Problem-based Learning

1. Problem-based Learning Sue Gallagher Occupational Therapy Dept. Quinnipiac University

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. Process, cont • Students independently research learning issues using a wide variety of resources Next session: • Students share findings and discuss in relationship to the problem • Rule out/rule in hypotheses • Identify/clarify learning issues • New “installment” of problem is introduced • Restart the process Group process discussion at the end of each session

9. 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

10. 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

12. 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

13. 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

14. 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

15. 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

16. Group Roles • Group process coach • Time keeper • Accuracy coach • Recorder • Coordinator • Discussion leader

17. Assessment • Peer Evaluation • Self Evaluation • Facilitator Evaluation of student performance • Reflection Essays or Projects

18. Tell me, I will forgetShow me, I may rememberInvolve me, and I will understand.Chinese proverb as interpreted by Ei-Ichiro Ochiai

19. 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)

20. 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.