laboratory practice in pbl
TRANSCRIPT
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Laboratory Practice in PBL
Titi Savitri PrihatiningsihDepartment of Medical Education
Gadjah Mada Medical School
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Contents of Presentation• Learning and Theories of Skills
Acquisition• Features of PBL and Theoretical
foundation• Theoretical Foundation
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What is Learning?• Learning is a change in knowledge,
understanding, attitude, behaviour and performance as a result of instruction
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Three types of learning
Cognitive
Affective
Psychomotor
Knowledge
Attitudes
SkillsCannot learnIn isolation
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Cognitive learning levels (Bloom)
• Evaluation• Synthesis• Analysis• Application• Comprehension• Recall of factual information
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Psychomotor learning levels• Adapting and originating
(modifies performance as conditions change)
• Complex overt response (behaviour is skilled,smooth, efficient, with minimum time and effort)
• Mechanism (learned behaviour is habitual)
• Guided response (under instructor guidance)
• Set (preparatory adjustment for particular action)
• Perception (awareness of objects and qualities)
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Attitudinal learning levels
Characterisation of a value or value complex
Organisation
Valuing
Responding
Receiving
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Types of Learning Outcome(Gagne)
Should be learnt in an integrated manner
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Intellectual SkillsIntellectual Skills
Permit the learners to carry out symbolically controlled procedures
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Cognitive StrategiesCognitive Strategies
• The means by which learners exercise control over their own learning process
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Verbal InformationVerbal Information
• The facts and organized knowledge stored in the learner’s memory
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AttitudesAttitudes
• The internal states that influence the personal action choices a learner makes
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Motor SkillsMotor Skills
• The movements of skeletal muscles organized to accomplish purposeful actions
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Intellectual skills discriminations concrete concepts defined concepts rules higher-order rules (problem-solving)
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Verbal information- memory or recall
Cognitive strategies- learning how to learn and think
Motor skills- goal directed muscular movement
Attitudes- mental state influencing action
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Definition of Skills• An organized and co-ordianted pattern
of mental and/or physical activity in relation to an object or other display information, usually involving both receptor and effector processes. It is build up gradually in the course of repeated training or other experience (Patrick, 1992)
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Characteristics of Skills• Skills are learned or trained• Skills implies some coordinated
physical or cognitive activity to achieve a goal
• Skills implies flexible or adaptive performance
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Theories of Skills Acquisition• The cognitive phase – intellectualisation
process in learning new tasks• The fixation of association phase – correct
patterns of behaviour are slowly established by practice with errors being gradually eliminated
• The autonomous skill – skills become more automatic and requires fewer pyschological resources (Fitts, 1992)
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Theories of Skills Acquisition• Learning skills proceeds through two
stages: – the verbal motor – cognitive and
associative phases (important instruction and feedback)
– the motor – established(Adam, 1987)
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Theories of Skills Acquisition• A schema theory of motor learning
(Schmidt, 1975):– The initial conditions– Response specifications– Sensory consequences– Response outcome
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Davis and Harden (1999)
• an active learning stimulated by, and focused round a clinical, community or scientific problem
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Ross (1991)• Students work on the problem which is
explicitly used to get students themselves to identify and search for the knowledge, that they need to obtain in order to approach the problem
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Albanese and Mitchel (1993)
• instructional method characterized by the use of patient problems as a context for students to learn problem-solving skills and acquire knowledge about the basic and clinical sciences
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Dolmans (1994)
• Faculty objectives are translated into a problem, usually consisting of a set of phenomena in need of some kind of explanation. Students analyse these problems, attempting to understand the underlying principles or processes through small-group discussion. During discussion, questions which remain unanswered are identified. These questions or learning issues serve as a guide for independent and self-directed learning.
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• The problem acts as a stimulus for learning• An educational approach• A student-centred approach• Active processing of information• Activation of prior knowledge• Meaningful context• Opportunities for elaboration/organization of• Collaborative
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Problems
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• Further indiction of the importance of organization is obvious from the finding of active rearrangement of randomly presented lists. Even though items from various categories are presented in random order, subjects group the items into their appropriate categories at recollection.
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ENVIRONMENT
EFFECTOR
RECEPTOR
SenSoryRegis
ter
ShortTerm
Memory
Long TermMemory
ResponseGenerator
ExecutiveControl Expectancies
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Prior Knowledge
• Determinant of nature and amount of new information to be processed
• Need to be activated by contextual cues
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Organization of Knowledge
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Knowledge Structure• The way knowledge is structured in
memory makes it more or less accessible for use
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Masalah sbgStarting PointPendidikan
KonsepPatofisiologis
KonsepFisiologis
Anatomi
Biokimia
Faal
HistologiPA
PK
ParasitologiMikrobiologi
Dasar-Dasar Dx
Dasar-Dasar Tx
Ilmu Klinik
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Sesak napas
KonsepPatofisiologis
KonsepFisiologis
Anatomi:Ddg dadaparu2 Biokimia
Oxygen transfer
Faal:VentilasiRespirasiSirkulasi darahparu
HistologiSel-sel paru
PA
PK
ParasitologiMikrobiologi:M.TuberculosisBakteri gram +
Dasar-Dasar DxPx thorax
Px fungsi paruPx sputum
Dasar-Dasar Tx-Antibiotik-Antitusif
-Sal napas
Ilmu KlinikAsmaTBC
PneumoniaRDS COPD
dd
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Anatomi:Osteologi
ViseraPeredaran
DarahSistem Saraf
FisiologiHomeostasisMetabolisme
SelSistem
Respirasidll
BiokimiaMetabolismeKarbohidratMetabolisme
ProteinMetabolisme
Lemak dll
HistologiEpitel
SkuamosSel-sel jantung
dll
FarmakologiObat-obat
SSPObat-obatAntialergi
dll
Parasitologi:Aedes Aegypti
Ascaris Lumbricoides
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4548193965199837
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45 48 1939 65 1998 37
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• Kuda• Kursi• Kemerdekaan• Pipa• Tiang• Uang• Buku• Rumah• Komputer• Mobil
• Laras• Bunga• Bambu• Lumpur• Pohon• Malu• Kredit• Membelah• Galeria• Pengemis
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• Kuda• Kursi• Kemerdekaan• Pipa• Tiang• Uang• Buku• Rumah• Komputer• Mobil
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Elaboration• Storing and retrieving information can be
greatly improved when during learning, elaboration takes place
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Learned on Land Learned under water
% wordrecalled
Recalled underwater
Recalled on land
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Learning occurs within a contextsimilar to the one in which it will be applied.
