellon J. Logical debate on problem based learning. BMJ. 2006 Mar 4;332(7540):550-1. Wood DF. Problem based learning. BMJ. 2008 May 3;336(7651):971.