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Dr Heidi Probst HWB, AHP Radiotherapy and Oncology

Online Problem Based Learning for PG students: Does it deliver flexible skilled professionals or specialists with gaps in their knowledge?. Dr Heidi Probst HWB, AHP Radiotherapy and Oncology. What is PBL? (Regina Smith- 2009).

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Dr Heidi Probst HWB, AHP Radiotherapy and Oncology

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  1. Online Problem Based Learning for PG students: Does it deliver flexible skilled professionals or specialists with gaps in their knowledge? Dr Heidi ProbstHWB, AHPRadiotherapy and Oncology

  2. What is PBL?(Regina Smith- 2009) • Problem Based learning (PBL) is an established pedagogy that uses ill-structured questions to stimulate learning. • Authentic problems are posed under restrictive deadlines to simulate real work issues. • Knowledge is constructed by exploring the problem and dialoguing about it in small groups. PBL develops students that can: • Define a problem • Develop a tentative thesis about the problem and solution • Access, evaluate, and utilise data from a variety of sources • Alter hypotheses given new information • Develop solutions fit for purpose, with clearly explicated reasoning

  3. Rationale for implementing PBL online • Problem-solving • Negotiating • Searching for evidence • Synthesising and evaluating evidence • Intrapreneurial skills Inspire solutions that can change practice or change services • Engage students • Building and maintaining a community • Constructing knowledge • CoI model- Cognitive Presence

  4. A Case Example- PBL in action A nursing student In PBL scenario 1 was asked to consider the role of reduction mammoplasty as a solution to the technical difficulties and poor outcomes for women with larger breasts undergoing radiotherapy for a breast cancer.

  5. A Case Example cont • The student reviewed the literature • Contacted the surgeons locally to discuss • Identified an interest locally from an Oncoplastic surgeon • Developed her final outline business case with the MDT to develop a service for eligible patients to have the choice of reduction mamoplasty as part of their breast conserving treatment.

  6. Chindogu Japanese for ‘unusual tool’, often described as unuseless as they are developed to solve a particular problem but often create many more new problems.

  7. Curriculum Areas for a 15-credit module- Delphi study with stakeholders Section 1 Pre-Treatment • Introduction to early breast cancer including a brief over view of epidemiology, aetiology, and treatment paradigms. • Imaging of the breast for radiotherapy planning • Target volume definition including outlining the breast and Lymph nodes. Section 2 Radiotherapy Treatment Delivery • Radiotherapy techniques for primary and boost treatments • Methods for on-treatment verification • Role of new techniques and current trials Section 3 Care of the Breast Cancer Patient Undergoing Radiotherapy • Preparation of the patient for treatment, and care while on treatment • Side effects of treatment • Follow up and long term care • Role of exercise in rehabilitation of the breast cancer patient

  8. “Universities must provide us with people with the ability to continually learn, to think critically and theoretically, to be reflective and reflexive, to innovate and break the status quo, and to navigate in the unstable waters of the global economy” David Docherty (Guardian 04/04/2012)

  9. Questions for the floor Q1 If the aim of modern Universities is to produce critically reflective, innovative workers, is PBL a suitable pedagogy to employ? Q2 In the current climate where students pay for course fees and are consumers of their education, should we give them what they want? Or what we think they need?

  10. References Docherty D Employability: university education isn’t just about developing skills. http://www.guardian.co.uk/higher-education-network/blog/2012/apr/04/employability-university-education-developing-skills Smith R. Problem Based Learning: nursing online module. University of Wisconsin-Milwaukee; 2009. Siok San Tan, C.K.Frank Ng. A problem-based learning approach to entrepreneurship education. Education + Training 2006;48(6):416-28.

  11. The Community of Inquiry Model of e-learning CP- how learners construct meaning and learn via social communications, development of Dewey’s inquiry framework, students move through the process from understanding a problem, communicating with others about the problem, constructing meaning from the communication and finally solving the problem SP- learners ability to project themselves as real person in an online community, SP significantly related to perceived learning and satisfaction TP- the catalyst that binds itself to the other 2 presences, facilitation of social communication, allowing students to support each other, designing the online module and direct instruction

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