pbl guide

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Problem Based Learning(PBL)Dr. Hafiza ArzumanSchool of Medical SciencesUniversity Science MalaysiaDepartment of Medical Education

Education Guide for Faculty Members

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First Publication: February 2010

Dr. Hafiza Arzuman

All rights reserved. No part of this publication may bereproduced stored in a retrieval system, or transmitted, in any form

or by any means, electronic, mechanical, photocopying, recording,

or otherwise, without prior permission of author/s or publisher.

ISBN: 978-967-5547-04-1

Edited by

Dr. Hafiza Arzuman

Medical Education Department,

School of Medical Sciences,USM, Kubang Kerian,

16150 Kota Bharu

Kelantan, Malaysia

Published by:

KKMED Publications

Medical Education Department,

School of Medical Sciences,

USM, Kubang Kerian,

16150 Kota Bharu

Kelantan, Malaysia

Published in Malaysia

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Preface

I strongly believe in Joseph Jouberts quote To teach is to learn twice. There was atime when the world acted on books; now books act on the world also from his

quotation. The idea to come up with this book started to rumbling in my mind, as I have

been assigned by the department to coordinate the faculty development programme onPBL tutor skills development. I felt that there should be some supplementary resource

guide along with the hands-on exercise in the workshop. So I came up with this book andencouraged to published it with the encouraging words from Dr John Dent*(The guide

could be a useful one for new faculty members).

A Chinese Proverb quotes Tell me and I'll forget; show me and I may remember; involve

me and I'll understand. Problem -based learning is basically involving students in their

learning process and helps them to understand the concept. Problem based learning isused in many medical schools and by many different teachers. To achieve the full

potentiality, PBL needs to be well designed and the tutors need to have intensive

preparation through hands-on educational experiences. This book is designed for tutors asa supplementary resource, who wants to learn how to implement PBL and understand the

different phases of how PBL is conducted. The content of this book has been selected

from the work of experts in the field of medical education that have been considered ofvalue. To keep this book user friendly an example of a week PBL (USM replication) has

been included at section 3

Thanks to Dr. Muhamad Saiful Bahri Yusoff, for his help in managing the publication

procedure of this guide. I hope together, all of us can make the PBL session moreexciting and effective for the students.

I am thankful to almighty ALLAH for his blessings in my life.

Hafiza ArzumanMedical Education Department

School of Medical Sciences

Universiti Sains MalaysiaJanuary, 2010

* Dr John Dents interests are in developing clinical teaching initiatives in ambulatory

care and rural community settings. Together with Professor Ronald Harden he has

edited the multi author text A Practical Guide for Medical Teachers as a resource

book for Medical Education

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Dedication

My father Late A. K. M. Habibur Rahman you were my mentor for personal

development and the best human being I have ever seen in my life

My best friend Late Dr. Jawwad Ahmad Khan. I will be missing you and your comforting

support for the rest of my life

My children -Saquib Ahmad Khan, Aquif Jawwad Khan and Rafid Jawwad Khan.

I am sorry for depriving all of you from mothers care and I do respect your sacrifice

Lastly

My professional mentorProfessor. Dr. Muzaherul Haq. You put me in this field and I

must act on it.

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Aim of the guide i

Objectives of the guide i

The guide i

Section 1 1

1.1. Importance of small group teaching method 1-2

Section 2 3

2.1. Problem Based Learning (PBL) 3

2.2. The meaning of the term PBL 3

2.3. The steps of PBL process 4

2.4. The process of Problem Based Learning 5

2.5. Diagrammatic flow chart of PBL process: 1 6

2.6. Diagrammatic Flow chart of PBL process: 2 7

2.7. PBL triggers (problem scenario) 8

2.7.1. Guidelines for development of PBL trigger 8

2.7.2. Criteria to create effective PBL trigger 8

2.8. Sitting arrangement in PBL session 9

2.9 Tutors role in PBL process 10

2.10. Students role in PBL process 10

2.11. Diagrammatic presentation of participants role in PBL process 11

2.12. Assessment and Evaluation in PBL 11

Section 3 12

Example A week PBL 12-21

Reference list 22

Contents

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To teach in small group is an art and it needs special competencies by the

teacher. It is the most satisfying experience for both teachers and students if

both engage properly in the process. Problem Based learning process is one of

the small group teaching methods. This aim of developing the guide is to help

the novice tutors to understand the importance of small group teaching and the process of

