PBL: Facilitator workshop

1. PBL: Facilitator workshop Carolyn Gibbon University of Central Lancashire

2. Problem-based Learning (PBL) • ‘A conception of knowledge, understanding and education that is profoundly different from the more usual concept underlying subject-based learning’ (Margetson 1991)

3. PBL in a nutshell! • Traditional approaches: knowledge – problem – solutions • PBL approaches: problem – learning - solutions

4. Rationale for PBL • Learning via the use of situations is an efficient way to learn • Scenarios facilitate the integration of knowledge from many fields • The practice of PBL encourages the thinking processes and helps set a pattern for life long learning. • Intellectually stimulating.

5. Aims of PBL: To develop competency in: • Problem-solving • Self-directed learning • Small group learning • Critical thinking skills • Integrating different parts of the curriculum

6. Traditional v. PBL methods • Lecture…………..small group learning • Subject based…………problem based • Disease focused……...patient focused • Competitive……………….co-operative

7. PBL – the process • Problem • Hypothesis • Resources • Reporting back • Action plan

8. Problem: • Problem situation reflecting learning outcomes/area of study • E.g. photograph, video, simulated patient, written scenario • Other names: triggers, scenario

9. Mary Shaw • Mary attends the Sandhills Day Centre 3 days a week. She is 75 years old and is a widow. Her 32 year old son lives with her. A nurse reports bruising on Mary’s arms and legs

10. Hypothesising • Identifying clearly what seems to be the problem • Brainstorm possible explanations • Clarify what learning is needed • Set tasks

11. Problem identification • Fall • Elder abuse • Blood disorder • Sensory deterioration • Why day hospital referral? • Self-harming

12. Possible explanations • Sensory deficits • Altered home environment • Part son plays as carer • Blood disorders • Cerebro-vascular disorders • Alcoholism • Psychological undertones

13. Learning needs • A & P of the C.V. system • Pathophysiology • TIAs and Stroke • Nursing Care • Sensory deprivation • Falls in the elderly • Alcoholism in the elderly

14. Continued… • Elder abuse • Sons as carers • Community networks • Role and function of day hospitals • Bereavement issues • Self-image • Family networks

15. Consulting resources • Textbooks • Journal articles • Laboratory work • Resource personnel • websites

16. Reporting back • Each student reports his/her findings to the whole group. • The group discusses the collective information in relation to the original problem. • Understanding is modified. • More learning may be needed or proceed to action/care plan.

17. Resource guide • People: Sue Smith (researcher in elder abuse) or Ann Jones (health visitor) • Library: search terms e.g. elder abuse • Journals: e.g. Gerontological Nursing • Media: videos, websites • Organisations: Age Concern

18. Action/Care plan • Will depend on area of study and the group themselves. • Rationale for actions must always be given. • May form part of formal assessment. • Written plan, case conference, role play, video.

19. Care issues • Day hospital care – care on discharge • Hospital at home • Bereavement counsellor • Son – job club, support • Role of community nurses • Stroke club • Key workers

20. Role Play • Introduction to scenario and small group working

21. Small group learning A group is a collection of people who possess the following: • Definable membership • Group consciousness • A shared sense of purpose • Interaction • Ability to act in a unified manner

22. Continued… • Passive observer and record taker to active listener • Minimal pre-class preparation to greater self-preparation • Being only an attendee to risk taker • Personal choice attender to group expectations of attendance

23. Continued… • Competition to cooperation with peers • Self-motivated learning to interdependent learning • Perceiving knowledge authority as texts and teachers to accepting self and peers as relevant learning resources. (Rideout 2001)

24. Student responsibilities • Attend meetings as scheduled • Participate in discussions • Appoint a chairperson and scribe • Ensure equity of learning tasks • Listen carefully and critically to others • Bring in appropriate pieces of research

25. Continued… • Report back findings in a coherent and legible manner • Reflect on what is said • Try and see points from others perspective • Contribute insights • Complete work set with an action plan or care plan

26. Facilitator • ‘The good facilitator is a good and educative teacher in so far as he or she facilitates valuable learning by students’ (Margetson 1991)

