Problem-Based Learning for Student Engagement

Problem-Based Learningfor Student Engagement

Leslie Russek, PT, DPT, PhD, OCSAssociate ProfessorPhysical Therapy DepartmentClarkson University

Slides available electronically at:http://people.clarkson.edu/~lrussek

Objectives

• Explain Problem-Based Learning (PBL)– Identify benefits of PBL– Critique PBL: challenges and limitations– Engage in a sample PBL case

• Contrast PBL with: – Project-based learning– Process-oriented guided inquiry learning – Peer-led team learning

• Brainstorm ways to apply in our courses

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History of PBL

• Initially used in medical education– Massive amounts of rapidly changing

information– Need skills in:

• Life-long, self-directed learning • Problem-solving• Collaboration and communication

• Current application– Professional, undergraduate, primary

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PBL Structure

• Groups of 4-10 students– Students may have assigned roles

• Facilitator, scribe, time-keeper• Tutor (faculty or professional)• Tutorials typically 2 hrs, 2-3x/week• Access to resources:

– Meeting space– Computers, library…

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The PBL Problem

• A realistic “problem,” case, scenario– Engaging and motivating– Messy– No simple or single answer

• Format:– Paper scenario, experimental or lab

data, photographs, video clips, newspaper articles, part of journal article, real or simulated patient. (Wood, 2003)Russek: PBL 5

Creating Problems

• Inherently interesting– Should motivate desired learning

issues• Cues should stimulate discussion• Realistic to facilitate integration

– Sufficiently open-ended• Promotes use of varied resources• Appropriate to stage of learning• (Wood, 2003

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The Tutorial Process

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Receive problem

information

Generate hypotheses & learning issues

Independent research

Discuss & critique

information

Reflect and assess; identify new learning

issues

7

Hypothesis Generation

• Wanda is a 72 year old woman who had a total knee replacement 1 week ago. She is now able to walk only a few feet without a walker.– Generate hypotheses as to why she is

unable to walk normally– Identify information you will need

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Hypotheses: Why Wanda Can’t Walk

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Total knee replacement

Pain

Muscles cut in surgery

Weaker after surgery Weak before

surgery

Bilateral arthritis

Pain in other knee

Balance problems

Unwilling to put weight on leg

Fearful

Pedagogical Foundation• Social constructivism• Content better understood &

retained• More effective for adult learners• Encourages deep learning

– Active search for understanding– Contrasts with superficial learning

• (Wood, 2003; Schmidt 2006; Eberlein, 2008; Spencer & Jordan, 1999; Onyon, 2012

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Adult Learning• Self-directed• Draws on previous experience• Value relevance

– Problem solving– Immediate applicability

• Active participation– Mutual trust and respect.

• Cycles of action and reflection• (Spencer & Jordan, 1999; Onyan, 2012)

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Generic Skills in PBL• Teamwork

– Cooperation– Group facilitation– Active listening– Respect for colleagues’ views

• Presentation and communication skills

• Self directed learning– Seeking and using resources

• Critical evaluation of resources/literature

• (Wood, 2003; Schmidt, 2006)

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Disadvantages of PBL

• Requires more staff for multiple groups– Tutors require training

• Requires space (tutorial rooms) • Faculty may struggle

– Must refrain from ‘knowledge dump’– Must give up ‘laundry list’

• (Wood, 2003)

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Disadvantages of PBL• Students sometimes struggle

– Overwhelmed by information– Overwhelmed by responsibility– Discouraged by awareness of how

much they do not know• Students may resist

– Want more lectures– Uncomfortable with reflection

• (Wood, 2003)

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Roles

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Course Coordinat

or

TutorStudent

Course Coordinator

• Develops problems– Needs content expertise– Understands curriculum– Fluent with PBL

• Manages course– Weekly planning meetings with tutors– Prepares problem handouts, exams

etc.

