Transcript How is PBL Different?

Problem-Based Learning
How to Improve Your
Facilitation Skills
Larry Harris, Ph.D.
West Virginia University
based in part on workshops conducted at
University of New Mexico
Outcomes: What do Teachers want
from Students?
want to learn more about the subject
 enthusiastic about the subject
 are able to use learned information
 can communicate effectively
 are aware of limits of their knowledge
 can identify and solve problems
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Who Controls the Learning?
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Teacher
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Student Control
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Lecture
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Lesson plan
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PBL
What is Problem-Based Learning?
Learning that results from working towards an
understanding and resolution of a problem
 Acquiring of knowledge in the context in which
it will be used
 Solution of a real-life problem stimulates the
student to evaluate their own knowledge and to
learn new information
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PBL in Medicine
Patient problems (cases) provide the stimulus for
acquiring basic science information needed to
understand the underlying mechanisms of health
and disease
 Provides experience in clinical problem solving
(clinical reasoning)
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How is PBL Different?
The problem is given to the students first, often
before specific topics have been covered
elsewhere
 Students make decisions about what to learn
 Students study learning issues on their own
 The tutor facilitates the process
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Definition of Terms
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Teacher: One who shows or helps to learn; to
instruct; to guide the study of a subject
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Facilitator: One who makes something easier
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Tutor: One who gives individual instruction;
directs the learning of a group of students
The Small Group
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4 to 8 students/group
Flexible seating
arrangement
Group meets for 1 to 3
hours each session
Group establishes rules
of conduct
Group Facilitation Skills
Try to get the group
working together in a
cooperative manner
Ground Rules: Some Suggestions
Do not interrupt others
 Keep on the task; be focused
 Draw mechanisms on board
 All ideas are considered
 Establish a safe learning environment
 Identify sources of information
 Everyone should participate in discussions
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What are the skills needed for
facilitation?
You must be “student-centered”
 Encourage students to assume responsibility for
their own learning
 Allow enough time for discussions
 Choose moments of intervention carefully; try
not to lecture...try to stimulate their thinking
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To intervene or not to intervene?
Keep the discussion focused
 Ask questions rather than answer them
“Can anyone answer that question?”
 Rise to the “teachable moment”
 Get the students to sketch out their answer on the
board
 Maintain order
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Dealing with conflicts
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Remind group of ground
rules
Encourage group to solve
their own problems
during assessment: Do
this at the first sign of
conflict
Serve as a model for the
group
Tools for Facilitators
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Be patient
Reward students for
asking good questions
Give prompt feedback
Assess the progress of
the group
Use humor when needed
Discussion Skills for Tutors
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Listen; keep in the
conversation
Involve the whole group
Help focus discussion
Identify sources
Ask for their reasoning
Take students to the limit
of their knowledge
Diagram the Mechanism
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Helps the group
appreciate the details of
the case
Relate details to the
larger picture
Prevents a superficial
discussion
Allows students to teach
one another
Vindicate Sleep: A Tool to Improve
Depth of Coverage
V
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vascular
inflammatory
neoplastic
degenerative
intoxication
congenital
allergic/autoimmune
traumatic
endocrine
S
L
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P
social
legal
environmental
economic
psychological
Learning Issue Do’s
Make a list of unanswered questions
 Encourage group towards conciseness
 Help prioritize issues
 Encourage everyone to learn all the important
learning issues
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Learning Issue Don’ts
Select broad learning issues
 Select superficial issues
 Lead the students to their choice of issues
 Use every learning issue
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Giving Effective Feedback
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Learning issues
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Create safe environment
Use non-threatening
language
Praise first
Be open to criticism
yourself
Rephrase and summarize
what was said
Summary: How can I be a better
facilitator?
Practice the ground rules for group behavior
 Try to step back and observe group function
 Avoid teaching...unless asked
 Ask students to diagram mechanisms
 Take students to the “end of their knowledge”
 Give prompt and effective feedback
 Don’t be rigid...have fun
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Fred Deutsche
Patient Presentation
Fred Deutsche is a 47 year-old man who is a construction
contractor. He comes to your office complaining of
shortness of breath with physical activity. He has a
physically demanding job and previously had no
symptoms at work. The symptoms began two weeks
ago and have been getting progressively worse. He also
indicates that he feels depressed and feels a general
weakness and lack of energy. Other than a respiratory
infection about 6 weeks earlier he has been healthy.
Fred Deutsche
Discussion Questions
What are Mr. Deutsche’s problems?
 List your hypotheses for the mechanisms leading
to each of the patient’s problems. Explain.
 In obtaining a complete history what additional
information do you need? Explain how each
piece of information will help you to test your
hypothesis.
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