Problem Based Learning (PBL). The Department of Medical Education, School of Medical

Sciences is organised faculty development programme on PBL each year to familiarise the new

tutors with the PBL process. It is hoped that this guide will be a supplementary resource

material for the tutors to become more familiar with PBL process.

After going through the guide the tutors will be able to -

1.know the importance of PBL as a small group teaching method.

2.understand the basic concept of PBL process

3.know the different steps in PBL process

4.know his/her role as a tutor in the PBL process

5.know the students role in the PBL process

6.know the basic principles of developing triggers/ problem scenario

7.facilitate a PBL session successfully

The guide is divided in to sections. The first section provides you with the information

about the importance of small group teaching and the rationale of adopting different small

group teaching methods specially PBL by the School of Medical Sciences. The following

sections are focused on the process of Problem Based Learning. This guide also provides

you with a replicated example of a week PBL (consists of two sessions) designed for

Respiratory Block of phase 2 MD programme to give the tutors a genuine sense of PBL

format using by the medical school of USM. The evaluation grading check list is not a true

replication of the schools format. This is intentional; with a hope in future the school will

adopt a more objective checklist for grading the students in PBL session.

Aim of the guide

Objectives of the guide

The Guide

i

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1

1.1 Importance of Small Group Teaching (SGT)

Current understanding of educational strategies supports the use of small group as an effective

method of teaching and learning. At present the medical students needed to be an activated one,

equipped for independent life long learning and team work

and also with the recent educational innovation in the field of

small group teaching like problem based learning (Walton &

Matthens, 1989). Small group teaching (SGT) is a teaching

method for generating free communication between teacher

and his/her students and among students themselves.

(Westberg & Jason, 1996).

Small group teaching

encourages students active participation,

helps to explore subject matter,

stimulates students critical thinking,

promotes students problem solving ability,

promotes group skills and communication skills and

encourages for self directed learning.

It also provides an important opportunity for social contact with peers and teacher. This social

contact helps students to resolve a range of issues indirectly associated with teaching and also

helps them to resolve any social problem. Small groups teaching are not ideal for disseminating

information, but they are helpful for students to develop understanding of concepts and to

improve strategies and approaches to problems. In PBL to achieve these higher-order thinking

and learning activities promoted by small group work, it is important for the student to engage inmeaningful communication directed towards a goal or set of goals. These higher-order thinking

skills (e.g., application of concepts and principles, problem-solving, etc.) are the primary

objective of PBL small group sessions. (Crosby J, 2006)

Section 1

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The criteria of effective teaching and learning are all fostered in small group interactions

especially in problem based learning. The literature is equivocal on the number of students

that constitutes an effective small group. Eight to twelve is accepted as the optimum number

but maximum may be up to twenty. Ideally it should allow a number of students in a group

which would help in success-full implementation of those features in a session. To some

one the effective group may be less than ten participants. Again some group may work

effectively with a larger number of participants.

Small group teaching depends more on the features displayed by that group rather than the

number in it. Therefore, in short we can say that the aim of a small group session should be

to encourage students to adopt deep approach towards learning and to be a self directed

active learner. (Walton H, 1999)

Small group method also offers experience of working in a group. Group Skill is crucial inmedical profession where working in a group or team is an important aspect of holistic

health care. Group Skills also include the ability to communicate effectively, to prioritise

the tasks, to manage the time and to exercise interpersonal skills. There are many small

group teaching methods; the most recent and effective adapted method is PBL by many

medical schools world wide

The School of Medical Sciences of Universiti Sains Malaysia also adopted PBL as one of its

teaching learning strategy for phase 2 undergraduate medical programme. It is one of the

main small group teaching methods for Para-clinical teaching for phase II students.

