Problem-based Learning

Sue Gallagher

Occupational Therapy Dept.

Quinnipiac University

What it is…

A teaching/learning methodology based on the assumption that humans are driven to solve problems and that we will seek and learn whatever knowledge is needed for successful problem solving

PBL

Uses complex, real-world problems to motivate students to identify what information is needed, where/how to seek the info, how to organize the info into meaningful

concepts, and how to communicate with others

PBL history

McMaster University Medical School, Ontario, Canada in the late 1960s Student-centered approach using adult learning

principles of self-directed learning, and supporting the development of life long learning

Adopted by many universities and medical schools worldwide as an important alternative educational model

Problem-based learning has as its organizing center the ill-structured problem that ...

is messy and complex in nature requires inquiry, information-gathering, and

reflection is changing and tentative has no simple, fixed, formulaic, right solution

From: http://www2.imsa.edu/programs/pbln/tutorials/intro/intro6.php

The PBL Group

Small groups of 6-8 students with one facilitator

Each group should establish their own “norms”: how to record information, what happens if someone is repeatedly late/absent, member who doesn’t do their research, etc.

Meet once weekly for 2 hours

The PBL “Process”

Not a linear process, but one that goes back and forth as needed to clarify and redefine the learning and the problem

• Present a problem• Identify the facts• Identify the possible hypotheses based on the

facts• Identify learning issues and possible resources

Process, cont5. Students independently research learning issues

using a wide variety of resources

Next session:

1. Students share findings and discuss in relationship to the problem

2. Rule out/rule in hypotheses

3. Identify/clarify learning issues

4. New “installment” of problem is introduced

5. Restart the process

Group process discussion at the end of each session

Role of the facilitator

Facilitates access to resources and information Create group dialogue opportunities Guide, probe, and support students’ initiatives Provide feedback regarding problem solving

strategies, clinical reasoning, and problem framing Model life long learning and professional skill

development

Basic “how-to” for case/problem writing:

Consider the level of course and maturity of students

How can the problem help meet course objectives? (grid)

Identify real world context regarding the content

Provide cues to stimulate questions, thinking, and discussion

Case unfolds over time

RISK FACTORS CASE 1 CASE 2 CASE 3

A. Intrinsic Psychological & Biological Factors; Pre-clinical Health Disorders

BOBBY

Neurological: self-regulation issues, addiction, sleep difficulties, attention & arousal

Cocaine addiction, attention, self regulation

Sensory Systems: vestibular, tactile, visual, etc., overload, deprivation

Motor Systems: postural control, perception, eye-hand coordination, pain, stress, anxiety states, etc.

Stress

Affective Systems: emotion, motivation, depression, boredom, burnout

Aggression, depression?

Physical Fitness: inactivity, issues of weight, lifestyle balance, smoking, etc.

Related to drug addiction

Central Nervous System: cognition, perception, language, communication

Drug affecting CNS

Reproductive: puberty, menopause, pregnancy issues, birth control, irresponsible sexual practices

Irresponsible sexual practices, lack of BC – father

Immune System, endocrine, metabolic issues: diet, nutrition, digestion, allergies, etc.

Drugs affecting immune system

Good cases or problems…

Leave the student wondering or guessing Are sequenced as in “real life” Ask questions that don’t have readily-found

answers from texts Challenge students to come to consensus,

reach a conclusion, or make a judgment May have many “right” answers

Problem examples Newspaper stories (Andrea Yates- legal system, mental health

system, PPD and media’s impact) Reality shows (Real World- interpersonal relationships,

communication) Projects: design or redesign something (children’s book about

having a sibling with autism) Debates: (I am Sam debate over child custody) Client records (usually need embellishing in order to bring the case

“to life”) Movies: (My Left Foot, Homeless to Harvard) Actors: useful for interviews, assessment, intervention An article: dissecting different components until the article can be

fully understood

Key Values of PBL

Partnership Honesty and Openness Respect

“Implicit in PBL and the tutorial process is an awesome respect for the beginning student.” Federman, 1999, p. 93)

Trust

PBL in the QU OT dept 3 consecutive semesters, beginning spring of junior

year Risk Factors Impacting Occupation

Research is the focus Health Conditions and Evaluation

Research + Communication/group process Health Conditions and Intervention

Research + Group process + Clinical reasoning

Group process is reinforced through the use of designated group roles

Group Roles

Group process coach Time keeper Accuracy coach Recorder Coordinator Discussion leader

Assessment

Peer Evaluation Self Evaluation Facilitator Evaluation of student performance Reflection Essays or Projects

Tell me, I will forgetShow me, I may rememberInvolve me, and I will understand.

Chinese proverb as interpreted by Ei-Ichiro Ochiai

Resources

http://www.udel.edu/pbl/ http://www2.imsa.edu/programs/pbln/tutorials/intro/intro6

.php Wilkerson, LuAnn and Wim H. Gijselaers, eds. "Bringing

Problem-based Learning to Higher Education." New Directions for Teaching and Learning 68 (Jossey-Bass: San Francisco, 1996).

http://edweb.sdsu.edu/clrit/learningresource/PBL/WhatisPBL.html

http://www.cmiproject.net/about_cmi.htm (Case Method of Instruction)

Resources, cont.

Duch, B.J., Groh, S.E.,& Allen, D.E. (2001). The power of problem-based learning: A practical “how to” for teaching undergraduate courses in any discipline. Sterling, VA: Stylus.

McKeachie, W.J. & Svinicki, M. (2006). Problem-based learning: Teaching with cases, simulations, and games. In W.J. McKeachie & M. Svinicki (Ed.), McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers

Amador, J.A., Miles, L., & Peters, C.B. (2006). The practice of problem-based learning: A guide to implementing PBL in the college classroom. Bolton, MA: Anker Publishing Co.

Baptiste, S.E. (2003). Problem-based learning: A self-directed journey. Thorofare, NJ: Slack, Inc.