OBJECTIVES OF THE PBL OBJECTIVES OF THE PBL PROCESSPROCESS

KnowledgeKnowledge - Basic and clinical - Basic and clinical content in contextcontent in context

SkillsSkills - Scientific reasoning, - Scientific reasoning, critical appraisal, critical appraisal, information literacy, the skills of self-information literacy, the skills of self-

directed, life-long directed, life-long learninglearning

AttitudesAttitudes - Value of teamwork, - Value of teamwork, inter-personal skills, inter-personal skills, and and psychosocial issuespsychosocial issues

To developTo develop::

Presentation of Problem

Organize ideas and prior knowledge(What do we know?)

Pose questions (What dowe need to know?)

Assign responsibility for questions; discuss resources

Research questions; summarize; analyze findin

Reconvene, report on research

Integrate new Information;Refine questions

Resolution of Problem;(How did we do?)

THE PBL TUTORIAL PROCESS

Next stage of the problem

THE ROLE OF STUDENTS THE ROLE OF STUDENTS

Students’ determination of Students’ determination of

their own their own ““Level of Level of

IgnoranceIgnorance” (” (Learning Learning IssuesIssues), ),

by by themselvesthemselves, ,

is is fundamentalfundamental to PBL to PBL

Characteristics of a good Characteristics of a good PBL studentPBL student

Prompt & present for all sessionsPrompt & present for all sessions

A knowledge of the process of PBLA knowledge of the process of PBL

Commitment to self / student-directed Commitment to self / student-directed

learninglearning

Active participation in discussion and Active participation in discussion and

critical thinking while critical thinking while contributing to contributing to

a friendly, non-intimidating environmenta friendly, non-intimidating environment

Willingness to make constructive Willingness to make constructive

evaluation of self, group evaluation of self, group and tutorand tutor

To prompt, guide and question,To prompt, guide and question,

When necessary ,When necessary ,

To ensure that predetermined To ensure that predetermined

learning issues (the learning issues (the tutor guide) are tutor guide) are

identified, identified,

researched and researched and

discusseddiscussed

THE ROLE OF THE FACILITATORTHE ROLE OF THE FACILITATOR

Characteristics of a good Characteristics of a good PBL tutorPBL tutor

Facilitating the PBL process itself,

while keeping it student-centered

Promoting teamwork /

communication

Evaluating student performance

Collaborative, reconfigurable workspace

Flexible FurnitureFlexible Equipment

Scribe

Chair

Group

members

TutorTutor

StudentsStudents

Tutorial Part 1 : Introduction to the group and to PBL

What is your What is your backgroundbackground

??

What is your What is your understandiunderstandi

ng of the ng of the PBL PBL

process?process?

StudentsStudents

Tutorial Part 2 Starting the problem (Tutorial Session 1)

What do What do we we knowknow

What do What do we need we need to knowto know

Discuss & Discuss & list list

learning learning issuesissues

Organize Organize who does who does

whatwhat

Tutor Tutor

Student ChairStudent Chair

An important part of PBL is the An important part of PBL is the LearningLearning

between sessionsbetween sessions

Students

Tutorial Part 3Tutorial Part 3 : Reporting Back : Reporting Back

Tutor

Recap case

Discuss in a logical order

Avoid mini-lectures

Interact/Question each

other

Move to next Learning Issue

A TYPICAL DAY IN A PBL A TYPICAL DAY IN A PBL COURSCOURSEE

A 36-year-old male, HIV positive for 5 years

History of PCP at diagnosis

CD4 275 cells/mm3

Viral load 800 copies/mL

He is complaining of rectal irritation and fatigue

for two months. Denies GI or GU bleeding

On physical exam, no lymphadenopathy and no

hepatosplenomegaly

There is a 2-cm perianal mass with positive stool

Hemoccult

Biopsy of anal mass is positive for anal

squamous cell carcinoma

A scenario starts with a short and open review A scenario starts with a short and open review

of a patient’s complaints and background to of a patient’s complaints and background to

encourage a broad discussionencourage a broad discussion

11STST MEETING MEETING

1. Read the scenario2. Brain-storming on the principles hidden

in the themeHIV positive

11STST MEETING MEETING

1. Read the scenario2. Brain-storming on the principles hidden

in the theme HIV positive What does mean?