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Tutor

Tutor:• “Guide by the

Side”• Expert vs. non-

expert

Lecturer:• “Sage on the

Stage”

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Tutor• Ensures that learning objectives are

met• Challenges group to think deeply &

integrate• Helps students learn to learn• Helps group avoid becoming

overwhelmed or stuck• Ensures that group issues are

addressed• Encourages reflection on the

process• “30-second rule”

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Tutoring Questions

• Increase participation:– What is causing this situation?– What else might be going on?– Can you explain that in more detail?

• Keep discussion on track:– What are you trying to accomplish?– How does this relate to…?– Why is this relevant?

• (Modified from Nicholl & Lou, 2012)

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Tutoring Questions

• Check accountability:– Why are you choosing that approach?– Where did you find that information? – How will you know if that information is

valid?• Encourage thinking & problem

solving– How will you know if your answer is

good?– How can we organize/model this?– How does this compare with….?

• (Modified from Nicholl & Lou, 2012)

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Students

• Identify gaps in current knowledge– Independent study– Identify and find reliable sources

• Share information with group– Listen and critique other students

• Analyze and integrate information• Attend to group processes:

– Facilitate participation of others, self-evaluation, group evaluation

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Group Evaluation• Self, peer & tutor feedback about

the PROCESS– Not just factual content– Not words/minute (‘information

dump’)• Value different communication

styles• Identify specific process skills

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Effectiveness of PBL• Students more engaged in learning

– Enjoy it more• Better able to apply their

knowledge– Better at problem-solving

• Have better group skills: – communication, collaboration,

facilitation• Better at self-directed learning• Learn the same or slightly fewer

facts– But improved retention

– (Kindler, 2009; Schmidt, 2006)

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“Brains-On” Experience

Let’s try some Mini-PBL!

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“Brains-On” Experience

• Form groups of 5-8 participants• Select one of the “problems”• Identify one person as “tutor”

– Tutor will have ‘tutor guide’ information

• Brainstorm list of potential learning issues– May be in your domain of study or not

• Identify potential sources of informationRussek: PBL 25

Problem Choices

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Blade Runnerengineering, physics, math, biology, ethics, physical education,

sociology, media

Zombie Attack math, biology, education,

sociology, politics, psychology, media,

communication,public health, literature

Salem’s Secrets history, sociology, psychology,

biochemistry/chemistry, legal systems, literature, public health, theology

Alternative, Similar Models

• Project based learning (PjBL)• Process-oriented guided inquiry

learning (POGIL)• Peer-led team learning (PLTL)

Eberlein T, et al. Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochem Mol Biol Educ. 2008;36(4):262-273

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Project-Based Learning• Learning based on (real-world)

project• Goal directed• Interdisciplinary• Collaborative decision-making• Generally a long-term project

– Involves time in and out of the classroom

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Examples: • Start a coffee stand • Build an electric car• Create a course curriculum

Project-Based Learning

• Requires a range of skills:– Communication, collaboration,

leadership, project-management, organization, problem-solving, research, presentation

• Requires multiple roles• Reflection on success of the project

– Self & peer feedback– Reflection on the learning process

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Process-Oriented Guided Inquiry Learning (POGIL)

• Students work through cases using instructor’s questions to guide inquiry

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Example: Zombie Attack guided questions1. In your own words, summarize how individuals can

move from one state to another and at what rate.2. Using equations for the change in numbers of

susceptibles (S) over time as a guide, explain what each of the equations mean.

3. Based on the model… what strategy should humans use to survive?

“Zombie Attack!” by Kyla M. Flanagan

POGIL• Self-managed teams of 3-5

students– Instructor facilitates multiple groups

• Work during class hours• Discuss course material using a

series of carefully constructed questions

• Develops:– Problem-solving, deductive reasoning,

communication, self-assessment skillsRussek: PBL 31

POGIL• 3-phase approach

– Exploration: • Find meaning or patterns in a ‘model’

which may be pictures, tables, equations, prose, graphs, etc.

• Questions challenge students to test hypotheses, explain patterns, etc.