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2.1. Problem Based Learning (PBL)

The Problem Based Learning is relatively a new method of

teaching in medical schools. It is one of the small group teaching

method which helps student to be a critical thinker and a problem

solver. It also helps students to be a self directed learner there by a

life long learner. PBL is an effective way of delivering medical

education in a coherent, integrated programme and offers several

advantages

over traditional teaching methods.PBL is based on principles of

adult learning theory, including motivating the students,

encouragingthem to set their own learning goals, and giving them a role in

decisions that affect

their ownlearning. So it is important to make sure that all the tutors are familiar with the process

of PBL and also efficient in handling a PBL session.

2. 2. The meaning of the term PBL

PBL is an approach in learning and instruction in which students tackle problems in small group

under the supervision of a tutor (Schmidt H. G., 1983). PBL is an educational strategy whereby a

practical problem constitutes the basis for the learning of relevant information. Study is centered

on a problem and is triggered by recognition of the fact that certain items of information are

necessary and must be acquired in order to understand the problem and or make the decision The

principal idea behind PBL is that the starting point for learning should be a problem, a query that

the learner wishes to solve (Bound 1985). PBL is not only to solve the problem, but rather

learning opportunities where solving problem is the focus or starting point for student learning.

Students work on the problem to identify and search for the knowledge that they need to obtain

in order to approach the problem. (Davis M.H. & Harden R. M., 1999).

Section 2

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Problem Based Learning is

2.3. The steps of Problem Based Learning (PBL)

Problem Based Learning (PBL) follows a simple cycle. The facilitatory role of the tutor

varies with each stage of cycle. The teacher must ensure that all group members know the

stages of the Problem-based learning.Although the steps are listed in a straight for ward

fashion, there is often some overlap, rethinking as the group proceeds.

The steps are -

1. Identify the problem

2. Explore the pre-existing knowledge

3. Generate hypothesis and possible mechanisms

4. Identify learning issues

5. Self study

6. Re-evaluation and application of new knowledge to the problem

7. Assessment and reflection of learning (Walsh A , 2005)

+

Presentation of problem

(Play with problem)

Learning related to

problem

(Learn with problem)

Solution of problem

(Learn and grow

together in a group)

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2.4.The process of Problem Based Learning

Retrieved from www.renomodelpto.com/images/PBL%20Process.ren..on 8th

June, 09

The details of how PBL process is implemented differ from institution to institution. How

ever the general principles remain the same

Students are presented with a problem (case, video tape or problem scenario for

example).

Students (in groups) organise their ideas and previous knowledge related to the

problem, and attempt to define the broad nature of the problem.

Throughout discussion, students pose questions, called "learning issues," on aspects

of the problem that they do not understand.

These learning issues are recorded by the group. Students are continually

encouraged to define what they know - and more importantly - what they don't

know.

Students rank, in order of importance, the learning issues generated in the session.

They decide which questions will be followed up by the whole group, and which

issues can be assigned to individuals, who later teach the rest of the group.

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Students and instructor also discuss what resources will be needed in order to

research the learning issues, and where they could be found.

When students reconvene, they explore the previous learning issues, integrating their

new knowledge into the context of the problem.

Students are also encouraged to summarise their knowledge and connect new

concepts to old ones. They continue to define new learning issues as they progress

through the problem.

Students soon see that learning is an ongoing process, and that there will always be

(even for the teacher) learning issues to be explored.

2.5 Diagrammatic Flow chart of PBL process: 1

Adapted from: http://www.ncsu.edu/pbl/design.html retrieved on 17th June, 08

Meet the problem

Choose most viable solution

Report solution

List known facts

Research unknownList unknown

Create possible solutions

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2.6 Diagrammatic Flow chart of PBL process: 2

ProblemSmall group

discussionSelf study

Exchange

of

Informatio

A description

of phenomena

Prepared by a

team of

teachers

Directs

learning

activities

What do we already

know about the

problem? (Activation

of prior knowledge)

What do we still need

to know about the

problem?

