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Problem-Based Learning

Problem-Based Learning. Let’s talk m ed. students. Courtesy of aeu04117/Flickr. Courtesy of DFID-UK Department for International Development/Flickr. Courtesy of Cushing Memorial Library and Archives Texas A&M/Flickr. So what’s the solution?. No silver bullet Problem-Based Learning (PBL)

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Problem-Based Learning

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  1. Problem-Based Learning

  2. Let’s talk med. students Courtesy of aeu04117/Flickr

  3. Courtesy of DFID-UK Department for International Development/Flickr

  4. Courtesy of Cushing Memorial Library and Archives Texas A&M/Flickr

  5. So what’s the solution? • No silver bullet • Problem-Based Learning (PBL) • McMaster School of Medicine in Canada in 1965

  6. Defining PBL (Project vs. Prob.) Courtesy of lejoe/Flickr

  7. A Definition • Learning is student-centered • Learning occurs in small student groups • Problems form the organizing focus and stimulus • New information is acquired through self-directed learning Barrows, H.S. (1996). Problem-based learning in medicine and beyond: a brief overview. New directions for teaching and learning (68), 3-12.

  8. Learner-Centered Courtesy of darinmcclure/Flickr

  9. Really about control • “identifying what they need to know to better understand and manage the problem on which they are working…” Barrows, H.S. (1996). Problem-based learning in medicine and beyond: a brief overview. New directions for teaching and learning (68), 3-12.

  10. Small Groups Courtesy of eddy13/Flickr

  11. Groups of 5 to 8-9 students Barrows, H.S. (1996). Problem-based learning in medicine and beyond: a brief overview. New directions for teaching and learning (68), 3-12.

  12. Teachers as guides Courtesy of eddy13/Flickr

  13. Teach or tutor • “asks students the kinds of questions that they should be asking themselves to better understand and manage the problem” • Interesting work with non-experts Barrows, H.S. (1996). Problem-based learning in medicine and beyond: a brief overview. New directions for teaching and learning (68), 3-12.

  14. Problems as organizers Courtesy of psd/Flickr

  15. Representative of what students will face; not contrived • Problem drives whole orientation of course

  16. Self-Directed learning Courtesy of nataliemaynor/Flickr

  17. Examples • Sociology • Biology • Music

  18. Sociology • Why are there fewer women in higher education in the state of Utah? What might be possible solutions? • White paper for president or legislators. Or journal article. BUT… • Curriculum is then organized around exploring theories that might explain why and how it might be addressed. It is NOT organized around the development of the whitepaper

  19. Biology • A toll bridge has been proposed for Utah Lake. What are the possible environmental hazards? • Meet with faculty/tutor to regularly discuss ways to break down the problem and determine areas of study. • Careful balance between structuring the curriculum and allowing for self-direction.

  20. Music • Igor Stravinsky’s “The Rite of Spring” was considered controversial when first released. Why? What lead to it? • Curriculum of Music History course organized around understanding the events that lead up to it and what happened after. • Prepare insert for classical music performance

  21. Benefits of PBL • Student satisfaction tends to be higher • Research skills stronger • “Acquisition of an integrated knowledge base”

  22. Challenges to PBL Courtesy of mariachily/Flickr

  23. Misconceptions Courtesy of jurvetson/Flickr

  24. Courtesy of eddy13/Flickr

  25. PBL students more likely to include extraneous material in explanation. Albanese, M. & Michell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81.

  26. Student Preference

  27. Why aren’t you lecturing? • Students trained and thrived on lectures • Active role is frustrating Albanese, M., & Mitchell, S. (1993). Problem-based learning: A Review of Literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81.

  28. Cultural Issues

  29. Time and Efficiency

  30. 22% longer to cover same material • Can be a lot of time for faculty both in transition and running a PBL course Shahabudin, S. H. (1987). Content Coverage in Problem-Based Learning. Med. Educ. 21:310-313.

  31. Med. students • More backwards reasoning (unknown to givens); concern because experts use forward reasoning • Less decisive • More likely to choose teaching and research • More likely to recommend psychotherapy and refer patients more often • Maybe

  32. Other general PBL issues • Infrastructure • Faculty restructuring their time; can be stressful • Attrition • Assessing group work • Gains aren’t as big as hoped Colliver, J.A. (2000). Effectiveness of problem-based learning curricula: research and theory. Academic Medicine, 75(3), 259-266.

  33. PBL Prescription • Symptoms: PowerPoint poisoning, students suffering a terminal case of boredom, teacher losing the will to live. • Side effects: extra time, mild to moderate student discomfort, multiple meetings in one week or day, weight gain from meeting on the first floor of library • PBL is not meant for teachers whose self-esteem is tied to the podium • If students approach with pitchforks, discontinue use of PBL immediately. • Ask a trained professional (including yourself) if PBL is right for you

  34. Questions? • Thank you for attending

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