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Psychological Basis of PBL A Review of the Evidence

Psychological Basis of PBL A Review of the Evidence. by G. R. Norman & H. G. Schmidt 1992 Gerda Nussbaumer, MME. Research in cognitive psychology. Acquisition of factual knowledge in the context in which it will be used

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Psychological Basis of PBL A Review of the Evidence

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  1. Psychological Basis of PBLA Review of the Evidence by G. R. Norman & H. G. Schmidt 1992 Gerda Nussbaumer, MME

  2. Research in cognitive psychology • Acquisition of factual knowledge in the context in which it will be used 2. Mastery of general principles or concepts in a manner that they can be mobilized to solve new similar problems 3. Acquisition of prior examples which can be used for problem solution on the basis of similarity or pattern recognition Gerda Nussbaumer, MME

  3. The Effect of PBL on Recall • 60% higher scores after a period of 2 to 4 years (Martensen) • Immediate knowledge was lower, but their forgetting curve over 2 years was flat (Eisenstaedt) • Retain knowledge much longer(Tans et al.) Gerda Nussbaumer, MME

  4. Transfer and Memorizing To solve the prototype problem and receive feedback about the problem, typically transferred the concept to a new problem nearly 90% of the time, versus about 60% when asked to memorize the problem (Needham and Begg) Gerda Nussbaumer, MME

  5. Transfer and Memorizing • Engaging in problem-solving activity is not sufficient. When no feedback about the correct solution was provided, the advantage of the problem-solving condition disappeared Gerda Nussbaumer, MME

  6. PBL and Intrinsic Interest • Not only does reward steer the learning, but in fact it may reduce intrinsic interest and make subject-matter studied less interesting. • Extrinsic reward undermines intrinsic motivation (Lepper and Greene) Suggesting that intrinsic interest does not play an important role in the causal chain between treatment & performance. More research is necessary! Gerda Nussbaumer, MME

  7. PBL and Interpersonal Skills • Professional socialization has been a favourite topic of two serious research works (Becker 1961, Hulka et al. 1976) Graduates from PBL-based school were spending more time with each patient (Woodward et al.) Gerda Nussbaumer, MME

  8. PBL, Self-Directed-L. & Life-Long L. • PBL-student acquire more self-directed learning skills, than CC-Students. • And are better able to keep up with the literature Support: • They borrowed more material (library) • 67 books/student/year vs. 43, and in the clerkship 40 vs. 11. (Blumberg&Michael) Gerda Nussbaumer, MME

  9. PBL Conclusions • Some interesting differences between PBL and CC • No serious differences in overall knowledge • But, substantial differences related to retention of knowledge, learning skills, and interpersonal relationships Gerda Nussbaumer, MME

  10. PBL Conclusions II • PBL has a strong theoretical basis • There is preliminary evidence that PBL students are better able to transfer concepts to new problems • Positive effect of immediate feedback regarding (incorrect) concepts Gerda Nussbaumer, MME

  11. PBL Conclusions III • Alternative approaches to the implementation of PBL are equally efficient: approach written problems individually/in small groups without a tutor and use of faculty teachers for synthesis • Determinants of differences in interpersonal skills are unclear Gerda Nussbaumer, MME

  12. PBL Conclusions IV • Well, there is not enough critical research evidence available to address these questions. This is a real problem!? • Even the differences in performance are unclear • And in the end, even the very existence of problem-solving skills can be challenged Gerda Nussbaumer, MME

  13. So, what‘s to do? • Stay cool: this findings are a hypothesis about the potential impact of PBL, not a conclusion • For students motivation PBL is quite (a) positive (feeling?): stimulating and humane environment Do further research and write good PBL-cases! Gerda Nussbaumer, MME

  14. Literature • Eisenstaedt, R.S.; et al: Coginitve retention and cohort traits of randomly selected participants and decliners. Academic Medicine, 65 (1990) 11 • Martensen, D.; et al: Evaluation of active an problem-oriented teaching methods. Medical Education, 19 (1985): 34-42 • Norman, G.R.; Schmidt, H.G.: The Psychologiecal Basis of Problem-based Learning: A Review of the Evidence. Academic Medicine, 67 (1992): 557-565 • Walton, H.; Matthews, M.: Essentials of problem-based learning. Medical Education, 23 (1989) 6: 542-558 • And others Gerda Nussbaumer, MME

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