(Learning goals)

Learning resources

Integration of

knowledge from

different disciplines

Did we acquire a

better understanding

of the process

involve in the

problem?

Title: does not pertain to a diagnosis but written as a problem Trigger material: a story, a description of a phenomena or event Instruction: To provide explanation for and or to indicate which action is to be

taken

Structure of simple written material

ProblemSmall group

discussionSelf study

Exchange of

Information

A description

of phenomena

Prepared by a

team of

teachers

Directs

learning

activities

What do we already

know about the

problem? (Activation

of prior knowledge)

What do we still need

to know about the

problem?

(Learning goals)

Learning resources

Integration of

knowledge from

different disciplines

Did we acquire a

better understanding

of the process

involve in the

problem?

Title: does not pertain to a diagnosis but written as a problem Trigger material: a story, a description of a phenomena or event Instruction: To provide explanation for and or to indicate which action is to be

taken

Structure of simple written material

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0

2.7. PBL triggers (problem scenario) and its presentation

The selection or to develop a problem scenario for use in PBL has some criteria and it

is also a matter of importance. The problem should raise compelling issues for new

learning and that students have an opportunity to become actively involved in the

discussion of these issues with appropriate feedback and corrective assistance from the

tutor (Wilkerson and Feletti , 1989).

2.7.1 Guidelines for development of PBL trigger

Each problem should revolve around a common clinical scenario- history of

present illness, relevant past history, family history , social circumstances,

system review and initial physical findings

The problem format should be sequential interdependent

Each problem should be address over 2-3 sessions period/week accordingly

additional information are provided as a second sheet

Each problem should contain a tutor guide and is not given to students

Problem should ideally provoke discussion and emphasise aspects of basic

sciences to clinical sciences

If appropriate associated visual materials may accompany the problem

( photography, lab reports, X-ray, a research problem, a video, an article, area

or simulated patient and so on )

Adapted from: PBL - Queens university at Kingston, Canada, Faculty of Medicine

Retrieved from: http://meds.queensu.ca/pbl/pbl_in_practice/writing_pbl_cases on 7th

January, 09

2.7.2 Criteria to create effective PBL triggers Develop clear and detailed learning objectives

Learning objectives likely to be defined by the students after studying the

scenario should be consistent with the faculty learning objectives

Problems should be appropriate to the stage of the curriculum and the level of

the students' understanding

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1

Scenarios should have sufficient intrinsic interest for the students or relevance

to future practice

Basic science should be presented in the context of a clinical scenario to

encourage integration of knowledge

Scenarios should contain cues to stimulate discussion and encourage students to

seek explanations for the issues presented

The problem should be sufficiently open, so that discussion is not curtailed too

early in the process

Scenarios should promote participation by the students in seeking information from

various learning resources (Diana F. W., 2003)

2.8 Sitting arrangement in PBL session

Adapted from:School of Medical Sciences,

Universiti Sains Malaysiahttp://medic.usm.my/

Queen's University School of Medicine, Kingston,Canada

http://meds.queensu.ca/pbl/assets/prossqueenspblslides.ppt

TutorTutor

StudentStudent

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2.9. Tutors role in PBL process

To switch from disseminator of information to facilitator of learning can be challenging

for new tutors. Those unfamiliar with the PBL process are uncertain about the function

of tutor in PBL. It is important for the tutor to understand the PBL process. The tutorshould keep appropriate balance between dominating discussion in one hand and

detaching themselves from students learning on the other hand. There are no hard and

fast rules for PBL tutoring. The considered tasks of the tutor in PBL include

Climate setting - create an environment that is conducive for self directed

learning

Treat the students as adult learners

Foster cooperation rather than competition in group work

Clarifying learning needs and help students to frame learning objectives and

set goals

Designing a learning plan help students with learning plans and strategies

Engaging in learning activities to ensure that the students are in the right tract -

stimulate elaboration of information and ideas, direct the learning process,

stimulates integration of knowledge, stimulate students interaction and

individual accountability and facilitate information location.

