Problem-Based Learning

1. Problem-Based Learning University of Hawai'i John A. Burns School of Medicine - Office of Medical Education April 30, 2003

2. Goals for today… • To learn more about the principles and practice of problem-based learning. • To explore ways of using PBL in your classroom. • To learn how to write your own PBL cases.

3. Problem-Based Learning • The Faculty: • - Jill Minami, MD • - Meta Lee, MD • - Gwen Naguwa, MD • - Jon Martell, MD

4. Problem-Based Learning • Acknowledgements: • Department of Education – • Lynne Shoji • Richard Young • High School Teachers/Students

5. An important announcement... • The DOE has just announced that all health classes will now be done in a problem-based learning (PBL) format. Your first lesson is in two days. Our task is to learn about PBL between now and then... • How should we prepare for this?

6. Approaching our task Step 2 Step 3 Step 1 Share your findings Problem ID: What is PBL? Research Expert Literature Student Textbook Handout Steps? Roles? Resource teachers Internet Discussion Differ? Tutor? Work? Fun?

7. Problem-Based Learning • Agenda • Overview of PBL Process • Practice a case • Discussion • LUNCH • How to write a PBL Case • Closing

8. Problem-Based Learning • PBL Principles • Learning takes place in the context of cases/problems • Learner centered; teachers serve as facilitators • Active process; students apply newly acquired knowledge to the problem

9. Problem-Based Learning • PBL Principles (con’t) • Learners work collaboratively together on understanding the case/problem • Inquiry based – students learn to ask questions in the process • Involves/fosters ongoing self and group evaluation

10. Problem-Based Learning • PBL Process • 1. Identify the problems What is the problem? • Example: Biff, an 18 year old sophomore, has missed three weeks of school this semester… • Problems: 1. 18 years old and still a sophomore • 2. Missed three weeks of school

11. Problem-Based Learning • PBL Process • 2. Hypothesize possible explanations Why is this happening? • Explanations: 1. Embarrassed about age • 2. Drugs/alcohol • 3. Peer pressure • 4. Family issues • 5. Etc., etc.

12. Problem-Based Learning • PBL Process • 3. Obtain further information What information do I need to support or eliminate possible explanations? • Further Information: • 1. Academic history/reasons for still being in 10th grade? • 2. Other drug behavior? • 3. Peer group?

13. Problem-Based Learning • PBL Process • 4. Identify learning issues What don’t I know? • Learning Topics: • 1. Common reasons for school absences • 2. Adolescent response to being held back • 3. Common signs of drug use

14. Problem-Based Learning • PBL Process • 5. Research learning issues and synthesize new information How do I find information on what I don’t know and how can I use it to understand/explain the case?

15. Problem-Based Learning • PBL Process • 6. Apply new knowledge to case So can I explain things better now? • Biff’s missing school is probably related to a combination of problems, including being embarrassed about his age and being frustrated about his family problems…

16. Problem-Based Learning • PBL Process • 7. Evaluate the process  • How did I do and what could I have • done better?

17. Problem-Based Learning • PBLHigh School model (AKA Large group PBL) • 1. Divide class into groups (5-6/group) • 2. Assignment of roles (rotate) • a) Leader • b) Recorder/reader • c) Time-keeper

18. Problem-Based Learning • PBL – High School model • 3. Teacher presents the problem to the entire class (on board/overhead) • 4. Follow PBL process in groups (teacher circulates to monitor, advise, question

19. Problem-Based Learning • PBL – High School model • 5. Group’s recorder/reader reports back to the class after each step • 6. Teachers lists ideas on the board in columns

20. Problem-Based Learning

21. Problem-Based Learning • PBL – High School model • 7. Teacher reviews/filters ‘What don’t I know?’ list to match case objectives • 8. Groups select research topics

22. Problem-Based Learning • PBL – High School model • 9. Groups discuss and review research topic • - What is our question? • - Who has and/or where can we find the answer(s)? • - How can others find them/it? • - How helpful was the source? • - Suggestions for others

23. Problem-Based Learning • PBL – High School model • 10. Groups share research results with entire class (encourage creativity) • 11. Groups apply new knowledge to the case • 12. Evaluate in group and as a class

24. Problem-Based Learning • Practice: Julia Whang

25. PBL for High School Students • Reflection/Discussion on Experience: • - How did it feel? • - What do you think? • - How would this work in my class?

26. PBL for High School Students • The PBL Process: • Relevance to learning – Experience from the School Health Education Program

27. PBL for High School Students • PBL Process – advantages: • 1. More active learning • 2. Students learn problem-solving skills • 3. Students acquire/practice life-long learning skills (closely aligned with General Learner Outcomes)

28. PBL for High School Students • PBL Process – advantages: • General Learner Outcomes- • The ability to be responsible for one’s own learning • Understanding that it is essential to work together • The ability to be involved in complex thinking and problem solving • The ability to recognize and produce quality performance and products

29. PBL for High School Students • PBL Process – limitations: • 1. One teacher per classroom • 2. Students unfamiliar with process • 3. Requires acquisition of new skills

30. PBL for High School Students • Some closing thoughts: • Learning process will take time – process may be modified as skills progress • Start with simple problems • Teacher floats/facilitates/guides • Case writing important to guide learning