Problem-Based Learningfor Student Engagement
Leslie Russek, PT, DPT, PhD, OCSAssociate ProfessorPhysical Therapy DepartmentClarkson University
Slides available electronically at:http://people.clarkson.edu/~lrussek
Objectives
• Explain Problem-Based Learning (PBL)– Identify benefits of PBL– Critique PBL: challenges and limitations– Engage in a sample PBL case
• Contrast PBL with: – Project-based learning– Process-oriented guided inquiry learning – Peer-led team learning
• Brainstorm ways to apply in our courses
Russek: PBL 2
History of PBL
• Initially used in medical education– Massive amounts of rapidly changing
information– Need skills in:
• Life-long, self-directed learning • Problem-solving• Collaboration and communication
• Current application– Professional, undergraduate, primary
Russek: PBL 3
PBL Structure
• Groups of 4-10 students– Students may have assigned roles
• Facilitator, scribe, time-keeper• Tutor (faculty or professional)• Tutorials typically 2 hrs, 2-3x/week• Access to resources:
– Meeting space– Computers, library…
Russek: PBL 4
The PBL Problem
• A realistic “problem,” case, scenario– Engaging and motivating– Messy– No simple or single answer
• Format:– Paper scenario, experimental or lab
data, photographs, video clips, newspaper articles, part of journal article, real or simulated patient. (Wood, 2003)Russek: PBL 5
Creating Problems
• Inherently interesting– Should motivate desired learning
issues• Cues should stimulate discussion• Realistic to facilitate integration
– Sufficiently open-ended• Promotes use of varied resources• Appropriate to stage of learning• (Wood, 2003
Russek: PBL 6
The Tutorial Process
Russek: PBL
Receive problem
information
Generate hypotheses & learning issues
Independent research
Discuss & critique
information
Reflect and assess; identify new learning
issues
7
Hypothesis Generation
• Wanda is a 72 year old woman who had a total knee replacement 1 week ago. She is now able to walk only a few feet without a walker.– Generate hypotheses as to why she is
unable to walk normally– Identify information you will need
Russek: PBL 8
Hypotheses: Why Wanda Can’t Walk
Russek: PBL 9
Total knee replacement
Pain
Muscles cut in surgery
Weaker after surgery Weak before
surgery
Bilateral arthritis
Pain in other knee
Balance problems
Unwilling to put weight on leg
Fearful
Pedagogical Foundation• Social constructivism• Content better understood &
retained• More effective for adult learners• Encourages deep learning
– Active search for understanding– Contrasts with superficial learning
• (Wood, 2003; Schmidt 2006; Eberlein, 2008; Spencer & Jordan, 1999; Onyon, 2012
Russek: PBL 10
Adult Learning• Self-directed• Draws on previous experience• Value relevance
– Problem solving– Immediate applicability
• Active participation– Mutual trust and respect.
• Cycles of action and reflection• (Spencer & Jordan, 1999; Onyan, 2012)
Russek: PBL 11
Generic Skills in PBL• Teamwork
– Cooperation– Group facilitation– Active listening– Respect for colleagues’ views
• Presentation and communication skills
• Self directed learning– Seeking and using resources
• Critical evaluation of resources/literature
• (Wood, 2003; Schmidt, 2006)
Russek: PBL 12
Disadvantages of PBL
• Requires more staff for multiple groups– Tutors require training
• Requires space (tutorial rooms) • Faculty may struggle
– Must refrain from ‘knowledge dump’– Must give up ‘laundry list’
• (Wood, 2003)
Russek: PBL 13
Disadvantages of PBL• Students sometimes struggle
– Overwhelmed by information– Overwhelmed by responsibility– Discouraged by awareness of how
much they do not know• Students may resist
– Want more lectures– Uncomfortable with reflection
• (Wood, 2003)
Russek: PBL 14
Roles
Russek: PBL 15
Course Coordinat
or
TutorStudent
Course Coordinator
• Develops problems– Needs content expertise– Understands curriculum– Fluent with PBL
• Manages course– Weekly planning meetings with tutors– Prepares problem handouts, exams
etc.
