PBL
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PBL David Taylor and Emily Bate School of Medicine http://www.liv.ac.uk/~d cmt
description
PBL. David Taylor and Emily Bate School of Medicine http://www.liv.ac.uk/~dcmt. PBL - End of week 2. Congratulations! ….but to recap, last week we said…. You are on the threshold. There will be uncertainty There will be new words There will be great possibilities. - PowerPoint PPT Presentation
Transcript of PBL
PBLDavid Taylor and Emily BateSchool of Medicine
http://www.liv.ac.uk/~dcmt
PBL - End of week 2
• Congratulations!
….but to recap, last week we said….
•There will be uncertainty
•There will be new words
•There will be great possibilities
You are on the threshold
Taylor and Hamdy 2013
Reflect and
observe
Develop new
concepts
Experiment or
articulate
Existing knowledge
Reflectorganise
Feedback
ReflectConsolidate
ElaborationRefinement
Start here
Dissonance
TaskResources
Motivation Stage of Development
Learning style
Task
Clarify DefineExplain
Identify LOs
Find out
RefineCome backPBL
Concerns…..How much depth should I go into?
Am I on the right track?
Which books are at the right
level?
Am I missing things out?What if something
comes up on the exam that wasn’t one
of my groups’ learning objectives?
Told not to teach in the PBL session?
Public healthLarge Intestine
Fluid Balance
Ethical principles Anatomy
Physiology Health Belief Models
Study designsHistory of Medicine Immunology
Learning Theory
How much….and of what?
Horizontal, Spiral and Vertical Curriculum
GMC: Tomorrow’s doctors 1993
“...there remains gross overcrowding of most undergraduate curricula...scarcely tolerable burden of information...taxes the memory but not the intellect.
The emphasis is on the passive acquisition of knowledge, much of it to become outdated or forgotten, rather than on its discovery through curiosity and experiment...”
To what depth….
Guides….• Plenaries• HARC• PBL facilitators• What depth are your peers going into?
Time wise: Normal working days, so 5 x(9-5pm)+15 hours
Book resources – depth…?
You are Adults….and adult learners
Motivation to learn• Intrinsic• Extrinsic
• the programme• the community
Knowles (1984)
Knowles The questionsThe need to know Why do I need to know this?
The learners’ self-concept I am responsible for my own learning
The role of the learners’ experiences
I have experiences which I value and you should respect
Readiness to learn I need to learn, because my circumstances are changing
Orientation to learning Learning will help me deal with the situation in which I find myself
Motivation I learn because I want to
GMC: Tomorrow’s Doctors 2009
‘…clinical and basic sciences are taught and learned together. This allows students to see how scientific knowledge and clinical experience are combined to support good medical practice.’
Community of Practice (Wenger)
• We don’t live or work in a vacuum
• Everyone is part of the community
• We only learn in community
• We are developing as part of that community
Back to Task
Concerns…..How much depth should I go into?
Am I on the right track?
Which books are at the right
level?
Am I missing things out?What if something
comes up on the exam that wasn’t one of my groups’
learning objectives?
Told not to teach in the PBL session?
Is there anything that we have missed?
Thank you very much
- Try to Enjoy it – you will be learning for the rest of your medical career!
Any questions:• [email protected]• [email protected]
Taylor and Hamdy 2013
Reflect and
observe
Develop new
concepts
Experiment or
articulate
Existing knowledge
Reflectorganise
Feedback
ReflectConsolidate
ElaborationRefinement
Start here
Dissonance
TaskResources
Motivation Stage of Development
Learning style
