Problem base learning

Problem base learning What is problem based learning?Is not problem solving but it uses appropriate problem to increase knowledge and understandingGeneric skills and attitudesTeamworkChairing a groupListeningRecordingCooperationRespect for colleagues viewsCritical evaluation of literatureSelf directed learning and use of resourcesPresentation skills

What happen in a PBL tutorial?Step 1:identify the problem Step2:explore pre-existing knowledgeStep3:generate hypotheses and possible mechanism step4 :Identify learning issues step5: Self studyStep6: re-evaluation and application of knowledge to the problemStep7:assessment and reflection on learning

ROLLES PLAYS OF ALL PARTICIPATSTutorScribeChairGroup memberTUTOREncourage all group members to participateAssist chair with group dynamic and keeping to timeCheck scribe keeps an accurate recordPrevent side-trackingEnsure group achieves appropriate learning objectivesCheck understandingAssess performance

Hallmark of successful tutorialStudent centerednessGround rulesTeam workDialogue between tutor and case-writers SCRIBERecord points made by groupHelp group order their thoughtsParticipate in discussionRecord resources used by group CHAIRLead the group through the processEncourage all members to participanteMaintain group dynamicsKeep to timeEnsure group keeps to task in handEnsure scribe can keep up and is making an accurate recordGROUP MEMBERFollow the steps of the process in sequenceParticipate in discussionListen to and respect contributions of othersAsk open questionsResearch all the learning objectivesShare information with othersTrigger material for PBL scenariosPaper based clinical scenariosExperimental or clinical laboratory dataPhotographsVideo clip Newspaper articlesAll or part of an article from a Scientifics journalA real or simulated patientA family tree showing an inherited disorders How to create effective PBL scenariosLearning objectiveStage of curriculum and level of studentSufficient intrinsic interest or future practiceIntegration of knowledgeStimulate discussionOpen ended problemPromote student to gather information from various resources PBL in curriculum designEntire curriculumIndividual courseAdvantage of PBLStudent centerGenerics competenciesIntegration MotivationDeep learningConstructivitist approachPractical work Stimulate real-life experiencesDisadvantage of PBLTutors who cant teachHuman resourcesOther resourcesRole modelsInformation overloadTime consumingunguidedCriteria for PBL problem constructionStimulating thinking ,analysis, reasoningAssuring self directed learningUsing previous basic knowledgeProposing a realistic contextLeading to the discovery of learning objectivesArousing curiosityChoosing topic related to public healthAssuring a contextual detailChoosing an appropriate vocabulary

ScenarioA 35 year old part nurse presented to her general practitioner Dr X with a six month history of weight loss (12.5kg).when questioned she said she was eating well but had diarrhea . She also felt exhausted and had developed insomnia .on further questioning she admitted to feeling increasing hot and shaky and to having muscle weakness in her legs particularly when climbing stairs. she was normally well and had not seen the doctor since her last pregnancy eight years ago. Free thyroxin 49.7 pmole (normal range :11-24.5)Total thyroxin 225nmol (normal range:60-150)Thyroid stimulating hormone 0.01(0.4-4)Dr X referred her to endocrinologist where initial investigation confirmed a diagnosis of Graves disease she was treated with carbimazole and propranolol for the first month followed by carbimazole alone.Learning objectives1-describe the clinical features thyrotoxicosis and Graves disease2-Interrpret thyroid function and pituitary thyroid axis3-List the type of treatment for thyrotoxicosis, indication ,mode of action and potential effects