Health Services Career Pathway Summit April 29, 2004 Office of Medical Education John A. Burns...

Health Services Career Pathway Summit

April 29, 2004

Office of Medical Education

John A. Burns School of Medicine

University of Hawai‘i

Health Services Career Pathway Summit

April 29, 2004

Office of Medical Education

John A. Burns School of Medicine

University of Hawai‘i

Agenda for today…

1. “What is PBL?”

2. A hands-on experience with PBL

3. “What comes next?”

4. The role of the PBL facilitator

5. PBL and the DOE Health Content Standards

Office of Medical EducationUniversity of Hawai‘i John A. Burns School of MedicineOffice of Medical EducationUniversity of Hawai‘i John A. Burns School of Medicine

“What is PBL?”A Brief Introduction to Problem-Based Learning

Imagine yourself...

…back in school as a student

again...

Traditional education

• Many hours of lectures each week.

• Examinations that emphasize the memorization of facts

Traditional education

• In a given day students could have separate classes on many different disciplines

• No clear connections made between coursework and life or their future careers

Welcome to Health

Education

English

Social Studies

Educators have been looking for a better way…

• Create more meaning to the student• Better develop students’ learning skills and

habits• Encourage students to be more active in their

learning• Encourage students to seek out more of the

resources that are available to them• Emphasize understanding and application

rather than just memorization of facts

Now imagine an educational experience where...

• You are learning about various disciplines through the study of cases or stories.

• You are learning primarily via active, small-group methods rather than large group lectures.

• The emphasis is on learning and understanding, not just memorizing facts.

At the School of Medicine…

• We’ve been using PBL as our primary method of education since 1989. We are one of the few medical schools in the country that can make this claim.

• We have graduated over 500 physicians using this method.

• We’re always excited about sharing what we can to help others develop their own PBL curricula!

PBL in a nutshell...• Primary use of small-group discussions

about “patient stories” rather than large group lectures

• Emphasis on having students identify their own learning needs and interests

• Emphasis on understanding and applying, rather than just memorizing

Educational paradigms

Teacher-Centered Vs. Student-Centered

Subject-Based Vs. Problem-Based

Passive Vs. Active

PBL is...

What are the steps of the PBL process?

Keeping it simple...• Step 1: Working through (new) pages of a case in

small groups with the goal of identifying shared learning priorities

• Step 2: Independent research of identified learning needs and preparation of presenting what is learned to others

• Step 3: Sharing what is learned with group members and applying new understanding back to case

Step 1

• Facts

• Problems

• Hypotheses

• Need-to-know

• Learning Issues

An example: Sadie Sadie is a fellow student in your freshman school health education class. Bright and generally outgoing, you notice that she is unusually quiet and withdrawn today as your class discusses “domestic violence”, especially during the part on “date rape”. You find her crying in the bathroom after class.

Facts• What are the key facts provided in

the text provided on each page of the case?

• This step helps the small group create a “shared group memory” on the board.

FactsFacts Problems Hypotheses Need-to-

Know Learning

Issues High school freshman

Usually outgoing

Unusually quiet in class today when talking about domestic violence and “date rape”

Found crying after class

Problems

• Which of the facts identified are areas of concern or potential issues to pursue further from your perspective as a student in your respective class?

• Think broadly, include all possibilities

ProblemsFacts Problems Hypotheses Need-to-

Know Learning

Issues High school freshman

Usually outgoing

Unusually quiet in class today when talking about domestic violence and “date rape”

Unusually quiet when discussing domestic violence and date rape

Found crying after class

Found crying after class

Hypotheses• What are possible explanations for the

set of facts and problems you’ve identified?

• Think at various levels:– mechanisms or causes– associations or relationships– personal motivations

HypothesesFacts Problems Hypotheses Need-to-

Know Learning

Issues High school freshman

Victim of violence? Rape?

Usually outgoing

Violence in household?

Unusually quiet in class today when talking about domestic violence and “date rape”

Unusually quiet when discussing domestic violence and date rape

Knows someone who was victim of violence or rape?

Found crying after class

Found crying after class

Topic too emotionally difficult for her to talk about?