Russek: PBL 16
Tutor
Tutor:• “Guide by the
Side”• Expert vs. non-
expert
Lecturer:• “Sage on the
Stage”
Russek: PBL 17
Tutor• Ensures that learning objectives are
met• Challenges group to think deeply &
integrate• Helps students learn to learn• Helps group avoid becoming
overwhelmed or stuck• Ensures that group issues are
addressed• Encourages reflection on the
process• “30-second rule”
Russek: PBL 18
Tutoring Questions
• Increase participation:– What is causing this situation?– What else might be going on?– Can you explain that in more detail?
• Keep discussion on track:– What are you trying to accomplish?– How does this relate to…?– Why is this relevant?
• (Modified from Nicholl & Lou, 2012)
Russek: PBL 19
Tutoring Questions
• Check accountability:– Why are you choosing that approach?– Where did you find that information? – How will you know if that information is
valid?• Encourage thinking & problem
solving– How will you know if your answer is
good?– How can we organize/model this?– How does this compare with….?
• (Modified from Nicholl & Lou, 2012)
Russek: PBL 20
Students
• Identify gaps in current knowledge– Independent study– Identify and find reliable sources
• Share information with group– Listen and critique other students
• Analyze and integrate information• Attend to group processes:
– Facilitate participation of others, self-evaluation, group evaluation
Russek: PBL 21
Group Evaluation• Self, peer & tutor feedback about
the PROCESS– Not just factual content– Not words/minute (‘information
dump’)• Value different communication
styles• Identify specific process skills
Russek: PBL 22
Effectiveness of PBL• Students more engaged in learning
– Enjoy it more• Better able to apply their
knowledge– Better at problem-solving
• Have better group skills: – communication, collaboration,
facilitation• Better at self-directed learning• Learn the same or slightly fewer
facts– But improved retention
– (Kindler, 2009; Schmidt, 2006)
Russek: PBL 23
“Brains-On” Experience
Let’s try some Mini-PBL!
Russek: PBL 24
“Brains-On” Experience
• Form groups of 5-8 participants• Select one of the “problems”• Identify one person as “tutor”
– Tutor will have ‘tutor guide’ information
• Brainstorm list of potential learning issues– May be in your domain of study or not
• Identify potential sources of informationRussek: PBL 25
Problem Choices
Russek: PBL 26
Blade Runnerengineering, physics, math, biology, ethics, physical education,
sociology, media
Zombie Attack math, biology, education,
sociology, politics, psychology, media,
communication,public health, literature
Salem’s Secrets history, sociology, psychology,
biochemistry/chemistry, legal systems, literature, public health, theology
Alternative, Similar Models
• Project based learning (PjBL)• Process-oriented guided inquiry
learning (POGIL)• Peer-led team learning (PLTL)
Eberlein T, et al. Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochem Mol Biol Educ. 2008;36(4):262-273
Russek: PBL 27
Project-Based Learning• Learning based on (real-world)
project• Goal directed• Interdisciplinary• Collaborative decision-making• Generally a long-term project
– Involves time in and out of the classroom
Russek: PBL 28
Examples: • Start a coffee stand • Build an electric car• Create a course curriculum
Project-Based Learning
• Requires a range of skills:– Communication, collaboration,
leadership, project-management, organization, problem-solving, research, presentation
• Requires multiple roles• Reflection on success of the project
– Self & peer feedback– Reflection on the learning process
Russek: PBL 29
Process-Oriented Guided Inquiry Learning (POGIL)
• Students work through cases using instructor’s questions to guide inquiry
Russek: PBL 30
Example: Zombie Attack guided questions1. In your own words, summarize how individuals can
move from one state to another and at what rate.2. Using equations for the change in numbers of
susceptibles (S) over time as a guide, explain what each of the equations mean.
3. Based on the model… what strategy should humans use to survive?
“Zombie Attack!” by Kyla M. Flanagan
POGIL• Self-managed teams of 3-5
students– Instructor facilitates multiple groups
• Work during class hours• Discuss course material using a
series of carefully constructed questions
• Develops:– Problem-solving, deductive reasoning,
communication, self-assessment skillsRussek: PBL 31
POGIL• 3-phase approach
– Exploration: • Find meaning or patterns in a ‘model’
which may be pictures, tables, equations, prose, graphs, etc.
• Questions challenge students to test hypotheses, explain patterns, etc.
