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Constructing Quality PBL Triggers

Constructing Quality PBL Triggers. What do PBLs do?. PBLs HELP: TO AROUSE AND MAINTAIN MOTIVATION TO DEVELOP SELF-DIRECTED LEARNING INTEGRATION OF BASIC AND CLINICAL SCIENCES ACQUISITION, RETENTION AND ACTIVATION OF KNOWLEDGE CLINICAL REASONING AND PROBLEM- SOLVING BY THE STUDENT

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Constructing Quality PBL Triggers

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  1. Constructing Quality PBL Triggers PBL Workshop-DSMA

  2. What do PBLs do? • PBLs HELP: • TO AROUSE AND MAINTAIN MOTIVATION • TO DEVELOP SELF-DIRECTED LEARNING • INTEGRATION OF BASIC AND CLINICAL SCIENCES • ACQUISITION, RETENTION AND ACTIVATION OF KNOWLEDGE • CLINICAL REASONING AND PROBLEM- SOLVING BY THE STUDENT • STUDENTS LEARN TO WORK IN A TEAM PBL Workshop-DSMA

  3. Successful PBLs FACILITATOR ENVIRONMENT -?CONTENT EXPERT -PROCESS -COMMITMENT -PHYSICAL -EMOTIONAL -PSYCHOLOGICAL STUDENT TRIGGERS -MOTIVATION -GROUP SIZE -LANGUAGE - “GOOD” - “BAD” PBL Workshop-DSMA

  4. “The principal idea behind problem-based learning is.. that the starting point for learning should be a problem, query or puzzle that the learner wishes to solve” - Boud, 1985 PBL Workshop-DSMA

  5. Designing a PBL Trigger DECIDE WHO WILL WRITE IT Consider the OBJECTIVES of the session & the LEARNER CHARACTERISTICS CONTENT- WHICH CONCEPTS? WHICH BRANCHES? WRITE & CHECK WITH QUALITY GRID PBL Workshop-DSMA VALIDATE

  6. DECIDE THE LEARNING OBJECTIVES FIRST , AND THEN WRITE THE TRIGGER…. Oh, Oh! They’ve put the cart before the horse! LEARNING OBJECTIVES TRIGGER PBL Workshop-DSMA

  7. URGENCY PREVALENCE Choiceof topics INTERVENTION = PUIGEP METHOD PREVENTION X PBL Workshop-DSMA GRAVITY EDUCATIONAL

  8. Which to choose? Choosing a PBL topic for the Nervous System Course PBL Workshop-DSMA

  9. ONCE THE TOPIC IS CHOSEN, HALF THE WORK IS DONE!…. • NOW WE NEED TO DECIDE • WHICH CONCEPTS TO INCLUDE • WHICH BRANCHES TO ADDRESS • HOW MUCH CLINICAL KNOWLEDGE TO TRANSFER? PBL Workshop-DSMA

  10. CONCEPT: A GENERAL IDEA BUILT FROM SPECIFIC ELEMENTS BAD CONCEPT:PULMONARY EMBOLISM & BLOOD GAS GOOD CONCEPT: PULMONARY EMBOLISM CAUSES AN INCREASE IN PHYSIOLOGIC DEAD SPACE AND CAN EVENTUALLY PRODUCE A SHUNT EFFECT Elephants are generally heavier than mice! PBL Workshop-DSMA

  11. Which branches? ? ANATOMY-GROSS, MICROSCOPIC, EMBRYOLOGY ?PHYSIOLOGY-BASIC/APPLIED ?CELLS & MOLECULES- HOW MUCH? ?MICROBIOLOGY ?PHARMACOLOGY ?IMMUNOLOGY ?GENETICS ?BEHAVIOURAL SCIENCES ?COMMUNITY MEDICINE ?ETHICS ? ? PBL Workshop-DSMA

  12. Structure and functions of spleen Overwhelming Post-splenectomy Infection Syndrome (OPIS) V/Q mismatch Wolff-Parkinson White (WPW) Syndrome Pathophysiology of arrhythmias Synthetic cortisol and adrenal cortical function Puetz-Jegher Syndrome Friederich-Waterhouse Syndrome HOW MUCH CLINICAL?( diagnostic skills) HOW MUCH “BASIC” SCIENCES? WHAT IS THE “RIGHT BALANCE”? PBL Workshop-DSMA

  13. A good trigger is neither too simple nor complex/ covers enough and not too much/ neither too long nor too short……………Check with QUALITY GRID PBL Workshop-DSMA

  14. PBL Workshop-DSMA

  15. Types of Triggers PROBLEMATIC A 21-year old man was involved in a car accident . He appeared okay at first, but developed breathlessness and pain an hour after the accident. He was brought into A & E…….etc…etc.. PROVOCATIVE *A 17-year old girl was gang-raped and found she was pregnant. She and her parents requested a doctor to perform an abortion. Should their request be granted? What are the consequences?(Issue of Ethics) * A 94-year old woman admitted into hospital for pneumonia had a swollen abdomen. A CT scan revealed a fetus. The woman had dementia and so was unable to explain what had happened.[New Engl.J.Med.][ Physiology, Pathology] PBL Workshop-DSMA

  16. PICTORIAL PBL Workshop-DSMA

  17. EDUCATIONAL By 2030, Australasia will have more diabetics than the rest of the world combined! PBL Workshop-DSMA

  18. Points to ponder • How long or short? keep it short and simpleKISS Principle & theMINISKIRT Principle (show enough to stimulate interest & long enough to cover everything) • How tight or loose? • Do we need narratives? • Can the same problem be used for different levels of learning e.g Semester 1 and Semester 3? • How real should a problem be? • How open-ended should it be? • Are certain subjects unsuitable to be delivered as a PBL?Must a PBL problem have a solution? PBL Workshop-DSMA http://discovery.rp.edu.sg/home/CED/bank/writing_a_problem.htm

  19. Pitfalls of triggers TOO TOUGH (Does not build on previous knowledge) Not aligned to students’ level Too complex Old triggers passed on Can this be right? TOO WIDE/TOO DEEP Students divide learning issues! Poorly written/poor concepts PBL Workshop-DSMA

  20. Too short- nothing much to discuss or discover STUDENTS REFERRING TO MATRICES Pitfalls of triggers Diagnosis given-students concentrate on the particular condition PBL Workshop-DSMA UNINTERESTING

  21. REFERENCES • AMEE Education Guide No.1 Problem-based Learning: a practical Guide by MH Davis & RM Harden, 1998 • Seven Principles of Effective Case Design for a Problem-based Curriculum. Medical Teacher Vol.19, No.3, 1997 • Writing A Problem. http://discovery.rp.edu.sg/home/CED/bank/writing_a_problem PBL Workshop-DSMA

  22. Thankyou for your attention! PBL Workshop-DSMA

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