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PBL LEARNING: An inspiration for working as a single teacher with a large student number

PBL LEARNING: An inspiration for working as a single teacher with a large student number. JP Bourguignon & S Gelaes CDS 16/04/07. Course title: « Pediatric aspects of child and adolescent disorders with multidisciplinary management »

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PBL LEARNING: An inspiration for working as a single teacher with a large student number

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  1. PBL LEARNING:An inspiration for working as a single teacher with a large student number JP Bourguignon & S Gelaes CDS 16/04/07

  2. Course title: « Pediatric aspects of child and adolescent disorders with multidisciplinary management » JPB in charge of this course since 1990 while PBL in medicine started in 2000 Students (n~60) at the master level in psychology or speech therapy The course is an option made by most students The setting

  3. Contextualized problem Small group work Students as actors analyze problem and reactivate previous acquisitions (90 min) Teacher as a facilitator Motivation stimulated by feedback (peers, tutor) Autonomy reinforced by individual search of information PBL fundamentals PBL inspired lecture • Contextualized short scenario to begin with • Small group work: 6-10 students convene around the tables in the lecture room • They interact in clarifying new terms, identifying and discussing key messages (20 min) • Teacher collects questions, opinions and stimulate student answers (20 min) • Lecture (interactive) with reference to student productions where relevant (90 min)

  4. A mother seek advice about her 13.5 yr old twin son possibly repeating grade due to recent collapse of schoolnotes while her twin daughter is brilliant and successful. The twin sister started pubic hair at 7, breast budding at 9 and she grew very fast at 10. She got her first periods at 11 and now, she looks like an adult woman with a height of 167 cm. Mother was concerned by her precocity because she heard that growth could stop prematurely. The twin brother is 142 cm tall and feels behind. He went to a doctor who explained that his puberty just started based on an increase in testicular volume. He predicted peak height velocity to occur between 15 and 16. This was consistent with a delayed bone age (11 yrs). He wants hormonal therapy to speed up development but mother is reluctant. The scenario

  5. PBL inspired lecture Consistent evaluation • 20 short scenarios including different aspects across the lectures; given ahead to the students and briefly commented • Written preparation (30 min) of a randomly allocated scenario: clarification, meaning, discussion • Oral presentation and reflexive discussion • Contextualized short scenario • Small group work: 6-10 convene around the tables in the lecture room: clarification, meaning, discussion (15 min)

  6. A question A girl of 13 who is mad about dancing has no pubertal signs except pubic hair. She practises dance 12h a week and is committed to control her weight. BMI is between centiles 3 and 10 for age. The father worries about possible short adult stature and the mother fears her daughter plan: to move abroad where she could find a high level dancing school. How could this adolescent and her parents be accompanied ?

  7. 20 n 18 16 14 12 10 8 6 4 2 0 8 9 10 11 12 13 14 15 16 17 18 19 20 Student notes (/20) at evaluation

  8. The learning conditions

  9. The evaluation

  10. The evaluation

  11.  Students: they are motivated for this particular course since they elected to follow it even before the PBL inspired format was used  Students: they are enthusiastic when hearing about patients after so many years of mainly theoretical teaching  Students: they have few or no experience of group work and self-expression in a large group  Teacher: as a PBL- or lecture- motivated person, motivation may be the key instead of the PBL or lecture format The biases: factors unrelated to PBL

  12. In a traditional lecture setting, it is possible to introduce some components of PBL through an initial student activity in small groups around a short scenario and subsequent sharing of their reflexion with the whole class The evaluation modalities should be consistent with the learning conditions Overall, such an initiative is well received by the students though it is hard to separate the contribution of specific PBL components from others (novelty, practicality, motivation) A long-term impact could be expected based on student comments: « was in; made links; had to think about; had to take a position; discovered other perspectives; too much medicine but so great to touch professional realities,… » Conclusion

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