Evaluating learning outcomes which include formative and summative evaluation

The teachers skills of modeling and facilitating PBL sessions help students to become

problem-solvers and they can take on the responsibility of using the skills on their own.

2.10. Students role in PBL process

Treat all members of the group with respect

Be punctual in attending all sessions

Openly express his/her thoughts and ideas

Clarify and question his/her thoughts and contributions Offers feedback to group members and tutors

Complete assignments thoroughly and on time

Be sensitive to learning needs of other group members

Interact with group members

Take responsibility for the learning process

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2.10 All participants role in PBL process

Source: Diana F. W., (2003). ABC of learning and teaching in medicine: PBL,BMJ, 32:328 -33

2.11 Assessment and Evaluation in PBLPBL process includes regular opportunity for feedback to all group members.

Formative feedback should occur at the end of each tutorial. Assessment of PBL needs

to focus on the objectives that PBL fosters in conjunction with the educational course

objectives. To assess students performances in PBL sessions mainly includes Tutor

assessment of students, Self assessment and Peer assessment. The main tool is checklist

contains criteria that contain: knowledge application, critical thinking, self directed

learning and group work. The use of formative assessments to provide regular,

informative and detailed feedback to students on their progress and performance at

various stages during a given course is an essential component of the PBL educational

strategy. Such assessments will enable students, whenever necessary, to undertake

effective and timely remedial action that is either self-initiated or upon the advise of the

tutor.

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Example of a week PBL for Respiratory blockThis guide provides you with a replicated example of a week PBL session developed

for the Respiratory block of year 2 phase II MD programme. It will help you to

understand the authentic picture of PBL session conducted by the medical school of

Universiti Sains Malaysia. The Respiratory block consists of four weeks and each week

has a problem with its own objective for the PBL session. Each week has two to three

PBL sessions based on the problem and the learning objectives. The duration of each

session is of 1 hours to 2 hours.

Respiratory Block

(Example of a week PBL session consists of two sessions of 2 hours duration each)

This one week PBL course is designed from the respiratory block for year 2 students of

phase 2 MD programme of the School of Medical Sciences, University Science

Malaysia.

Time schedule:

There will be two sessions in the week. Each session will be of 2 hours and each

group will consists of 12 students of year 2. In session 1 there will be 15 minutes break

in between the distribution of Trigger 1A and 1B

The PBL Pack: As a tutor you will receive the PBL pack the week before your PBL

session from academic office. In the pack you will receive

i. The problem of the week with the specific objectives of the week

ii. Trigger materials (Trigger1A &1B for session1 and Trigger 2 for session 2)

iii. Discussion points sheet for each trigger

iv. Tutor guide

v. Students grading/ evaluation sheet

Section 3

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5

Problem: Difficulty in Breathing

Specific objectives for the week

1. Recall the development of tracheo-bronchial tree and lungs.

2. Recall the cough reflex mechanism

3. Define the terms wheezing, sputum and their causes and discuss their pathogenesis

4. Describe the pathogenesis, pathology, pathophysiology and complications ofbronchial asthma. Outline the investigations required and the principles of

management (comprising preventive, curative, rehabilitative and psychosocial

aspects).

5. List the groups of drugs used in treatment and prophylaxis of bronchial asthma andstate their mechanisms of actions, methods of delivery and side effects.

6. Understand the importance of advice in relation to home management of abronchial asthma patient

School of Medical Sciences PHASE II

Universiti Sains Malaysia YEAR 2

(2010/2011)

RESPIRATORY BLOCK

WEEK - 3

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Session 1 Total duration: 2 hours 30 minutes

Trigger 1A (Duration: 1 hr)

A 7-year old boy with persistent cough for two months was referred to the pediatric out

patient clinic of Hospital University Science Malaysia by his general practitioner.

The cough was prominent in the early morning and was sometimes associated with

wheezing. It was mostly dry although on occasion there was scanty sputum, which was

whitish and viscid. From afternoon onwards cough seemed to be less frequent. The

cough seemed to get worse when he played outdoor games.