I heard that is an RNA virus that cause AIDS

HIV positive What does mean

I heard that is an RNA virus that cause AIDS

We should find out more about HIV

11STST MEETING MEETING

1. Read the scenario2. Brain-storming on the principles hidden

in the theme

HIV positive What does mean?

I heard that is an RNA virus that cause AIDS Which are the

mechanisms behind development of anal Ca?

We should find out more about HIV

11STST MEETING MEETING

1. Read the scenario2. Brain-storming on the

principles hidden in the theme

1. Read the scenario2. Brain-storming on the principles hidden

in the theme3. Grouping suggested ideas into

categories

HIV virology

- Immunopathogenesis

- Diagnosis

11STST MEETING MEETING

11STST MEETING MEETING

1. Reading and understanding the scenario2. Brain-storming on the principles hidden in the

theme3. Grouping suggested ideas into categories4. Producing questions based on each category5. Specifying study goals6. Individual studies7. Presenting acquired knowledge – testing general

level8. Applying revised knowledge on the specific case

22 ND ND MEETING MEETING

1. Reading and understanding the scenario2. Brain-storming on the principles hidden in

the theme3. Grouping suggested ideas into categories4. Producing questions based on each category5. Specifying study goals6. Individual studies7. Presenting acquired knowledge8. Applying revised knowledge on the

specific case

2 2 NDND MEETING MEETING

What did you learn about the immunopathogenesis of HIV infection ?

Presenting acquired knowledge

22 ND ND MEETING MEETING

What did you learn about the immunopathogenesis of HIV infection?

Presenting acquired knowledge – testing general level

I did a Medline search and I will summarise the main message in 5 minutes based on a recent review

2ND MEETING 2ND MEETING

What did you learn about the immunopathogenesis of HIV infection?

. Presenting acquired knowledge – testing general level

I did a Medline search and I will summarise the main message in 5 minutes based on a recent review

OK, I found that HIV has RT enzyme that’s why it cause life long infection

22 ND ND MEETING MEETING

I found some interesting issue HIV non progressor!

22 ND ND MEETING MEETING

I found some interesting issue HIV non progressor!

Fine, and I can summarise diagnosis of HIV infection

Applying revised knowledge on the specific case / Further learning task

Student PBL Workshop Student PBL Workshop TaskTask (normally 45 minutes)(normally 45 minutes)

Read the caseRead the case What do you know about this What do you know about this

scenario?scenario? What do you need to know?What do you need to know? Discuss & list learning issuesDiscuss & list learning issues

Discuss & list potential sources Discuss & list potential sources of informationof information Organize who (theoretically) Organize who (theoretically) will do whatwill do what Evaluate how you performed Evaluate how you performed as a groupas a group

Problem-solving Problem-solving Vs. Vs. Problem-Problem-based learningbased learning

- - different but inter-related different but inter-related --

Problem-solving: Problem-solving: arriving at arriving at decisions based on prior decisions based on prior knowledge and reasoningknowledge and reasoning

Problem-based learningProblem-based learning: : the the process of acquiring new process of acquiring new knowledge based on knowledge based on recognition of a need to learnrecognition of a need to learn

Problem SolvingProblem Solving PBLPBL

Educational Educational strategystrategy

Traditional discipline-Traditional discipline-basedbased

Integrated systems-Integrated systems-basedbased

Main Main characteristicscharacteristics

Focus on preparatory Focus on preparatory learning prior exposure to learning prior exposure to problem problem

The staff set the problemsThe staff set the problems

Students attempt to Students attempt to resolve using previously resolve using previously taught curricular contenttaught curricular content

The problem comes The problem comes first without advance first without advance readings, lectures, or readings, lectures, or preparation.preparation.

Serves as a stimulus Serves as a stimulus for the need to know. for the need to know.

Identify knowledge Identify knowledge gaps Determine the gaps Determine the learning issues learning issues Identify & use Identify & use resources resources study / study / discuss / share what discuss / share what they have learnt.they have learnt.

Role of the Role of the teacherteacher

Content expertContent expert Tutor/FacilitatorTutor/Facilitator

Learning Learning environmentenvironment

Passive, teacher-centeredPassive, teacher-centered Self-directed efforts / Self-directed efforts / more active, student-more active, student-centeredcentered

Responsible for Responsible for directing the directing the learning learning activitiesactivities

Teacher The student decides what he/she needs to learn