problem-based learning. let’s talk med. students courtesy of aeu04117/flickr
TRANSCRIPT
![Page 1: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/1.jpg)
Problem-Based Learning
![Page 2: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/2.jpg)
Let’s talk med. students
Courtesy of aeu04117/Flickr
![Page 3: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/3.jpg)
Courtesy of DFID-UK Department for International Development/Flickr
![Page 4: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/4.jpg)
Courtesy of Cushing Memorial Library and Archives Texas A&M/Flickr
![Page 5: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/5.jpg)
![Page 6: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/6.jpg)
So what’s the solution?• No silver bullet• Problem-Based Learning (PBL)• McMaster School of Medicine in Canada in 1965
![Page 7: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/7.jpg)
Defining PBL (Project vs. Prob.)
Courtesy of lejoe/Flickr
![Page 8: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/8.jpg)
A Definition
1. Learning is student-centered2. Learning occurs in small student groups3. Problems form the organizing focus and stimulus4. New information is acquired through self-directed learning
Barrows, H.S. (1996). Problem-based learning in medicine and beyond: a brief overview. New directions for teaching and learning (68), 3-12.
![Page 9: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/9.jpg)
Learner-Centered
Courtesy of darinmcclure/Flickr
![Page 10: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/10.jpg)
• Really about control• “identifying what they need to know to better understand and
manage the problem on which they are working…”
Barrows, H.S. (1996). Problem-based learning in medicine and beyond: a brief overview. New directions for teaching and learning (68), 3-12.
![Page 11: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/11.jpg)
Small Groups
Courtesy of eddy13/Flickr
![Page 12: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/12.jpg)
• Groups of 5 to 8-9 students
Barrows, H.S. (1996). Problem-based learning in medicine and beyond: a brief overview. New directions for teaching and learning (68), 3-12.
![Page 13: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/13.jpg)
Teachers as guides
Courtesy of eddy13/Flickr
![Page 14: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/14.jpg)
• Teach or tutor• “asks students the kinds of questions that they should be
asking themselves to better understand and manage the problem”
• Interesting work with non-experts
Barrows, H.S. (1996). Problem-based learning in medicine and beyond: a brief overview. New directions for teaching and learning (68), 3-12.
![Page 15: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/15.jpg)
Problems as organizers
Courtesy of psd/Flickr
![Page 16: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/16.jpg)
• Representative of what students will face; not contrived• Problem drives whole orientation of course
![Page 17: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/17.jpg)
Self-Directed learning
Courtesy of nataliemaynor/Flickr
![Page 18: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/18.jpg)
Examples• Sociology• Biology• Music
![Page 19: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/19.jpg)
Sociology• Why are there fewer women in higher education in the state
of Utah? What might be possible solutions?• White paper for president or legislators. Or journal article.
BUT…• Curriculum is then organized around exploring theories that
might explain why and how it might be addressed. It is NOT organized around the development of the whitepaper
![Page 20: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/20.jpg)
Biology• A toll bridge has been proposed for Utah Lake. What are the
possible environmental hazards?• Meet with faculty/tutor to regularly discuss ways to break
down the problem and determine areas of study.• Careful balance between structuring the curriculum and
allowing for self-direction.
![Page 21: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/21.jpg)
Music• Igor Stravinsky’s “The Rite of Spring” was considered
controversial when first released. Why? What lead to it?• Curriculum of Music History course organized around
understanding the events that lead up to it and what happened after.
• Prepare insert for classical music performance
![Page 22: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/22.jpg)
Benefits of PBL• Student satisfaction tends to be higher• Research skills stronger• “Acquisition of an integrated knowledge base”
![Page 23: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/23.jpg)
Challenges to PBL
Courtesy of mariachily/Flickr
![Page 24: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/24.jpg)
Misconceptions
Courtesy of jurvetson/Flickr
![Page 25: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/25.jpg)
Courtesy of eddy13/Flickr
![Page 26: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/26.jpg)
• PBL students more likely to include extraneous material in explanation.
Albanese, M. & Michell, S. (1993). Problem-based learning: A review of literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81.
![Page 27: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/27.jpg)
Student Preference
![Page 28: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/28.jpg)
• Why aren’t you lecturing?• Students trained and thrived on lectures• Active role is frustrating
Albanese, M., & Mitchell, S. (1993). Problem-based learning: A Review of Literature on its outcomes and implementation issues. Academic Medicine, 68(1), 52-81.
![Page 29: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/29.jpg)
Cultural Issues
![Page 30: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/30.jpg)
Time and Efficiency
![Page 31: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/31.jpg)
• 22% longer to cover same material• Can be a lot of time for faculty both in transition and running a
PBL course
Shahabudin, S. H. (1987). Content Coverage in Problem-Based Learning. Med. Educ. 21:310-313.
![Page 32: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/32.jpg)
Med. students• More backwards reasoning (unknown to givens); concern
because experts use forward reasoning• Less decisive• More likely to choose teaching and research• More likely to recommend psychotherapy and refer patients
more often
•Maybe
![Page 33: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/33.jpg)
Other general PBL issues• Infrastructure• Faculty restructuring their time; can be stressful• Attrition• Assessing group work• Gains aren’t as big as hoped
Colliver, J.A. (2000). Effectiveness of problem-based learning curricula: research and theory. Academic Medicine, 75(3), 259-266.
![Page 34: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/34.jpg)
PBL Prescription
• Symptoms: PowerPoint poisoning, students suffering a terminal case of boredom, teacher losing the will to live.
• Side effects: extra time, mild to moderate student discomfort, multiple meetings in one week or day, weight gain from meeting on the first floor of library
• PBL is not meant for teachers whose self-esteem is tied to the podium
• If students approach with pitchforks, discontinue use of PBL immediately.
• Ask a trained professional (including yourself) if PBL is right for you
![Page 35: Problem-Based Learning. Let’s talk med. students Courtesy of aeu04117/Flickr](https://reader035.vdocuments.mx/reader035/viewer/2022062314/56649c805503460f94937ff3/html5/thumbnails/35.jpg)
Questions?• Thank you for attending