(2010/2011)

RESPIRATORY BLOCK

WEEK - 3

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Discussion Points (For tutors use only)

To guide the student in right direction

Trigger 1A

Cough Cough reflex, mechanism

Common condition presenting with chronic cough

Possible reasons why cough was worse in the morning andnight

Possible explanation for cough associated with exercise

Expectoration Examples of diseases where cough is associated withsputum and types of sputum in different conditions

What does whitish and viscid sputum indicate?

Wheezing What is wheezing?

How is wheezing generated?

Common diseases with wheezing

Note : Break for 15 minutes before distribution of Trigger 1B

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Trigger 1B (1 hour 15 minutes)

There was no history of fever, chest pain and haemoptysis.

He had a history of eczema of arms and legs, which was treated for nearly one year.

There was no history of food allergy.

His elder sister had a similar illness and his father had a history of allergic rhinitis.

There was no contact history of tuberculosis.

On examination, his pulse was 98/min, blood pressure 104/66 mmHg and respiratory

rate 24/min. There was no cyanosis, clubbing or oedema. Examination of the chest

revealed a prolonged expiratory phase with few scattered expiratory rhonchi in both

lungs.

A recording of the forced expiratory volumes performed at the clinic is provided.



(2010/2011)

RESPIRATORY BLOCK

WEEK - 3

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Discussion Points (For tutors use only)


Trigger 1B

Symptoms of respiratory

disease Relevance of fever, chest pain, haemoptysis in a patient

presenting with cough

Associated

symptoms/Family

history

Association between eczema, allergic rhinitis andwheezing

Chest examination normal breath sounds

prolonged expiration and its pathogenesis rhonchi and mechanism of generation of ronchai

types respiratory system abnormalities indicate by thechest examination findings

Expiratory flow rate

Recording (vitellograph) name the parameter that should be determined by the

investigation

instructions to perform the test

comment on the results

other simple bedside investigation to obtain similarinformation

Other investigations other investigations that may have been helpful in thispatient and reasons why they may be helpful

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Trigger 2

Other investigations, including full blood count and ESR, blood urea and electrolytes

and chest X-ray were normal.

A diagnosis of bronchial asthma was made and the boy was prescribed salbutamol and

beclomethasone inhalers. The parents were asked to use a spacer device, which was

also supplied, for administering the inhalers.

Two months later the boy attended the follow-up clinic. He no longer complained of

cough or wheezing.

Forced expiratory volumes were recorded again It has improved and the tracing is

provided.

His parents were advised to continue using the beclomethasone inhaler regularly but to

use salbutamol only before exertion or if he has a recurrence of the symptoms.

The parents were given appropriate advice on the nature of the boys illness and their

role in managing it at home.



(2010/2011)

RESPIRATORY BLOCK

WEEK - 3

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Discussion Points (For tutor only)


Trigger 2

Bronchial asthma Diagnosis - all the features in this patient that supports thediagnosis

Definition

Pathogenesis

Other modes of presentation

Medication Salbutamol and beclomethasone and their modes of action

adverse effects the different advice for the two medications

their uses in maintenance and acute attacks

other medications useful in maintenance therapy

Medications as relievers

and preventers of

bronchospasm

Relievers -

beta 2 agonists

ipratropium

theophyllinePreventers -

inhaled steroids

sodium cromoglycate

leukotriene antagonists

Administration of

medicaton Spacer devices - what they are, why they are used and

advantages

Other advice (actual

advice in detail not

essential but the aspects

to be considered should

be mentioned)

Advice regarding

compliance to medication regimen

exercise

natural history of disease

avoiding acute exacerbations

recognising exacerbations

Vitellograph Compare the recording with the previous one and comment on

the results.

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Tutors guide (For tutor only)

The tutor guides for the week on problem Difficulty in Breathing gives a concise list

of the aspects that this problem is intended to cover. Some of these aspects may also be

delivered to students by other modes of teaching during the week e.g. lectures, FLMs

and clinical teaching. However students are expected to discuss them at the PBL

sessions too.