Need-to-know• What other specific information do you

want or need to help you understand the case better?

• Another way of looking at this:

“If this were a mystery novel, what would you hope is written on the next page?”

Need-to-KnowFacts Problems Hypotheses Need-to-

Know Learning

Issues High school freshman

Victim of violence? Rape?

Has she been a victim of violence?

Usually outgoing

Violence in household?

Relationship?

Unusually quiet in class today when talking about domestic violence and “date rape”

Unusually quiet when discussing domestic violence and date rape

Knows someone who was victim of violence or rape?

Family support? Friends? Counseling?

Found crying after class

Found crying after class

Topic too emotionally difficult for her to talk about?

Ask her why she is crying

Learning issues

• What specific things do you feel you need to study or learn more about to better understand this case?

• This list will become the basis for what students go out and learn about between class/PBL sessions.

Learning IssuesFacts Problems Hypotheses Need-to-

Know Learning

Issues High school freshman

Victim of violence? Rape?

Has she been a victim of violence?

How common is domestic violence?

Usually outgoing

Violence in household?

Relationship? How common is “date rape”?

Unusually quiet in class today when talking about domestic violence and “date rape”

Unusually quiet when discussing domestic violence and date rape

Knows someone who was victim of violence or rape?

Family support? Friends? Counseling?

What resources are available to help victims of violence?

Found crying after class

Found crying after class

Topic too emotionally difficult for her to talk about?

Ask her why she is crying

What can friends do to help victims of violence?

Reviewing Step 1

• Facts

• Problems

• Hypotheses

• Need-to-know

• Learning Issues

Onwards...• Hands-on PBL Experience

• What comes next?

• The role of the PBL facilitator

• PBL and the DOE Health Content Standards

Let’s experience Let’s experience some PBL for some PBL for ourselves...ourselves...

Introduce tutorsIntroduce tutors

Our tutors for today…• Mr. Michael Fukuda• Dr. Walter Imai• Dr. Joshua Jacobs• Dr. Richard Kasuya• Dr. Kenton Kramer• Dr. Ivy Lee-Nip• Dr. Winnie Mesiona-Lee• Dr. Damon Sakai• Dr. Gwen Naguwa

OutbrOutbreak!eak!

• Research and synthesis through– discussions with teachers’– reading textbooks and journal articles– using the internet– discussions with community resources– discussions with other students– reflection and self-assessment

preparation of learning issues to ‘teach’ peers

World Wide WEB

• Reconvene (? in small group)

• Review learning issues through interactive, dynamic peer teaching

• Re-analyzing the case

• Confirm understanding of key principles

• Summarizing key points learned

XOO

O O

X

•Learning games

•TV Scripts

•Build Models

•Role playing

•Make a Movie

•Food and Music

-Adaptation of process to larger group, such as a class room where there is only one teacher

-Takes time initially while students learn the process and acquire skills in fulfilling various roles

-Has worked in various settings

-Process:1. Break class into smaller groups with

students rotating role as facilitator2. Teacher announces topic(s) for

discussion; brings class back together for feedback

3. Teacher circulates and helps facilitatesmall group discussion

Questions?Discussion?

•The ability to be responsible for one’s own learning.

•The understanding that it is essential for human beings to work together.

•The ability to be involved in complex thinking and problem-solving.

•The ability to recognize and produce quality performance and quality products.

Health Content Standards Department of Education August 1999

• Injury and Violence Prevention• Alcohol and Other Drug Use Prevention• Sexual Health• Tobacco Use Prevention• Nutrition & Physical Activity• Mental and Emotional Health• Personal and Consumer Health

• Injury and Violence Prevention• Alcohol and Other Drug Use Prevention• Sexual Health• Tobacco Use Prevention• Nutrition & Physical Activity• Mental and Emotional Health• Personal and Consumer Health

• Access a variety of health information resource(s), products, and services.

• Provide complete and accurate citations.

• Evaluate the validity of resources

• Access a variety of health information resource(s), products, and services.

• Provide complete and accurate citations.

• Evaluate the validity of resources

Student-CenteredProblem-BasedActiveLife-Long Learning

Thank you for your participation!