Transcript Problem-based Learning: Facilitator Workshop

PBL: Facilitator workshop
Carolyn Gibbon
University of Central
Lancashire
1
Problem-based Learning (PBL)
• ‘A conception of knowledge,
understanding and education that is
profoundly different from the more
usual concept underlying subjectbased learning’
(Margetson 1991)
2
PBL in a nutshell!
• Traditional approaches:
knowledge – problem – solutions
• PBL approaches:
problem – learning - solutions
3
Rationale for PBL
• Learning via the use of situations is
an efficient way to learn
• Scenarios facilitate the integration
of knowledge from many fields
• The practice of PBL encourages
the thinking processes and helps
set a pattern for life long learning.
• Intellectually stimulating.
4
Aims of PBL:
To develop competency in:
• Problem-solving
• Self-directed learning
• Small group learning
• Critical thinking skills
• Integrating different parts of the
curriculum
5
Traditional v. PBL methods
•
•
•
•
Lecture…………..small group learning
Subject based…………problem based
Disease focused……...patient focused
Competitive……………….co-operative
6
PBL – the process
•
•
•
•
•
Problem
Hypothesis
Resources
Reporting back
Action plan
7
Problem:
• Problem situation reflecting
learning outcomes/area of study
• E.g. photograph, video, simulated
patient, written scenario
• Other names: triggers, scenario
8
Mary Shaw
• Mary attends the Sandhills Day
Centre 3 days a week. She is 75
years old and is a widow. Her 32
year old son lives with her. A nurse
reports bruising on Mary’s arms
and legs
9
Hypothesising
• Identifying clearly what seems to be
the problem
• Brainstorm possible explanations
• Clarify what learning is needed
• Set tasks
10
Problem identification
•
•
•
•
•
•
Fall
Elder abuse
Blood disorder
Sensory deterioration
Why day hospital referral?
Self-harming
11
Possible explanations
•
•
•
•
•
•
•
Sensory deficits
Altered home environment
Part son plays as carer
Blood disorders
Cerebro-vascular disorders
Alcoholism
Psychological undertones
12
Learning needs
•
•
•
•
•
•
•
A & P of the C.V. system
Pathophysiology
TIAs and Stroke
Nursing Care
Sensory deprivation
Falls in the elderly
Alcoholism in the elderly
13
Continued…
•
•
•
•
•
•
•
Elder abuse
Sons as carers
Community networks
Role and function of day hospitals
Bereavement issues
Self-image
Family networks
14
Consulting resources
•
•
•
•
•
Textbooks
Journal articles
Laboratory work
Resource personnel
websites
15
Reporting back
• Each student reports his/her findings to
the whole group.
• The group discusses the collective
information in relation to the original
problem.
• Understanding is modified.
• More learning may be needed or
proceed to action/care plan.
16
Resource guide
• People: Sue Smith (researcher in elder
abuse) or Ann Jones (health visitor)
• Library: search terms e.g. elder abuse
• Journals: e.g. Gerontological Nursing
• Media: videos, websites
• Organisations: Age Concern
17
Action/Care plan
• Will depend on area of study and the
group themselves.
• Rationale for actions must always be
given.
• May form part of formal assessment.
• Written plan, case conference, role play,
video.
18
Care issues
•
•
•
•
•
•
•
Day hospital care – care on discharge
Hospital at home
Bereavement counsellor
Son – job club, support
Role of community nurses
Stroke club
Key workers
19
Role Play
• Introduction to scenario and
small group working
20
Small group learning
A group is a collection of people who
possess the following:
• Definable membership
• Group consciousness
• A shared sense of purpose
• Interaction
• Ability to act in a unified manner
21
Continued…
• Passive observer and record taker
to active listener
• Minimal pre-class preparation to
greater self-preparation
• Being only an attendee to risk taker
• Personal choice attender to group
expectations of attendance
22
Continued…
• Competition to cooperation with peers
• Self-motivated learning to
interdependent learning
• Perceiving knowledge authority as texts
and teachers to accepting self and
peers as relevant learning resources.
(Rideout 2001)
23
Student responsibilities
•
•
•
•
•
•
Attend meetings as scheduled
Participate in discussions
Appoint a chairperson and scribe
Ensure equity of learning tasks
Listen carefully and critically to others
Bring in appropriate pieces of research
24
Continued…
• Report back findings in a coherent and
legible manner
• Reflect on what is said
• Try and see points from others
perspective
• Contribute insights
• Complete work set with an action plan
or care plan
25
Facilitator
• ‘The
good facilitator is a good and
educative teacher in so far as he or
she facilitates valuable learning by
students’
(Margetson 1991)
26
Facilitation:
The facilitator:
• Guides the students through the
enquiry and decision-making processes
• Questions the rationale for their
judgement
• Challenges their assumptions
27
Facilitator responsibilities
• To attend scheduled meetings
• To support students as required, either
as ‘devil’s advocate’ or supplier of
information on request
• Be a partner in the learning process
28
Continued….
