How to Construct Effective Case for PBL

Arnuparp LekhakulaFaculty of Medicine

Prince of Songkla UniversityHat Yai, Songkhla

Scope of Presentation

• Roles of problem in PBL• How to write an learning problem• Characteristics of an effective problem• Assessment of problem• Exercise• Discussion

What is the roles of Problem in PBL?

Factors affecting the Qualityof Problem-based Curriculum

RelevanceQuality of problemsGroup functioningTutor performanceSkills trainingLearning resources

Theoretical Model of PBL Schmidt & Gijselaers, 1990

Amount ofprior knowledge

Facilitatorperformance

Quality ofproblem

Group function

Interest insubject matter

Achievement

Time spent inindividual study

What is a Problem/Case?

“A series of phenomenon in relation one to the other that demand explanation”

Use of Learning Problems• Stimulus for learning and acquiring new knowledge• Learning problems provide a structure for organizing learning which allows students to discover :

what they know what they don’t know what they need to know

Use of Learning Problems

• Focal for organizing new knowledge• Provide space for inquiry and discovery with no single correct answer• Develop students to be real work ready via authentic learning environment• Develop students to be change ready via reasoning, problem solving, self- directed learning and team skills

Each Problem is Multidimensional...

• Create a knowledge base rich in connections• Integrate important knowledge in a professional context close to actual conditions for use• Encourage elaboration of prior knowledge• Wider perspectives

How to write effectivelearning problem?

PBL Case Development Process

• Macro Planning Dealing with overall curriculum integration among all contributing departments• Micro Planning Writing cases for specific PBL tutorials

Macro Planning Steps• Appoint a steering committee• Designate a ‘gold standard’ content outlines as the reference point• Design a comprehensive blueprint which ‘maps’ the entire PBL curriculum• Appoint interdisciplinary planning teams• Designate learning issues• Write cases• Create within-phase and between-phase case review teams to provide feedback

Problem Framework

• When in the unit sequence should the problem be presented?• What is the level of the students?• How much time will be allowed for independent study?• What concepts should the student discover?• What would be the most appropriate and stimulating format for the problem?

Micro Planning - Case Writing (1)

• Identify the curricular phase in which the case will appear• Choose a central idea, concept and principle Formulate the objectives to be achieved by students• Identify priority problems or situations Think of the real world context for the concept

Outcome1 2 3 4 5

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Problem 1

Problem 2

Problem 3

Problem 4

Problem 5

StudentsTeachers

Objectives Learning issues

Problems

Essential Values of PBL and Implication on Designing Problem

Values Implication

Constructivism Builds on prior knowledge

Meta-cognitivism Engages inquiry learning and deep thinking

Authenticity Presented in the same format as in the work place

Essential Values of PBL and Implication on Designing Problem

Values Implication

Integrated knowledge Cut across disciplinesbase Student-centered Develops self-directedLearning learning skillsLearning in small Complex enough to groups enable students to

work in collaboration with one another

Justification Criteria for Problem Selection

PrevalenceUpdated and timelyUrgency or emergencyInterventionGravityEducative example/prototypePreventionAuthentic/Real situation

Micro Planning - Case Writing (2)

• Further details sub-topics if necessary• Designate context issue• Assemble and master checklist of the learning objectives (LO) identified• Rough outline a scenario in which the designates LO’s can be embedded• Choose the presentation of problem

Presentation of Learning Problems

Paper cases Description of phenomenaVideo (audio) triggersModels or 3D triggersPhotographs/picturesGraph/curveLive client interviewSimulated clientFacilitator role play client

Micro Planning - Case Writing (3)

• As you write the case, specify which LO’s are embedded in each page• Circulate the completed case to reviewers in appropriate disciplines • If feasible, try-out the case with students• Prepare a detailed tutor guide that will allow someone other than yourself to conduct the tutorial• Identify resources

Problem Worksheet

Facts

List facts from the given cases

to support your ideas

Ideas

Possible ideas that you can

generate List as many

as you can

Learningissues

What you need to learn

in order to solve the

problem. Assess what

you do not know and what you need to know

Learningresources

Identify thepossible

sources ofinformation

Problem Format

Consistent formatTitle and pictureProblem pagesTutor guideReferences and resourcesList of associated sessions

Checklist - Does the problem…...

• allow the students to problem solve or reason in order to deal successfully within the problems?• fit at the right level and sequence?• allow sufficient time to think?• have a steady pace through the objectives?• have the appropriate resources?• need more expert consultation?• have the best format/presentation style?

What are the characteristics of an effective problem?

Characteristics of PBL Cases

• Relevant, realistic, logical

• An appropriate level of complexity

• Mirror real work demands and relevant to the course of study

• Multi-disciplinary

• Refer to previous knowledge

• Lead to the discovery of all concepts

• Enough issues for analysis and in-depth study

• Motivating and interesting

• Updated and timely

• Enough time available to study issues

Characteristics of PBL Cases (2)

• Well written, clear and concise

• Normal reference values are included

• Not too many distractors or red herrings

• Avoid overlap with other sessions

• Confine second session to discussion and wrap-up - no new issues

Characteristics of PBL Cases (3)

Problem Emphasis - Early Years

Introductory concepts, vocabularyBuild knowledge base in basic courseelementsIntegrate knowledge and conceptsApply knowledge base in solving problemStimulus to professional skillsStimulus to other perspectives

Problem Emphasis - Later Years

Revision of core subjectsIncreased critical appraisal Current literature and practiceIncreased links to integrated professionalpracticeMore complex

7 Principles of Effective Case Design

• Adapt well to students’ prior knowledge• Stimulate students to elaborate• Relevant context• Integration of knowledge• Stimulate self-directed learning• Enhance students’ interest in the subject matter• Match the faculty objectives

Four Common Pitfalls

Too many objectives

Distant links to objectives

Inadequate consultation

Too difficult for student level

How to assess the quality of problem?

Evaluating the Problem

Objective checklist

Student feedback

Tutor feedback

Review and refinement is usuallynecessary

Problem Effectiveness in PBLObjectives not identified

• Faculty objectives related not to so much to problems

• Objectives broadly defined and requiring an extensive search

• Psychological and social issues

Problem Effectiveness in PBLUnexpected issues

• Related to prior knowledge deficiencies

• Patient management and medical intervention

• Associated by faculty with additional curricular activities

• Students’ personal interest

Conclusion

Determine learning outcomes

ContentSelection

ProblemSelection

WritingProblem

ProblemReview

ProblemImplementation

ProblemEvaluation

Stages in Problem Writing

“There is an art to develop effectiveproblems for PBL which requires team effort, dedicated time andrigour”