The tutor will have the discussion point sheet. This is intentional, as the points should

ideally be raised by the students. The students are expected to come up with the

learning issues following each trigger .As a tutor your role is to facilitate them in the

right direction and to identify the learning issues pertaining to the problem. However

please ensure that the aspects mentioned in this discussion points are discussed by the

students by directing them appropriately as and when necessary. This is best by

guiding the students to the relevant aspects during discussion rather than repeating the

question-form the areas mentioned

It would be appreciated if you could supplement these with some reading of your own.

URLs of some web sites with further information are given at the bottom of this page.

Distribution of triggers:

PBL session 1 - distribute trigger 1A and discuss the issues arise. Break for 15 minutes

and then distribute trigger IB and discuss

PBL session 2 - discuss the learning issues and objectives from PBL 1B from previous

session and then distribute trigger 2 and discuss

http://www2.qimr.edu.au/davidD/asthma1.html

http://www2.qimr.edu.au/davidD/asthma2.html



(2010/2011)

RESPIRATORY BLOCK

WEEK - 3

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Total mark 4 Absent without valid reason 0

Characteristics demonstrated by student Total mark

1. Application of knowledge base ( 0.2 for each subcategory ) 1

shows evidence of through reading, breath and depth ofknowledge

shows ability to generate diagnostic hypothesis

answers questions or shares his/her opinions without readingnotes/books

presents clear hypothesis/ facts and home work done

asks relevant questions spontaneously

2. Clinical reasoning and decision making (0.2 for each subcategory ) 1

able to analyse hypothesis critically and suggests course ofaction when in difficulty

discriminates important information of the problem from what itis not

shows ability to generate diagnostic hypothesis

shows ability to make decision about the therapeuticapproach to the problem

shows evidence of following a sequential management of the

problem3. Self directed learning ( self study) ( 0.2 for each subcategory ) 1

shows evidence to accomplishment of his/her own study

shows evidence of reading diverse and bibliographic sources

makes efforts to improve

identifies his/her opportunity areas

shows evidence to drive to the limits of his/her knowledge

4. Group work - ( 0.2 for each subcategory ) 1

actively participates and follows discussion

works towards the achievement of groups learning goal

respects classmates opinion

shows responsibility and commitment

works as hard as the rest of the team-mates

5. Absent without valid reason 0

Tutor needs to give each student in the group an overall grading that reflects each students

performance during two sessions for the week. For this purpose the tutor give grades for each

session and derive an overall grade at the end of two sessions*

School o f Medic al Sc ience s PHASE II

Unive rsiti Sains Ma laysia YEAR 2

Assessment/ Grad ing form(2010/2011)

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(References are good reading materials as well)

1. Bound D (1985), Problem based Learning in perspective in education for the

professionals, Sydney, Higher education research and development of Australia

2. Crosby J (2006). Learning in Small Groups, AMEE Education guide No 8

reproduced under an agreement with the Association of Medical education, AMEE

Education guide No 8 was first published in Medical teacher (1997) 19:189-202

3. Davis, M. H. & Harden, R., (2005). Problem Based Learning: A practical guide,

AMEE Medical Education guides no 15, University of Dundee, Scotland, UK.

4. Diana F.W., (2003). ABC of learning and teaching in medicine : Problem Based

Learning,British medical Journal , 326: 328 -33

5. Schmidt H. G., (1983). Problem Based Learning: Rationale and Description.

Medical Education. 17:11-16

6. Walsh, A., ( 2005), The Tutor in Problem Based Learning: A novices guide, Mc

Master university, Faculty of Health sciences

7. Walton H., (1999). Small group methods in Medical teaching. Medical Education

booklet -1, Reproduced with the permission of ASME,12 Queen St, Edinburgh,

EH2 1JE.

8. Walton H. J. & Matthews M.B., (1989). Essentials of problem based learning.

Medical education 23:542-558

9. Westberg J. & & Jason H., (1996) Fostering learning in Small group. Sprinter

Publishing company Inc , New York

10. Wilkerson, L., and Feletti, G., (1989). Problem-based learning: One approach toincreasing student participation. In the departments, pg 53).

Reference list

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