Transcript Document
Acknowledgement Some of the slides in this presentation belong to Prof. Hugh Pross, formerly of Queens University Canada Text is from different sources including PBL Handbook for Students & Tutors downloaded from the website of Queens University Canada & From the book Problem Based Learning Applied to Medical Education by Howard Barrows Objectives: At the end of the session, we must be able to: Explain the responsibilities of the tutor in PBL as a facilitator Explain how to interact with individual students & with the group Demonstrate ability to ask appropriate questions Objectives: Recognize student “treacheries” in PBL sessions & suggest ways to tackle them List the qualities of a good tutor Demonstrate effective questioning technique in PBL sessions Understand his/her own limitations Establish rapport with the students in the group OBJECTIVES OF PBL To develop clinical reasoning skills, critical thinking and decision making strategies To foster self-directed learning To achieve integration across disciplines To promote small group learning To prepare students for life long learning To acquire skills of team work Role of the tutor in PBL A person who leads a group of students in PBL sessions to successfully achieve the objectives of a teaching program. Facilitates, “A guide on the side” Has to fulfill several responsibilities and is accountable to the teaching programme for the satisfactory completion of them. Three main aspects of Tutor’s role Knowledge Personal attributes Skills A. Knowledge Values & mission of QCM Objectives of the block Basic principles & methods of evaluation About rationale of PBL & SDL Of Steps in PBL & of how to stimulate critical thinking Mechanics of group dynamics & of feedback Scientific knowledge about the problem of the week???? B. Personal Attributes: The tutor should demonstrate an acceptance of: PBL The SDL approach & Be prepared to have individual meetings with students as required Ensure that student evaluations are completed C. Skills: in facilitatory teaching Asking non-directive, stimulating questions Challenging students as appropriate Presenting consequences of student conclusions, opposing views, cues as needed Indicating when additional external information is required Referring students to resources as appropriate Avoiding lecturing to the tutorial group Skills in: Making students think about a range of phenomena, from the molecular level to the family and community level Making students assess/appraise critically, evidence supporting hypotheses Making students define issues and synthesize information Skills in promoting efficient group function by: Helping the group to set early goals and a tutorial plan Sensing problems in tutorial functioning and helping the group to deal with them Making students aware of the need to monitor the group's progress Serving as a model to demonstrate productive ways of giving feedback What the tutor must do: In the first meeting with a new group: Esp. in the first problem in a new block Spend some time in introductions — making every student comfortable Make the group agree upon some ground rules Ground rules??? What phase are we in : Pre-med, Basic Sciences, or Clinical? If it is Basic Sciences phase then what ----? What should we focus on most of the time in the problems of this block? What behavior do we expect from each other? What should we avoid doing? Ground rules Silence of students when faced with a hypothesis or a piece of information– what does it mean? Silence of the tutor when faced with a hypothesis or a piece of information – what does it mean? The tutor must have abilities and skills relevant to: Principles & practice of problem-based learning Group dynamics Assessment of student learning Use of learning resources and managerial skills Not necessarily, a "content expert" who provides the facts Facilitator, responsible for guiding students to identify the key issues in each case and to find ways to learn those areas in appropriate breadth and depth Students have much more responsibility in PBL, but the tutor is not just a passive observer He or she must be active and directive about the learning process to assure that the group stays on target and makes reasonable choices on what issues are key to study Balance between being Dominant & being Passive How does the tutor Facilitate? By asking appropriate questions Appropriate questioning is one of the most important means of facilitating learning Knowing how and when to ask appropriate questions is one of the principle skills of a good tutor By asking appropriate questions Appropriate questioning is one of the most important means of facilitating learning Serve to keep the group focused Prevents the group from getting bogged down Forces group members to present information and concepts more precisely What are appropriate questions? Questions that elicit a students' reasoning process. If a student asks for more information about the case (e.g. "Did the patient vomit?"), the tutor might ask "What are you hoping to find out? What are your reasons for asking that question? How would knowing the answer make a difference in your understanding of the patient's problem? What is the core information you will need to know for future similar situations (ie. five years down the road in your own practice)? Is there anything about this situation that presents a learning issue outside of this problem? The tutor encourages students to make connections. The tutor might ask, “How did the infection lead to the rise in temperature? What is the association between hypertension and headaches? How might issues about patient lifestyle be related to this problem? Makes students draw a Concept Map Tutors emphasizes open-ended questions Questions can direct students along another path. Assume this is the situation ..., what do you need to know? Tolerate silence!!! Emphasis on pathophysiologic changes? The tutor might ask, “What processes could have caused this problem”? “How did these phenomena develop? Tutor must not express his opinion about a hypothesis, but direct attention of group members towards the hypothesis ? If a student gives an explanation which is correct but the other students do not pay attention? This will make all students listen to what Abdullah is saying and thus guide them to the right direction What if an explanation is wrong? Tutor may ask other students what they think about the hypothesis He/She should not say : “This hypothesis is not correct” He might ask the students to think of alternative hypotheses. Tutors should periodically ask students to explain and define medical terminology used "What is cholesterol? What does that level of cholesterol usually mean?“ Tutors should ask higher order questions. For example, in discussions of treatment it is more helpful to ask "How do we decide what to do?" rather than "What is the best treatment?" Other helpful hints Is not afraid to join the group as a participant Does not dominate (or threaten) the group with his opinions but rather facilitates the group dynamics Reminds students of topics previously discussed but not fully understood Even better, helps the students think of the general principles themselves. When will the tutor intervene? Before considering any intervention, asks himself, "Will my comments help the students to learn how to learn?" Encourages the students to focus their discussion, rather than going on off in all directions at once It may be helpful to get the group to construct concept maps Periodically remind students about how much they are learning. Be specific and give examples Tutor Intervention Raising awareness Facilitating the group process To expand the group discussion on to a higher cognitive level To ensuring that the group process flowed well Directing learning To signal an end to the students’ discussion Tutor should find a balance between dominating the session or completely detaching himself from the discussion Handling the ‘silent’ student/s Handling the dominant student/s What if they still don’t change ? CHECKING OUT STUDENTS' INFORMATION Tutor may use some of these questions: Does everyone understand the explanation given by Ahmed? Does everyone agree with this information or do you wish to know more?