PBL What and Why

7/30/2019 PBL What and Why

1/41

PROBLEMBASEDLEARNING

WHATAND WHYDr. Arjun Singh

M.D.

Pathology

Visit on www.drarjunpatho.hpage.com for more information
http://www.drarjunpatho.hpage.com/http://www.drarjunpatho.hpage.com/http://www.samford.edu/pbl/index.html


2/41

OBJECTIVE

Background

Definition

What is PBL

Why is PBL

References

www.drarjunpatho.hpage.com


3/41



4/41

The goal of medical education isproduce physician we would like

to se if we are sick.--Melinkof



5/41

CURRICULUMCHANGE - WHY?

Too much information - too little time

The need to foster the skills for self-

directed life-long learning



6/41

PROBLEMBASEDLEARNINGIDEA

In study conducted by Gonella et al 1970on Resident of large general

hospital 50% are unable to performscreening activities on patients ofsuspected case of pyelonephritis

but when tested by MCQ the scorewas 82%



7/41www.drarjunpatho.hpage.com


8/41

People can possess knowledge

which they seem unable to applyOr

They know information but can not

use it.

Or

The way in which topic taughtdetermine what student can do withinformation acquired



9/41

The three principles for acquiring anew information, (Anderson 1977)

PBL

Activation ofprior

knowledge

Elaborationof

knowledge

Encodingspecificity



10/41

ACTIVATIONOFPRIORKNOWLEDGE

Defence

Mechanism

Againstinfections

1st

MBBS

4thMBBS

Rumelhart & Ortony 1977



11/41

ENCODINGSPEFICITYTulving & Thomson 1973

Closer resemblance to the situation in which something islearned and the situation in which it is applied

Group A

Taught under waterExamine under water

Group B

Taught under water

Examine out side water



12/41

ELABORATEKNOWLEDGEAnderson & Reder 1979

PBL

Discussion

Hypothesis

Making notes

Pear Learning



14/41

A learning method based on the

principle of using problems as a

starting point for the acquisitionand integration of newknowledge.

H.S. Barrows 1982



15/41

OBJECTIVESOFTHE PBL PROCESS

Knowledge- basic and clinical content incontext

Skills- scientific reasoning, critical appraisal,information literacy, the skills of self-directed,

life-long learning

Attitudes- value of teamwork, interpersonalskills, the importance of psychosocial issues

To develop:



17/41

Traditional

Tutorial

Tutor

Students



18/41

PBLTutorial

Tutor

Students



19/41

19

PBL AND THEIR TIMING

2-3

Hr.

Case 1 Case 2

Case 1

Case 1

Case 1 Case 2

Case 2

Case 2

Wk1 Wk2 Wk3 Wk4 Wk5

Most programs schedule 1 case over 3 sessions, one

or two sessions a week

Some do 2-3 sessions a week - Case of the Week

Case 3

Intro,

ReviewProcess



20/41

SEVENJUMPTHEORY(WOOD, DF 2003)

1. Clarify terms and concept not readily comprehensible

2. Define the problem3. Analyze the problem (use prior knowledge and common

sense and try to give as many explanations as possible)

4. Draw a systematic inventory of the explanations referredfrom step 3 (give structure to the outcome of the brainstorm, hypothesize and set up a model or produce acoherent description)

5. Formulate learning objectives.

6. Collect additional information outside the group.

7. Report the finding in the tutorial group.(integrate theknowledge and check whether the information you haveobtained meet the objectives of the case)



21/41

THEPROCESSESOFTHETUTORIAL

Return to the problem1. Ill-structuredProblem

2. Clarifyingconcept

3. Defining the problem

4. Analysing theproblem/brainstorming

5. Problem analysis / systematicclassification

6. Formulating andproioritizing learningobjectives

7. Self study

8. Reporting

Assessment

SEVENJUMPTHEORY(WOOD, DF 2003)



22/41

Tutorial 1-1

Introduction tothe group and

to PBL

What is your

background?

What is your

understanding

of the PBL

process?



23/41

Tutorial 1-2

Starting the

problem

What dowe know

What do weneed to

knowDiscuss &

list learningissues

Organizewho does

what



24/41

STUDENT PBL

Read the caseWhat do you know about this scenario?

What do you need to know?Discuss & list learning issues

Discuss & list potential sources ofinformation

Organize who (theoretically) will do what

Evaluate how you performed as a groupwww.drarjunpatho.hpage.com


25/41

An important part of PBL is the learning

between sessionswww.drarjunpatho.hpage.com


26/41



27/41

KEYPRINCIPLESINA PBL CURRICULUM (AFTERENGEL, 1991 AND 1992)

Active learning

Integrated learning

Cumulative learningConsistency in learning

Learning for understanding


PBL i PBL i t


28/41

PBL is PBL is not

Problem Based Learning Problem based teaching

Acquisition of knowledge Transfer of knowledge

The use of several hand books The use of single hand bookLong term memory Short term memory

