How to develop departmental PBL models?

1. Problem Based Learning Curriculum How to develop departmental PBL models? Patrick Lai etktlai@polyu.edu.hk Educational Development Centre The Hong Kong Polytechnic University

2. Why use PBL? • Engages students in learning information in ways that are similar to the ways in which it will be recalled and employed in future situations • Promotes self-regulated learning • Assesses learning in ways which demonstrate understanding and not mere acquisition PROBLARC Materials

3. Why use PBL? • Motivation • Relevance and Context • Higher order thinking • Learning how to learn • Authenticity • PROBLARC Materials

4. Comparison with other approaches • Lecture-based: a lecturer presents students with information in lectures and then uses a case or two to demonstrate the relevance of this information. • Case-based lecturers: case histories are given before the lecture. Cases highlight the material to be covered. Students analyse the case using prior knowledge before any new information is given in the lecture. • Case method: students are given a complete case for study and research in preparation for class discussion. The lecturer facilitates its discussion by combining both student-directed and teacher-directed learning. (Barrows, 1986)

5. ….Comparison with other approaches • Problem-based: Students are presented with the problem in simulation formats that allow for free enquiry. They can develop their own data base and hypothesis - usually under guidance of teacher. • Closed loop problem-based: This is an extension of problem-based. Students return to the problem to evaluate their use of resources, how they could have tackled the problem differently, and to improve their reasoning process and gain better understanding. (Barrows, 1986)

6. Comparison of approaches • Structuring knowledge for use in clinical contexts - Knowledge • Developing an effective clinical reasoning process - Reasoning • Development of self-directed learning skills - Self directed • Increased motivation for learning - Motivated • Ranked 0-5 where 0 is low and 5 is high (Barrows, 1986)

7. ……Comparison of approaches Know Reas Self-dir Mot Lecture-based cases 1 1 0 1 Case-based lectures 2 2 0 2 Case method 3 3 3 4 Problem-based 4 4 4 5 Closed loop problem-based 5 5 5 5 Barrows, H.S. (1986). A taxonomy of problem-based learning methods. Medical education, 20,481-486.

8. Premises of PBL 1. The problem comes first; it is the context for learning 2. The problem is ill-structured and real-world like 3. Students are the problem solvers; their teachers are their tutors and coaches 4. Reasoning is characterized by a reiterative process involving observation, hypothesis, inquiry, critical thinking and conclusion (decision) 5. Assessment is an authentic companion to the problem and the process. (Biggs,1999)

9. The processes of the tutorial: Return to the problem 1. Ill-structured Problem 8. Reporting 2. Clarifying concept Assessment 7. Self study 3. Defining the problem 6. Formulating and proioritizing learning objectives 4. Analysing the problem/brainstorming 5. Problem analysis / systematic classification

10. Clarifying concepts • To avoid confusion, concepts used in the task are first clarified • To enable all participants to start from a common starting point • recognizing concepts lacking clarity • recognizing confusing concepts • asking for an explanation • giving an explanation (van Til & van der Heijden,1998)

11. Defining the problem • The essence of the task is determined in order to determine the boundaries of the topics • putting forward proposals for a definition • translating the essence of the task into a defined problem • clearly formulating a concrete problem (van Til & van der Heijden,1998)

12. Analysing the problem • Ask students to list out what they know about the task, with relevant explanations • Give additional information about listed aspects and alternative explanations • asking more detailed questions • asking questions regarding matters students do not know • listing alternatives (van Til & van der Heijden,1998)

13. Problem Analysis/Systematic classification • Creating links between listed aspects and explanations • Using diagrams • noting any unclarity and gaps in the classification (van Til & van der Heijden,1998)

14. Formulating learning objectives • Formulating learning objectives on topics they do not know • creating a link with the problem analysis (van Til & van der Heijden,1998)

15. Self Study • Scheduling • effective use of available time • Selecting sources of information • relevance and appropriateness • Studying sources • objective-based and application • Preparing reports • linkage to objectives (van Til & van der Heijden,1998)

16. Reporting • Presenting what has been studied briefly • creating links with learning objectives • supporting presentation with diagrams and /or examples • quoting sources • asking questions in case of unclarity • giving additional information • testing the new knowledge (van Til & van der Heijden,1998)

17. Various forms of PBL • Degree the problem is structured • case study given in detail, with information to solve it • Open or ill-structured - no data; students do research • Extent of teacher direction • teacher controls flow and amount of information • case studies presented to students before the lecture • depends on what they are required to do prior to, and then during, the following class that determines the kind of PBL (Biggs, 1999)

18. Initial session -setting the scene Group Discussion Follow-up session(s) Presentation Concluding session - solution Repeat Template pilot PBL Model (Tang et al., 1997)

19. Problem Lecture Group Discussion Student Presentation Answer prepared questions get by lecturers Generate issues List suggestions Report findings Common Features of the PBL Models in HK PolyU (Tang et al., 1997)

20. PBL Models • To view samples of PBL models of Electrical Engineering, School of Design, Health Sciences, please click here.

21. References • van Til C. & van der Heijden, F. (1998). PBL Study Skills – an overview. Vakgroep O & O, Maastricht. • Tang, C. & 12 others (1997). Developing a context-based PBL model. In J. Conway, R., Risher, L. Sheridan-Burns and G. Ryan (eds). Research and Developing in problem-based learning. Volume 4: Integrity, innovation, integration. Newcastle: Australian Problem Based Learning Network

22. References • Biggs, J. (1999). Teaching for quality learning in university. London: The Society for Research into Higher Education & Open University Press. • Barrows, H.S. (1986). A taxonomy of problem-based learning methods. Medical Education, 20, 481-486. • PROBLARC Materials