– Conceptualization: • Concept or relationship emerges &

develops– Application

• Extend & apply concepts to new situations

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Peer-Led Team Learning • ‘Workshops’ supplement but do

not replace lecture– Meet outside of class time (e.g.

recitations)• No limit in class size

– Work in teams of 6-8 students• Teams led by undergraduates who

did well in the course previously– Peer leaders are trained to facilitate– Learning opportunity for team leaders

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PLTL• Example from anatomy & physiology

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1. An individual has a resting cardiac output of 6000 ml and a resting heart rate of 60 BPM. a) What is her stroke volume?b) If her stroke volume at rest is 120 ml, what is

her ejection fraction?2. A partial failure of the aortic semilunar valve would

likely lead to reduction in:a) End diastolic volume (this answer is T/F

because)b) Cardiac output (this answer is T/F because) c) Ejection fraction (this answer is T/F because)

David Lemons CCNY

PLTL

• Teams work on structured problems

• Problems closely integrated with course

• No answers provided• Encouraged to find, articulate,

evaluate and build confidence in answers

• Peer-leaders must be familiar with the course, have good people skills– Requires some supervision of

collaborative sessions

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Shared CharacteristicsPBL POGIL PLTL

Actively engage students in solving meaningful problems using collaborative, contextual learning

Help students ‘learn to learn’ as well as learn content

Develop interpersonal & communication skills

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Application

• How might you apply these models into your classroom?– Which models are most appropriate?– What would make a good problem?– What learning issues would that

problem generate?

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Select Resources: Citations

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• Eberlein T, Kampmeier J, Minderhout V, et al. Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education. 2008;36(4):262-273.

• Kindler P, Grant C, Kulla S, et al. Difficult incidents and tutor interventions in problem-based learning tutorials. Medical Education. 2009;43:866-873.

• Nicholl TA, Lou K. A model for small-group Problem-Based Learning in a large class facilitated by one instructor. American Journal of Pharmaceutical Education. 2012;76(6):1-6.

• Onyon C. Problem-based learning: a review of the educational and psychological theory. The Clinical Teacher. 2012;9:22-26.

• Schmidt HG, Rotgans JI, Yew EHJ. The process of problem-based learning: what works and why. Medical Education. 2011;45:792-806.

• Schmidt HG, Vermeulen L, van der Molen HT. Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Medical Education. 2006;562-567.

• Singaram VS. van der Vleuten, van Berkel H, Dolmans DHJM. Reliability and validity of a tutorial effectiveness instrument. Medical Teacher. 2010;32:e133-e137.

• Spencer JA, Jordan RK. Learner centred approaches in medical education. British Medical Journal. 1999;318:1280-3.

• Wood DF. ABC of learning and teaching in medicine: Problem based learning. British Medical Journal. 2003;326:328-330.

Select Resources: PBL• University of Deleware (UG) sample

cases & syllabi: http://www.udel.edu/inst/ • PBL Clearinghouse (sample UG

problems): https://primus.nss.udel.edu/Pbl/

• ScienceNet links to PBL resources: http://www.cse.emory.edu/sciencenet/links/coll_curr/pbl_links.cfm

• Stanford University (HS/UG, sample problems in range of domains): http://ldt.stanford.edu/~jeepark/jeepark+portfolio/PBL/skipintro.htm

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Selected Resources: PjBL

• Project-based learning: http://pbl-online.org/

• Buck Institute for Education (BIE): http://www.bie.org/

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Select Resources: POGIL• Process-Oriented Guided Inquiry Learning:

http://www.pogil.org/ • NSF National Center for Case Study

Learning (large library of cases at all learning levels): http://sciencecases.lib.buffalo.edu/cs/collection/

• Project Kaleidoscope: http://serc.carleton.edu/sp/pkal/pogil/index.html

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Selected Resources: PLTL

• The Center for Peer-led Team Learning: http://www.pltl.org/

• City College of New York: http://www.sci.ccny.cuny.edu/~chemwksp/index.html

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Questions?

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Spencer & Jordan, 1999

Slides available electronically at:http://people.clarkson.edu/~lrussek