OBJECTIVES OF THE PBL OBJECTIVES OF THE PBL PROCESSPROCESS
KnowledgeKnowledge - Basic and clinical - Basic and clinical content in contextcontent in context
SkillsSkills - Scientific reasoning, - Scientific reasoning, critical appraisal, critical appraisal, information literacy, the skills of self-information literacy, the skills of self-
directed, life-long directed, life-long learninglearning
AttitudesAttitudes - Value of teamwork, - Value of teamwork, inter-personal skills, inter-personal skills, and and psychosocial issuespsychosocial issues
To developTo develop::
Presentation of Problem
Organize ideas and prior knowledge(What do we know?)
Pose questions (What dowe need to know?)
Assign responsibility for questions; discuss resources
Research questions; summarize; analyze findin
Reconvene, report on research
Integrate new Information;Refine questions
Resolution of Problem;(How did we do?)
THE PBL TUTORIAL PROCESS
Next stage of the problem
THE ROLE OF STUDENTS THE ROLE OF STUDENTS
Students’ determination of Students’ determination of
their own their own ““Level of Level of
IgnoranceIgnorance” (” (Learning Learning IssuesIssues), ),
by by themselvesthemselves, ,
is is fundamentalfundamental to PBL to PBL
Characteristics of a good Characteristics of a good PBL studentPBL student
Prompt & present for all sessionsPrompt & present for all sessions
A knowledge of the process of PBLA knowledge of the process of PBL
Commitment to self / student-directed Commitment to self / student-directed
learninglearning
Active participation in discussion and Active participation in discussion and
critical thinking while critical thinking while contributing to contributing to
a friendly, non-intimidating environmenta friendly, non-intimidating environment
Willingness to make constructive Willingness to make constructive
evaluation of self, group evaluation of self, group and tutorand tutor
To prompt, guide and question,To prompt, guide and question,
When necessary ,When necessary ,
To ensure that predetermined To ensure that predetermined
learning issues (the learning issues (the tutor guide) are tutor guide) are
identified, identified,
researched and researched and
discusseddiscussed
THE ROLE OF THE FACILITATORTHE ROLE OF THE FACILITATOR
Characteristics of a good Characteristics of a good PBL tutorPBL tutor
Facilitating the PBL process itself,
while keeping it student-centered
Promoting teamwork /
communication
Evaluating student performance
Collaborative, reconfigurable workspace
Flexible FurnitureFlexible Equipment
Scribe
Chair
Group
members
TutorTutor
StudentsStudents
Tutorial Part 1 : Introduction to the group and to PBL
What is your What is your backgroundbackground
??
What is your What is your understandiunderstandi
ng of the ng of the PBL PBL
process?process?
StudentsStudents
Tutorial Part 2 Starting the problem (Tutorial Session 1)
What do What do we we knowknow
What do What do we need we need to knowto know
Discuss & Discuss & list list
learning learning issuesissues
Organize Organize who does who does
whatwhat
Tutor Tutor
Student ChairStudent Chair
An important part of PBL is the An important part of PBL is the LearningLearning
between sessionsbetween sessions
Students
Tutorial Part 3Tutorial Part 3 : Reporting Back : Reporting Back
Tutor
Recap case
Discuss in a logical order
Avoid mini-lectures
Interact/Question each
other
Move to next Learning Issue
A TYPICAL DAY IN A PBL A TYPICAL DAY IN A PBL COURSCOURSEE
A 36-year-old male, HIV positive for 5 years
History of PCP at diagnosis
CD4 275 cells/mm3
Viral load 800 copies/mL
He is complaining of rectal irritation and fatigue
for two months. Denies GI or GU bleeding
On physical exam, no lymphadenopathy and no
hepatosplenomegaly
There is a 2-cm perianal mass with positive stool
Hemoccult
Biopsy of anal mass is positive for anal
squamous cell carcinoma
A scenario starts with a short and open review A scenario starts with a short and open review
of a patient’s complaints and background to of a patient’s complaints and background to
encourage a broad discussionencourage a broad discussion
11STST MEETING MEETING
1. Read the scenario2. Brain-storming on the principles hidden
in the themeHIV positive
11STST MEETING MEETING
1. Read the scenario2. Brain-storming on the principles hidden
in the theme HIV positive What does mean?
