Transcript Problem-based Learning

Problem-based
Learning
Sue Gallagher
Occupational Therapy Dept.
Quinnipiac University
What it is…
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A teaching/learning methodology based on
the assumption that humans are driven to
solve problems and that we will seek and
learn whatever knowledge is needed for
successful problem solving
PBL
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Uses complex, real-world problems to
motivate students to
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identify what information is needed,
where/how to seek the info,
how to organize the info into meaningful
concepts,
and how to communicate with others
PBL history
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McMaster University Medical School, Ontario,
Canada in the late 1960s
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Student-centered approach using adult learning
principles of self-directed learning, and supporting
the development of life long learning
Adopted by many universities and medical
schools worldwide as an important alternative
educational model
Problem-based learning has as its
organizing center the ill-structured
problem that ...
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is messy and complex in nature
requires inquiry, information-gathering, and
reflection
is changing and tentative
has no simple, fixed, formulaic, right solution
From: http://www2.imsa.edu/programs/pbln/tutorials/intro/intro6.php
The PBL Group
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Small groups of 6-8 students with one
facilitator
Each group should establish their own
“norms”: how to record information, what
happens if someone is repeatedly
late/absent, member who doesn’t do their
research, etc.
Meet once weekly for 2 hours
The PBL “Process”
Not a linear process, but one that goes back and forth
as needed to clarify and redefine the learning and
the problem
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Present a problem
Identify the facts
Identify the possible hypotheses based on the
facts
Identify learning issues and possible resources
Process, cont
Students independently research learning issues
using a wide variety of resources
Next session:
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Students share findings and discuss in relationship
to the problem
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Rule out/rule in hypotheses
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Identify/clarify learning issues
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New “installment” of problem is introduced
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Restart the process
Group process discussion at the end of each session
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Role of the facilitator
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Facilitates access to resources and information
Create group dialogue opportunities
Guide, probe, and support students’ initiatives
Provide feedback regarding problem solving
strategies, clinical reasoning, and problem framing
Model life long learning and professional skill
development
Basic “how-to” for
case/problem writing:
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Consider the level of course and maturity of
students
How can the problem help meet course
objectives? (grid)
Identify real world context regarding the
content
Provide cues to stimulate questions, thinking,
and discussion
Case unfolds over time
RISK FACTORS
CASE 1
A. Intrinsic Psychological & Biological Factors; Preclinical Health Disorders
BOBBY
Neurological: self-regulation issues, addiction, sleep
difficulties, attention & arousal
Cocaine addiction,
attention, self
regulation
Sensory Systems: vestibular, tactile, visual, etc., overload,
deprivation
Motor Systems: postural control, perception, eye-hand
coordination, pain, stress, anxiety states, etc.
Stress
Affective Systems: emotion, motivation, depression,
boredom, burnout
Aggression,
depression?
Physical Fitness: inactivity, issues of weight, lifestyle
balance, smoking, etc.
Related to drug
addiction
Central Nervous System: cognition, perception, language,
communication
Drug affecting CNS
Reproductive: puberty, menopause, pregnancy issues, birth
control, irresponsible sexual practices
Irresponsible sexual
practices, lack of BC
– father
Immune System, endocrine, metabolic issues: diet, nutrition,
digestion, allergies, etc.
Drugs affecting
immune system
CASE 2
CASE 3
Good cases or problems…
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Leave the student wondering or guessing
Are sequenced as in “real life”
Ask questions that don’t have readily-found
answers from texts
Challenge students to come to consensus,
reach a conclusion, or make a judgment
May have many “right” answers
Problem examples
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Newspaper stories (Andrea Yates- legal system, mental health
system, PPD and media’s impact)
Reality shows (Real World- interpersonal relationships,
communication)
Projects: design or redesign something (children’s book about
having a sibling with autism)
Debates: (I am Sam debate over child custody)
Client records (usually need embellishing in order to bring the case
“to life”)
Movies: (My Left Foot, Homeless to Harvard)
Actors: useful for interviews, assessment, intervention
An article: dissecting different components until the article can be
fully understood
Key Values of PBL
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Partnership
Honesty and Openness
Respect
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“Implicit in PBL and the tutorial process is an
awesome respect for the beginning student.”
Federman, 1999, p. 93)
Trust
PBL in the QU OT dept
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3 consecutive semesters, beginning spring of junior
year
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Risk Factors Impacting Occupation
 Research is the focus
Health Conditions and Evaluation
 Research + Communication/group process
Health Conditions and Intervention
 Research + Group process + Clinical reasoning
Group process is reinforced through the use of
designated group roles
Group Roles
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Group process coach
Time keeper
Accuracy coach
Recorder
Coordinator
Discussion leader
Assessment
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Peer Evaluation
Self Evaluation
Facilitator Evaluation of student performance
Reflection Essays or Projects
Tell me, I will forget
Show me, I may remember
Involve me, and I will understand.
Chinese proverb as interpreted by Ei-Ichiro Ochiai
Resources
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http://www.udel.edu/pbl/
http://www2.imsa.edu/programs/pbln/tutorials/intro/intro6
.php
Wilkerson, LuAnn and Wim H. Gijselaers, eds. "Bringing
Problem-based Learning to Higher Education." New
Directions for Teaching and Learning 68 (Jossey-Bass:
San Francisco, 1996).
http://edweb.sdsu.edu/clrit/learningresource/PBL/Whatis
PBL.html
http://www.cmiproject.net/about_cmi.htm (Case Method
of Instruction)
Resources, cont.
Duch, B.J., Groh, S.E.,& Allen, D.E. (2001). The power of problembased learning: A practical “how to” for teaching undergraduate
courses in any discipline. Sterling, VA: Stylus.
McKeachie, W.J. & Svinicki, M. (2006). Problem-based learning:
Teaching with cases, simulations, and games. In W.J. McKeachie &
M. Svinicki (Ed.), McKeachie’s teaching tips: Strategies, research,
and theory for college and university teachers
Amador, J.A., Miles, L., & Peters, C.B. (2006). The practice of problembased learning: A guide to implementing PBL in the college
classroom. Bolton, MA: Anker Publishing Co.
Baptiste, S.E. (2003). Problem-based learning: A self-directed journey.
Thorofare, NJ: Slack, Inc.