PBLDavid Taylor and Emily Bate

School of Medicine

http://www.liv.ac.uk/~dcmt

PBL - End of week 2

• Congratulations!

….but to recap,

last week we said….

•There will be uncertainty

•There will be new words

•There will be great possibilities

You are on the threshold

Taylor and Hamdy 2013

Reflect

and observe

Develop new

concepts

Experiment or

articulate

Existing knowledge

Reflectorganise

Feedbac

k

ReflectConsolidate

ElaborationRefinement

Start here

Dissonance

TaskResources

Motivation Stage of Development

Learning style

Task

Clarify DefineExplain

Identify LOs

Find out

RefineCome backPBL

Concerns…..How much depth should I go into?

Am I on the right track?

Which books are at the right

level?

Am I missing things out?What if something

comes up on the exam that wasn’t one

of my groups’ learning objectives?

Told not to teach in the PBL session?

Public health

Large IntestineFluid Balance

Ethical principles

Anatomy

Physiology Health Belief Models

Study designsHistory of Medicine Immunology

Learning Theory

How much….and of what?

Horizontal, Spiral and Vertical Curriculum

GMC: Tomorrow’s doctors 1993

“...there remains gross overcrowding of most undergraduate curricula...scarcely tolerable burden of information...taxes the memory but not the intellect.

The emphasis is on the passive acquisition of knowledge, much of it to become outdated or forgotten, rather than on its discovery through curiosity and experiment...”

To what depth….

Guides….• Plenaries• HARC• PBL facilitators• What depth are your peers going into?

Time wise: Normal working days, so 5 x(9-5pm)+15 hours

Book resources – depth…?

You are Adults….and adult learners

Motivation to learn• Intrinsic• Extrinsic

• the programme• the community

Knowles (1984)

Knowles The questions

The need to know Why do I need to know this?

The learners’ self-concept I am responsible for my own learning

The role of the learners’ experiences

I have experiences which I value and you should respect

Readiness to learn I need to learn, because my circumstances are changing

Orientation to learning Learning will help me deal with the situation in which I find myself

Motivation I learn because I want to

GMC: Tomorrow’s Doctors 2009

‘…clinical and basic sciences are taught and learned together. This allows students to see how scientific knowledge and clinical experience are combined to support good medical practice.’

Community of Practice (Wenger)

• We don’t live or work in a vacuum

• Everyone is part of the community

• We only learn in community

• We are developing as part of that community

Back to Task

Concerns…..How much depth should I go into?

Am I on the right track?

Which books are at the right

level?

Am I missing things out?What if something

comes up on the exam that wasn’t one of my groups’

learning objectives?

Told not to teach in the PBL session?

Is there anything that we have missed?

Thank you very much

- Try to Enjoy it – you will be learning for the rest of your medical career!

Any questions:• dcmt@liv.ac.uk• e.bate@liv.ac.uk

Taylor and Hamdy 2013

Reflect

and observe

Develop new

concepts

Experiment or

articulate

Existing knowledge

Reflectorganise

Feedbac

k

ReflectConsolidate

ElaborationRefinement

Start here

Dissonance

TaskResources

Motivation Stage of Development

Learning style