27. Facilitation: The facilitator: • Guides the students through the enquiry and decision-making processes • Questions the rationale for their judgement • Challenges their assumptions

28. Facilitator responsibilities • To attend scheduled meetings • To support students as required, either as ‘devil’s advocate’ or supplier of information on request • Be a partner in the learning process

29. Continued…. • Assessment and evaluation of student learning • Learning resources • Promoting critical thinking, problem-solving, group and individual learning • Understand group dynamics

30. Facilitation : • The main task is to ‘guide’ your group. You need a reasonable level of confidence with the learning packs content, but you do not have to be an expert. • Facilitate an open learning climate which encourages students to challenge each other and admit any difficulties

31. Continued… • Encourage critical thinking, even at level one. Do not be too interventionist, but avoid a totally passive role. Aim for the middle ground. • Facilitating a group is a process. Sometimes you will be a role model, a coach, a critic, or even an impressed observer.

32. First PBL session • Get to know each other – ice breakers may be useful • Discuss how the group is going to work • Develop ground rules – these are VITAL • Contact arrangements • Discuss learning objectives for module

33. 1st PBL session (contd.) • The group nominate a chairperson and secretary • At start of pack clarify any unfamiliar terms in the scenario • The group brainstorm what is happening in the scenario, noting points on a flip-chart

34. Continued…. • Identify main issues • Develop a hypothesis • Allocate work, working in pairs or individually • Facilitator verbally evaluates progress

35. Second PBL session • Each student openly discusses their findings • Sharing written information must be agreed by the group • Progress is evaluated and new work allocated (if necessary)

36. Third PBL session • Discuss new findings • Students collate their information and compare with their hypothesis • Devise care/action plan • Encourage creativity e.g. case conference • Work evaluated and feedback given

37. Giving feedback • Be specific rather than general • Be descriptive e.g. ‘you didn’t…’ • Reveal your own position e.g. ‘I felt..’ • Encourage – so use praise

38. Receiving feedback • Listen to what the students are saying • Consider what they have said • What can they do to help you and themselves

39. Problems in PBL sessions • Occasional ‘bad’ sessions occur as well as ‘brilliant’ ones • A series of poor sessions needs careful assessment and discussion • Insist the group maintains self-discipline e.g. time-keeping

40. Continued… • Silence does not necessarily mean non-participation • If group dysfunctional inform module leader sooner rather than later

41. Aim for the 4 ‘E’s • Excellence • Efficiency • Effectiveness • Evaluation This will encourage the 5th – Enthusiasm!

42. Facilitator role in relation to Assessment and Evaluation • Determine what formative and summative assessments are to be completed • Carry out module evaluations as guided by module leader • Resist temptation to give mini - lectures

43. PBL and alignment (Biggs 2003) • Professional practice requires functioning knowledge that can be put to work immediately, not just declarative (verbal) knowledge. If desired outcomes are for professional competency, but declarative knowledge is the output, then the curriculum, teaching and assessment are not aligned. • PBL is alignment in itself.

44. Assessment • Dealing with initial case: hypothesising, checking data, use of information • Review of independent study: knowledge gained, level of understanding, evaluating the information • Final problem formulation: synthesis of key concepts, application to patient, self-monitoring, response to feedback.

45. Professional working knowledge (summary from Biggs 2003 :240)

46. Advantages of PBL • A problem at the beginning provides a concrete application • Links and experience help recall of information • PBL helps to learn and understand new material easier • In PBL each student takes in small pieces of information and synthesises it for the larger picture – like a jigsaw!

47. Disadvantages of PBL • Some will be uncomfortable with PBL because they prefer the anonymity of lectures and a subject-base • It may appear as though not much learning is taking place • Good problem-solving is not automatic – it takes practice

48. Last but never least… • Being a facilitator can be very rewarding. Read around ‘being a facilitator’. Compare notes with other facilitators. Observe groups in action and take opportunities to co-facilitate. When you are ready to ‘go it alone’ they are plenty of people to support you. Last, but never least, enjoy the experience – both you and the students will gain a great deal.