Problem-Solving Approach of Allied Health Learning Community

1. Problem-Solving Approach of Allied Health Learning Community

2. Process of PBL  • Students confront a problem. • In groups, students organize prior knowledge and attempt to identify the nature of the problem. • Students pose questions about what they do not understand. • Students design a plan to solve the problem and identify the resources they need. • Students begin to gather information as they work to solve the problem.

3. Problem-Based Learning (PBL) is an educational approach that organizes curriculum and instruction around "ill structured" problems. Students gather and apply knowledge from multiple disciplines in their quest for solutions. Guided by teachers trained as cognitive coaches, students: • develop critical thinking skills • ·        use problem solving skills • ·        practice collaborative skills • ·        formulate hypotheses • ·        conduct data searches • ·        perform experiments • ·        generate solutions • ·        determine the best solution www.imsa.edu/team/cpbl/ipbln/about/about.html

4. Problem-Based Learning Courses in the learning community will use problem-solving approaches to teach course content using information literacy skills and promoting critical thinking with authentic allied health materials. Traditional Learning: In contrast to the more traditional approach of assigning an application problem at the “end of a conceptual unit”. Problem-based Learning: The primary distinction is the focus on “introducing concepts to students by challenging them” to solve a real world problem. www.udel.edu/pbl/cte/spr96-phys.html

5. Traditional versus PBL Classroom Instructor assumes the role of expert or formal authority. Faculty member role is as a facilitator, guide, co-learner, mentor, coach, or professional consultant. Faculty members work in isolation. Faculty members work in teams with one another and staff outside discipline. Faculty members transmit information to the students. Students take responsibility for learning and create partnerships between student and teacher. www.samford.edu/pbl/what3.html#Traditional%20versus%20PBL%20Classroom

6. Traditional versus PBL Classroom Faculty members organize content into lectures based on context of discipline. Faculty members design course based on "ill-structured" problem empower students, and select concepts that will allow students to transfer knowledge. Faculty members enhance student motivation by providing real life problems and by understanding students' problems. Faculty members work individually within discipline. Faculty structure is supportive and flexible. Faculty members are involved in changing the instructional and assessment landscape through new assessment instruments and peer review.

7. Traditional versus PBL Classroom Students are viewed as "empty vessels" or passive receivers of information. Faculty members seek to encourage student initiative, empower students, and select concepts that will allow students to transfer knowledge. Students work in isolation. Students interact with faculty to provide immediate feedback about performance for improvement. Students absorb, transcribe, memorize, and repeat information for content specific tasks such as quizzes and exams. Faculty members design course based on "ill-structured" problems that provide a role for the student in learning.

8. Traditional versus PBL Classroom Learning is individualistic and competitive. Students experience learning in a collaborative and supportive environment. Students seek "right answer" to achieve success on a test. Faculty members discourage only one "right answer" but help students learn to frame questions, formulate problems, explore alternatives, and make effective decisions. Performance measured on content specific tasks. Students identify, analyze, and resolve problems using knowledge from previous experiences and courses, rather than simply recalling it.

9. Traditional versus PBL Classroom Grading is summative, and the instructor is the only evaluator. Students evaluate their own contributions as well as other members and the entire group. Lecture based on one-way communication; information is conveyed to groups of students.Students work in groups to solve problems. Students acquire and apply knowledge in a variety of contexts. Students find resources, and faculty guide students to information and resources. Students seek useful and relevant knowledge to be able to apply toward job skills and employment.

17. Allied Health Students Will Need to be Able To Construct Meaning From Many Information Sources Use authentic texts