Problem-Based Learning: A Student-Centered Approach for Engagement

Deborah E. Allen, Associate Professor of Biological Sciences George H. Watson, Sr. Associate Dean of Arts and Sciences Hal White, Professor of Chemistry and Biochemistry University of Delaware

Learning So Everyone Teaches Lilly East Conference on College and University Teaching April 6-8, 2006 Newark, DE

Characteristics Needed in College Graduates

High level of communication skills Ability to define problems, gather and evaluate information, develop solutions Team skills -- ability to work with others Ability to use all of the above to address problems in a complex real-world setting Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

What Is PBL?

“The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.”

Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.

What are the Common Features of PBL?

Learning is initiated by a problem.

Problems are based on complex, real-world situations.

All information needed to solve problem is not given initially.

Students identify, find, and use appropriate resources.

Students work in permanent groups.

Learning is active, integrated, cumulative, and connected.

Deflating Grady – Part 1

Read over the e-mail exchange and discuss the ideas it raises about grade inflation As a group, compose a definition of grade inflation and be prepared to present it.

Be prepared to “report out” in 10 minutes

Deflating Grady – Part II

Read over the information presented, and be prepared to report out on your answers to the questions.

Be prepared to “report out” in 15 minutes

Deflating Grady – Part III

Take a look at the graph from gradeinflation.com: – According to your group’s definition, is this evidence for grade inflation?

Good PBL Problems…

Relate to real world, motivate students Require decision-making or judgments Are multi-page, multi-stage Are designed for group-solving Pose open-ended initial questions that encourage discussion Incorporate course content objectives, higher order thinking, other skills

PBL: The Process

Resolution of Problem; (How did we do?) Presentation of Problem Integrate new Information; Refine questions Reconvene, report on research;

Next stage of the problem

Organize ideas and prior knowledge (What do we know?) Pose questions (What do we need to know?) Research questions; summarize; analyze findings Assign responsibility for questions; discuss resources

Medical School Model

Dedicated faculty tutor Groups of 8-10 Very student-centered environment Group discussion is primary class activity

A good choice for:

Highly motivated, experienced learners Small, upper-level seminar classes

Typical Medical School PBL Problem: High Degree of Authenticity

Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, Z

What questions should you ask?

What tests should you order?

Physician interviews patient, receives results of tests

Differential diagnosis Preferred therapy

A Typical Day in an Undergraduate PBL Course

Question for Groups

Reflect on this afternoon’s experience: What do instructors do to guide students working on a PBL problem?

Be prepared to report out in 5-10 min.

What Might Be Different in an Undergraduate Context

Class size Intellectual maturity of students Student motivation Course learning objectives Other instructors’ or departmental preferences Other courses to teach Varied student career objectives Basic (versus applied) context

PBL Models for Undergraduate Courses

Medical School Model

Small class, one instructor to 8-10 students

Floating Facilitator Model

Small to medium class, one instructor, up to ~75 students

Peer Facilitator Model

Small to large class, one instructor and several peer facilitators

Large Class Models

Floating facilitator and hybrid PBL/other activities

“Hybrid” PBL

Non-exclusive use of problem-driven learning in a class May include separate lecture segments or other active learning components Floating or peer facilitator models common

Often used as entry point into PBL in course transformation process

The Problem-Based Learning Cycle

Mini-lecture (as needed) Overview Assessment (when desired) Problem, Project, or Assignment Whole Class Discussion Group Discussion Preparation of Group “Product” Research Group Discussion

Strategies Used to Teach This Problem

1) 2) 3) 4) 5) 6) 7) “Mini” lecture to introduce problem Instructor provided input at regular intervals Mechanism for groups to compare notes Instructor circulated amongst the groups Instructor provided some resources Problem constructed to allow for 1-5 Problem constructed to provide learner prompts for PBL novices

UD PBL Online

PBL at UD - www.udel.edu/pbl

Sample PBL materials, including syllabuses; links to other sites

PBL Clearinghouse - www.udel.edu/pblc

Database of peer-reviewed PBL problems

ITUE – www.udel.edu/inst

Workshops on PBL and integration of technology, communication skills