I heard that is an RNA virus that cause AIDS
HIV positive What does mean
I heard that is an RNA virus that cause AIDS
We should find out more about HIV
11STST MEETING MEETING
1. Read the scenario2. Brain-storming on the principles hidden
in the theme
HIV positive What does mean?
I heard that is an RNA virus that cause AIDS Which are the
mechanisms behind development of anal Ca?
We should find out more about HIV
11STST MEETING MEETING
1. Read the scenario2. Brain-storming on the
principles hidden in the theme
1. Read the scenario2. Brain-storming on the principles hidden
in the theme3. Grouping suggested ideas into
categories
HIV virology
- Immunopathogenesis
- Diagnosis
11STST MEETING MEETING
11STST MEETING MEETING
1. Reading and understanding the scenario2. Brain-storming on the principles hidden in the
theme3. Grouping suggested ideas into categories4. Producing questions based on each category5. Specifying study goals6. Individual studies7. Presenting acquired knowledge – testing general
level8. Applying revised knowledge on the specific case
22 ND ND MEETING MEETING
1. Reading and understanding the scenario2. Brain-storming on the principles hidden in
the theme3. Grouping suggested ideas into categories4. Producing questions based on each category5. Specifying study goals6. Individual studies7. Presenting acquired knowledge8. Applying revised knowledge on the
specific case
2 2 NDND MEETING MEETING
What did you learn about the immunopathogenesis of HIV infection ?
Presenting acquired knowledge
22 ND ND MEETING MEETING
What did you learn about the immunopathogenesis of HIV infection?
Presenting acquired knowledge – testing general level
I did a Medline search and I will summarise the main message in 5 minutes based on a recent review
2ND MEETING 2ND MEETING
What did you learn about the immunopathogenesis of HIV infection?
. Presenting acquired knowledge – testing general level
I did a Medline search and I will summarise the main message in 5 minutes based on a recent review
OK, I found that HIV has RT enzyme that’s why it cause life long infection
22 ND ND MEETING MEETING
I found some interesting issue HIV non progressor!
22 ND ND MEETING MEETING
I found some interesting issue HIV non progressor!
Fine, and I can summarise diagnosis of HIV infection
Applying revised knowledge on the specific case / Further learning task
Student PBL Workshop Student PBL Workshop TaskTask (normally 45 minutes)(normally 45 minutes)
Read the caseRead the case What do you know about this What do you know about this
scenario?scenario? What do you need to know?What do you need to know? Discuss & list learning issuesDiscuss & list learning issues
Discuss & list potential sources Discuss & list potential sources of informationof information Organize who (theoretically) Organize who (theoretically) will do whatwill do what Evaluate how you performed Evaluate how you performed as a groupas a group
Problem-solving Problem-solving Vs. Vs. Problem-Problem-based learningbased learning
- - different but inter-related different but inter-related --
Problem-solving: Problem-solving: arriving at arriving at decisions based on prior decisions based on prior knowledge and reasoningknowledge and reasoning
Problem-based learningProblem-based learning: : the the process of acquiring new process of acquiring new knowledge based on knowledge based on recognition of a need to learnrecognition of a need to learn
Problem SolvingProblem Solving PBLPBL
Educational Educational strategystrategy
Traditional discipline-Traditional discipline-basedbased
Integrated systems-Integrated systems-basedbased
Main Main characteristicscharacteristics
Focus on preparatory Focus on preparatory learning prior exposure to learning prior exposure to problem problem
The staff set the problemsThe staff set the problems
Students attempt to Students attempt to resolve using previously resolve using previously taught curricular contenttaught curricular content
The problem comes The problem comes first without advance first without advance readings, lectures, or readings, lectures, or preparation.preparation.
Serves as a stimulus Serves as a stimulus for the need to know. for the need to know.
Identify knowledge Identify knowledge gaps Determine the gaps Determine the learning issues learning issues Identify & use Identify & use resources resources study / study / discuss / share what discuss / share what they have learnt.they have learnt.
Role of the Role of the teacherteacher
Content expertContent expert Tutor/FacilitatorTutor/Facilitator
Learning Learning environmentenvironment
Passive, teacher-centeredPassive, teacher-centered Self-directed efforts / Self-directed efforts / more active, student-more active, student-centeredcentered
Responsible for Responsible for directing the directing the learning learning activitiesactivities
Teacher The student decides what he/she needs to learn