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Problem Based Learning (PBL)

Problem Based Learning (PBL). The BU BSc (Hons) Physiotherapy programme is based completely on a PBL approach.

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Problem Based Learning (PBL)

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  1. Problem Based Learning (PBL) • The BU BSc (Hons) Physiotherapy programme is based completely on a PBL approach. • PBL is the learning that results from the process of working towards the understanding and resolution of a problem (Barrows and Tamblyn,1980) encouraging small groups of students to consider an unfamiliar situations or tasks in order to • Increase knowledge and understanding • Develop critical reasoning powers • Develop life long learning skills • Facilitate team working skills (Barrows 1991) • It is student led and Biggs (2003) claims that PBL reflects the way people learn in real life

  2. PBL: Student Responsibilities PBL is a student centered process with distinct roles that enable students to • Learn transferable skills • Develop their own learning and aid the learning of the others in the group • Develop research skills • Reflect on their own on others experience, opinions and perceptions

  3. The Tutors role in PBL • Understand groups processes and dynamics • Promote an atmosphere of freedom to learn Challenge & question • Facilitate development of concepts • Steer towards agreed objectives and away from dead ends • Encourage reflection and evaluation Sadlo, Piper, Agnew (1994)

  4. PBL Groups Groups size varies between 10 -14 students PBL Group 1 OT/PT PBL Group 2 OT/PT PBL Group PT PBL Group OT

  5. STUDY PBL FIXED RESOURCE SESSION STUDY FIXED RESOURCE SESSION FIXED RESOURCE SESSION PBL SKILLS SKILLS Typical PBL Week

  6. PBL: Trigger Session • Students are presented with unfamiliar situation, • By exploring the nature of this students share prior knowledge and experience. • Students pose questions which they need to explore in order to progress the task.

  7. PBL: White Board

  8. Fixed Resource & Skills Sessions • Gather information • Question members of staff • Problem-solve in order to bring a rich source of material to present and feedback in the PBL session • Expert lecturers: physiology/psychology/ dissection • Expert clinicians or service users

  9. PBL: Product Session • Students feedback their individual research to the rest of the group • The group works together to produce a product using the research • Poster or powerpoint presentation • SMART goals for a patient • End stage group cirucit • Patient Leaflet • Mind-map of psycho-social issues

  10. STUDY PBL FIXED RESOURCE SESSION STUDY FIXED RESOURCE SESSION FIXED RESOURCE SESSION PBL SKILLS SKILLS Typical PBL Week

  11. Examples of Virtual Residents • Life Development Unit • Young Adult – Melanie Jameson • Midlife Adult – Clifford Difford • Cardiovascular Respiratory Unit • Amputee – Gilbert Hughes

  12. References • BARROWS, H., 1986. A taxonomy of problem-based learning methods. Medical Education, 20, 481-86. • BARROWS, H. AND TAMBLYN, R., 1980. Problem-based Learning: An Approach to Medical Education. London: Springer. • BIGGS, J., 2003. Teaching for Quality Learning at University. 2nd Ed. Maidenhead: Open University Press • SADLO, G. ET AL, 1994. Problem-Based Learning in the Development of an Occupational Therapy Curriculum, Part 1: The Process of Problem-Based Learning. The British Journal of Occupational Therapists, 57, (2), 49 – 54.

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