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Contextual Cues• The ability to activate knowledge in the
LTM and to make it available for use depends on contextual cues
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Motivation• To be motivated to learn,
prolongs the amount of study time
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Masalah sbgStarting PointPendidikan
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problem Initialdiscussion
Self-Directedlearning
review
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Parti
cipat
ion
and
Resp
onsib
ility
of
teac
er
Participation and responsibility of student
Teacher- Centred
Student-Centred
DidacticLecture
Self-study
The Continuum of Teacher-Student Centred
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Definition• A process in which individuals take
initiative with or without the help of others in diagnosing learning goals, formulating learning objectives, searching learning resources, selecting and implementing learning experiences and evaluating learning outcomes
(Knowles, 1975)
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• A learning process, primarily motivated by students’ own aim (intrinsic motivation)
• Freedom to self-pace• Freedom to follow alternative learning
pathways• Freedom to select learning goals• Freedom to access
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• Programme of studies determined by the individual student and pursued under the guidance of a personal tutor
• Student controlled, structured content and process, developed internally by the students
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• A programme of learning organised so that students are able to proceed through a programme at their own pace, filling in the gaps that they do not know and omitting what they do know.
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Transition process in SDL• A. Disconfirmation• B. Disorientation• C. Naming the problem• D. Exploration• E. Reflection• F. Reorientation• G. Sharing the discovery• H. Equilibrium
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Characteristics of Small Group Learning
• Active Participation• A Specific Task• Reflection
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Benefits of SGL• Active Learning• Self-motivation• Promotes deep learning• Application of ideas• Adult learning• Develop transferable skills
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During SGL• Adequate introduction • Ensure students understand what to do• Facilitate learning• Group dynamics: forming, storming,
norming, performing• Debriefing
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Concerns• High cost of laboratory work• Severe time constraints• Conventional laboratory work is
ineffective to foster understanding and application of scientific concepts to solving problems
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Aims of Laboratory Work• Teaching relevant technical skills • Understanding scientific principles• Understanding process of scientific
enquiry• Developing systematic problem-solving
skills• Nurturing the development of
professional attitudes, practices and commitment
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Purpose of Laboratory Work (1)
• Teach theoretical material not presented elsewhere
• Illustrate and amplify lecture material• Develop manipulative skills• Develop ability to follow instructions• Familiarize students with instruments
and apparatus
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Purpose of Laboratory Work (2)
• Develop observation skills• Develop skills in gathering and
interpreting data• Develop a concern for accuracy and
precision• Develop skill in communicating
experimental results• Develop the ability to write coherent
and well-argued reports
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Purpose of Laboratory Work (3)
• Develop the capacity for self-directed learning
• Encourage independent thinking• Stimulate thought through
experimental interpretation• Develop students’ skill in problem
solving with a wide number of variables and many possible solutions
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Purpose of Laboratory Work (4)
• Encourage enterprise, initiative and resourcefulness
• Develop personal responsibility and reliability of experimentation
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Researches on Laboratory Work
• Less effective for teaching factual knowledge, concepts and scientific enquiry or problem solving skills
• Emphasize on low grade skills• Foster superficial mechanistic
knoweldge• Little understanding between theory
and practice
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Drawbacks of Conventional Laboratory Work
• Ritual: students follow instructions and not required to think
• Assessment: asking factual knowledge• Teacher-centred• Lack of prior knowledge• Design of curriculum: knowledge in
unconnected
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Innovative Laboratory Work• Experiential-based learning• Student-centred• Opportunities for reflection,
commitment and active exploration
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Experiential-based learning
ConcreteExperience
ActiveExperimentation
ReflectiveObservation
AbstractConceptualisation
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Demonstrations• Illustrate and consolidate theoretical
principles• Should be held shortly after the lecture
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Exercises• Tightly structured experiments• Students follow precise instructions• Learn observational and manipulative
skills, as well as confirm theory
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Structured Enquiries• Partially structured experiments which
require students to develop their own procedures and interpretation of results
• To learn observational, manual, interpretative and problem-solving skills
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Open Ended Enquiries• Identify a problem• Formulate a solution• Develop experimental procedures• Interpret result• Recognize implications
– To learn advanced problem-solving skills– To learn resarch skills– To learn applicatin, analysis, synthesis and
evaluation (higher order thinking skills)
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Projects• Explore a field deeply• Increase intellectual curiousity• Develop innovativeness to the full
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Determine
ValueWorth
GoodnessEffectiveness
Impact
A PerformanceA ProcessAn EventA Product
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Thanks