– Conceptualization: • Concept or relationship emerges &
develops– Application
• Extend & apply concepts to new situations
Russek: PBL 32
Peer-Led Team Learning • ‘Workshops’ supplement but do
not replace lecture– Meet outside of class time (e.g.
recitations)• No limit in class size
– Work in teams of 6-8 students• Teams led by undergraduates who
did well in the course previously– Peer leaders are trained to facilitate– Learning opportunity for team leaders
Russek: PBL 33
PLTL• Example from anatomy & physiology
Russek: PBL 34
1. An individual has a resting cardiac output of 6000 ml and a resting heart rate of 60 BPM. a) What is her stroke volume?b) If her stroke volume at rest is 120 ml, what is
her ejection fraction?2. A partial failure of the aortic semilunar valve would
likely lead to reduction in:a) End diastolic volume (this answer is T/F
because)b) Cardiac output (this answer is T/F because) c) Ejection fraction (this answer is T/F because)
David Lemons CCNY
PLTL
• Teams work on structured problems
• Problems closely integrated with course
• No answers provided• Encouraged to find, articulate,
evaluate and build confidence in answers
• Peer-leaders must be familiar with the course, have good people skills– Requires some supervision of
collaborative sessions
Russek: PBL 35
Shared CharacteristicsPBL POGIL PLTL
Actively engage students in solving meaningful problems using collaborative, contextual learning
Help students ‘learn to learn’ as well as learn content
Develop interpersonal & communication skills
Russek: PBL 36
Application
• How might you apply these models into your classroom?– Which models are most appropriate?– What would make a good problem?– What learning issues would that
problem generate?
Russek: PBL 37
Select Resources: Citations
Russek: PBL 38
• Eberlein T, Kampmeier J, Minderhout V, et al. Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education. 2008;36(4):262-273.
• Kindler P, Grant C, Kulla S, et al. Difficult incidents and tutor interventions in problem-based learning tutorials. Medical Education. 2009;43:866-873.
• Nicholl TA, Lou K. A model for small-group Problem-Based Learning in a large class facilitated by one instructor. American Journal of Pharmaceutical Education. 2012;76(6):1-6.
• Onyon C. Problem-based learning: a review of the educational and psychological theory. The Clinical Teacher. 2012;9:22-26.
• Schmidt HG, Rotgans JI, Yew EHJ. The process of problem-based learning: what works and why. Medical Education. 2011;45:792-806.
• Schmidt HG, Vermeulen L, van der Molen HT. Longterm effects of problem-based learning: a comparison of competencies acquired by graduates of a problem-based and a conventional medical school. Medical Education. 2006;562-567.
• Singaram VS. van der Vleuten, van Berkel H, Dolmans DHJM. Reliability and validity of a tutorial effectiveness instrument. Medical Teacher. 2010;32:e133-e137.
• Spencer JA, Jordan RK. Learner centred approaches in medical education. British Medical Journal. 1999;318:1280-3.
• Wood DF. ABC of learning and teaching in medicine: Problem based learning. British Medical Journal. 2003;326:328-330.
Select Resources: PBL• University of Deleware (UG) sample
cases & syllabi: http://www.udel.edu/inst/ • PBL Clearinghouse (sample UG
problems): https://primus.nss.udel.edu/Pbl/
• ScienceNet links to PBL resources: http://www.cse.emory.edu/sciencenet/links/coll_curr/pbl_links.cfm
• Stanford University (HS/UG, sample problems in range of domains): http://ldt.stanford.edu/~jeepark/jeepark+portfolio/PBL/skipintro.htm
Russek: PBL 39
Selected Resources: PjBL
• Project-based learning: http://pbl-online.org/
• Buck Institute for Education (BIE): http://www.bie.org/
Russek: PBL 40
Select Resources: POGIL• Process-Oriented Guided Inquiry Learning:
http://www.pogil.org/ • NSF National Center for Case Study
Learning (large library of cases at all learning levels): http://sciencecases.lib.buffalo.edu/cs/collection/
• Project Kaleidoscope: http://serc.carleton.edu/sp/pkal/pogil/index.html
Russek: PBL 41
Selected Resources: PLTL
• The Center for Peer-led Team Learning: http://www.pltl.org/
• City College of New York: http://www.sci.ccny.cuny.edu/~chemwksp/index.html
Russek: PBL 42
Questions?
Russek: PBL 43
Spencer & Jordan, 1999
Slides available electronically at:http://people.clarkson.edu/~lrussek