Motivation for life long Disinterest in acquiring new informa

Understanding Rote learning

Student centered Teacher centered

Self motivating Organization of teaching

Learning through problems Learning to solve problems

Interacting with staff Listening to staffActive Passive

Challenging Discouraging

Asking questions Giving answers

Lightening a heart fire Filling a bucketwww.drarjunpatho.hpage.com


29/41

NEPALSTUDY

The report of study conducted on PBL in B P KoiralaInstitute of Health Science, Dharan, Nepal concludes thatPBL11

Useful and enjoyable (96%)

Facilitate integration (100%)

Help in development of self directed learning (88%)

Help in problem solving skill (81%)

Provide opportunity to learn from pears (73%) Help in understanding an principle (96%)



30/41

CHARACTERISTICSOFAPBLTUTOR

A knowledge of the process of PBL

Commitment to student-directed learning

Ability to generate a non-threateningenvironment while still acting to promote

discussion and critical thinking

Willingness to make constructive evaluationof student and group performance



31/41

Prompt and present for all sessions

A knowledge of the process of PBL

Commitment to self/student-directed learning

Active participation in discussion and criticalthinking while contributing to a friendly, non-intimidating environment

Willingness to make constructiveevaluation of self, group and tutor

CHARACTERISTICSOFAPBLSTUDENTS



32/41

www.drarjunpatho.hpage.comwww.drarjunpatho.hpage.com


33/41

THE ADVANTAGESOF PBL Emphasis on Meaning, Not Facts

By replacing lectures with discussion forums, facultymentoring, and collaborative research, students becomeactively engaged in meaningful learning.

Increased Self Direction

As students pursue solutions to their classroom problem,

they tend to assume increased responsibility for theirlearning.

Higher Comprehension and Better Skill Development

Students are able to practice the knowledge and skills in afunctional context, thereby to better imagine what it will belike using the knowledge and skills on the job .

Interpersonal Skills and Teamwork

This methodology promotes student interaction andteamwork, thereby enhancing students' interpersonal skills.



34/41

Self-Motivated Attitude

Students think problem based learning is a more interesting,stimulating, and enjoyable learning method, and that it offersa more flexible and nurturing way to learn.

Facilitator-Student Relationship

The aspect faculty liked most is the tutor-student relationship(Vernon, 1995). Faculty also consider problem basedlearning a more nurturing and enjoyable curriculum, and

believe the increased student contact is beneficial to thecognitive growth of the student (Albanese & Mitchell, 1993).

Level of Learning

Problem based learning medical students score better thantraditional students with respect to learning skills, problem-

solving, self-evaluation techniques, data gathering,behavioral science, and their relation to the social-emotionalproblems of patients (Albanese & Mitchell, 1993).



35/41

PROBLEMSWITH PBL INHYBRIDCURRICULA

Finding enough tutors - 1 for each 6 students

Faculty busy with traditional curriculum

The range of topics which can be discussed isa limiting factor - quality control is difficult

Heavy on library, computer resources, support

Objective evaluation of PBL is difficult

Inherent conflict with lectures - waste of time



36/41



37/41

REFERENCES

Singh A. Kumar J. Problem based learning: Obstacles

and strategy to overcome. J College of medical science,Nepal 2008, vol5,No.1, 1-5.

Singh A. Student performance and their perception of apatient-oriented problem-solving approach with

audiovisual aids in teaching pathology: a comparisonwith traditional lectures. Advances in Medical Educationand Practice; 2010; 1: 1-7.

Anderson, J. & Graham, A. A Problem in Medical

Education; Is there an information overload ? MedicalEducation; 1980; 14: 4-7.

Schmidt, H.G. Problem based learning; Rational andDescription. Medical Education; 1983; 17:11-16.



38/41

REFERENCES

Barrwos H.S. & Tamblyn, R.M. Problem Based Learning;An Approach to Medical Education. Springer; New York1980.

Dutch B., Gron. S. Allen D. The Power of Problem BasedLearning. eds 2001;Stylus Publishing.

Chapagain, M. L., Bhattacharya, N., Jain, B.K., Kaini,K.R.,Koirala,S. and Jayawickramarajah, P.T. Introducingproblem based learning in to an organ systemprogramme. Medical Teacher; 1998; 20: 6; Short

communication. De Goeij; A.F.P.M. Problem Based Learning: what is it?

What is it not? What about the Basic Sciences?Biochemical Society Transactions;1997;25:288-293.



39/41

Clarke, R.N. Design and implementation of the Curriculum in a

new medical school. Programmed learning and educationaltechnology. 1979;16:288-295.

Jayawickramarajah, P.T. Problems for Problem BasedLearning: A Comparative Study of Documents. Medicaleducation; 1996;30:272-282.

Jayawickramarajah, P.T. Problem Based Curriculum Chapter 2.Reprinted from Adhikari R.K. and Jayawickramarajah,P.T.(Eds)Essentials of Medical Education Health learningmaterial centre (A WHO Collaborating Centre) Institute ofMedicine, Tribhuvan University, Kathmandu, Nepal, 1996.

Wood, D. F. ABC of Learning and Teaching in Medicine:Problem Based Learning. British Medical Journal;2003;326:328-330.

REFERENCES



40/41

The biggest obstacle

to educational change

is our memories.

-- Dr. Allen Glenn

OBSTACLES



41/41