Get Your Head Around Problem Based Learning

Ramesh Mehay

PBL – Aims of this Session

• What is It? • What Is it For?• What do you need• Adv vs Disadv• Have a go• What do you think?• Further information

Sophie could remember times when the teachers or her

mother had tried to teach her things she hadn’t been

receptive to.

And whenever she had really learned something, it

was when she had somehow contributed to it

herself.

Jostein Gaarder. Sophie’s World

Lecture (lec’char;n.)

• Process by which the notes of a speaker become the notes of a student without passing through the minds of either.

• Academic period set aside for rest and recovery

The most important phrase in education is

“I don’t know .”

PBL

“uses problems or cases

to identify learning issues.”

What is it?

PBL. The process

The Case / problem

Discussion

Identify learning issues

Reflection

Individual study Group study

Review

Discussion/mini-presentations

?More learning issues

The Problem/Case

• Registrar’s prior knowledge• Contain cues• Relevant context• Integrate basic science concepts• Interest, Discussion• Self-directed learning.• Learning objectives.

Dolomans 1997, Effective Case Design, Medical Teacher

So What DO You Need?

• A Facilitator

• A Problem

• A Group

3 things

The group

• Should understand principles of PBL

• Appoint a reader

• Appoint a scribe

• R.O.P.E.S.

• Learning issues

Benefits to the Individual

• 1. Motivates learning

• 2. Develops clinical reasoning skills

• 3. Helps structure knowledge in the clinical context

• 4. Helps develop self learning skills

Thomas 1997, Medical Education

4 areas of benefits

What else is so good about PBL?

• Better understanding of groups & gp dynamics

• Problem solving• Negotiating• Reflection• Presentation & Research Skills• Learning from each other• Learner centred

What are You Thinking?

• PBL teaches less therefore there is less to remember anyway

(Morgan 1995 BMJ Letter)

• Does not meet everybody’s needs

• “chatty” and unstructured

So, How Else Can I Convince You?

Norman & Schmidt, 1987, Acad. Med.• Little difference in exam results BUT• What is learnt is both deeper and retention of

knowledge is greater in PBL

Caplow et al, 1997, Medical Education•“enhances retention and thinking, rather than just memorising it”

So, What Are We Planning to Do ?

To use it IN ADDITION to the other educational tools in the HDR because:

• fun • relevant• group discussion • identify their own educational needs

The Sorts of thing PBL can be used for in the VTS

• Role play

• Consultation skills

• Clinical examination

• Clinical/managerial/ethical and

business topics

• Group skills

• Presentational skills

Using PBL in Primary care

• Develops teamwork• People learn about each other and

their role• Identifies issues in all areas • Fosters better relations• Clinical governance• Risk management• Audit

Why should I get involved with it?

• For your registrars

• For your practice (PDP’s)

• Pleasure

• It is popular

• Another new LIFELONG skill for YOU.

Further Information

HEREFORD FACILITATORS PACKS

(Dec O’Brien & Pat Downey)

PBL – fpr GP Vocational Training

PBL – for PHCT education

PBL – for Practice Staff Training

•www.problembasedlearning.co.uk

•£50 per pack

Adult Learning

Brookfields Principles of Adult Learning1. Participation is voluntary2. Mutual respect between teachers &

learners3. Collaboration is impt (learners & teachers)4. Action & reflection should be a continuous

process5. Critical reflection brings invokes further

exploration6. Nurturing of self directed adults is impt.