• Assessment and evaluation of student
learning
• Learning resources
• Promoting critical thinking, problemsolving, group and individual learning
• Understand group dynamics
29
Facilitation :
• The main task is to ‘guide’ your group.
You need a reasonable level of
confidence with the learning packs
content, but you do not have to be an
expert.
• Facilitate an open learning climate
which encourages students to challenge
each other and admit any difficulties
30
Continued…
• Encourage critical thinking, even at level
one. Do not be too interventionist, but
avoid a totally passive role. Aim for the
middle ground.
• Facilitating a group is a process.
Sometimes you will be a role model, a
coach, a critic, or even an impressed
observer.
31
First PBL session
• Get to know each other – ice breakers
may be useful
• Discuss how the group is going to work
• Develop ground rules – these are VITAL
• Contact arrangements
• Discuss learning objectives for module
32
1st PBL session (contd.)
• The group nominate a chairperson and
secretary
• At start of pack clarify any unfamiliar
terms in the scenario
• The group brainstorm what is
happening in the scenario, noting points
on a flip-chart
33
Continued….
• Identify main issues
• Develop a hypothesis
• Allocate work, working in pairs or
individually
• Facilitator verbally evaluates progress
34
Second PBL session
• Each student openly discusses their
findings
• Sharing written information must be
agreed by the group
• Progress is evaluated and new work
allocated (if necessary)
35
Third PBL session
• Discuss new findings
• Students collate their information and
compare with their hypothesis
• Devise care/action plan
• Encourage creativity e.g. case
conference
• Work evaluated and feedback given
36
Giving feedback
•
•
•
•
Be specific rather than general
Be descriptive e.g. ‘you didn’t…’
Reveal your own position e.g. ‘I felt..’
Encourage – so use praise
37
Receiving feedback
• Listen to what the students are saying
• Consider what they have said
• What can they do to help you and
themselves
38
Problems in PBL sessions
• Occasional ‘bad’ sessions occur as well
as ‘brilliant’ ones
• A series of poor sessions needs careful
assessment and discussion
• Insist the group maintains self-discipline
e.g. time-keeping
39
Continued…
• Silence does not necessarily mean nonparticipation
• If group dysfunctional inform module
leader sooner rather than later
40
Aim for the 4 ‘E’s
• Excellence
• Efficiency
• Effectiveness
• Evaluation
This will encourage the 5th – Enthusiasm!
41
Facilitator role in relation to
Assessment and Evaluation
• Determine what formative and
summative assessments are to be
completed
• Carry out module evaluations as guided
by module leader
• Resist temptation to give mini - lectures
42
PBL and alignment (Biggs 2003)
• Professional practice requires
functioning knowledge that can be put
to work immediately, not just declarative
(verbal) knowledge. If desired
outcomes are for professional
competency, but declarative knowledge
is the output, then the curriculum,
teaching and assessment are not
aligned.
• PBL is alignment in itself.
43
Assessment
• Dealing with initial case: hypothesising,
checking data, use of information
• Review of independent study:
knowledge gained, level of
understanding, evaluating the
information
• Final problem formulation: synthesis of
key concepts, application to patient,
self-monitoring, response to feedback.
44
Professional working knowledge
(summary from Biggs 2003 :240)
Assessment
1.Deal with problem
2.Knowledge gained
3.Synthesis, review
4.Social skills
Objectives:
Solve designated problems
Professional knowledge
Group skills
Cognitive skills
Problem-solving activities
Groups, brainstorming
Consult, seek knowledge
Enact solutions
Monitoring, reviewing
45
Advantages of PBL
• A problem at the beginning provides a
concrete application
• Links and experience help recall of
information
• PBL helps to learn and understand new
material easier
• In PBL each student takes in small
pieces of information and synthesises it
for the larger picture – like a jigsaw!
46
Disadvantages of PBL
• Some will be uncomfortable with PBL
because they prefer the anonymity of
lectures and a subject-base
• It may appear as though not much
learning is taking place
• Good problem-solving is not automatic
– it takes practice
47
Last but never least…
• Being a facilitator can be very
rewarding. Read around ‘being a
facilitator’. Compare notes with other
facilitators. Observe groups in action
and take opportunities to co-facilitate.
When you are ready to ‘go it alone’ they
are plenty of people to support you.
Last, but never least, enjoy the
experience – both you and the students
will gain a great deal.
48