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Teaching the communication using problem-based learning

Explore how Problem-Based Learning (PBL) fosters active participation in tackling real-world challenges, focusing on improving healthcare staff communication in pediatrics. Learn the key characteristics, principles, and implementation strategies of PBL in this comprehensive guide.

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Teaching the communication using problem-based learning

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  1. Teaching the communication using problem-based learning Problem-based learning method: a way to improve the communication between health care staff in paediatrics. Project Number: 2016-1-RO01-KA203-024630

  2. WHAT IS PROBLEM-BASED LEARNING? • Students are asked to solve a problem, chosen by the aim of the teacher. The problem has a directs link with the competences the students have to achieve. • Problem-based learning has the aim to motive the students in order to commit themselves to discover and create solutions to the problem. Dealing with a problem makes learning and partecipation more active.

  3. definingcharacteristics of PBL • Learning is driven by challenging, open-ended problems with no one “right” answer • Problems/cases are context-specific: student will talk about communication with other health care staff • Students work as self-directed, active investigators and problem-solvers in small collaborative groups • A key problem is identified and a solution is agreed upon and implemented • Teachers adopt the role as facilitators of learning, guiding the learning process and promoting an environment of inquiry

  4. TEACHING WITH PROBLEM-BASED LEARNING • The main stress of this approach is to have an inter-disciplinary integrated development of deliverables, in order to improve the overall competency and skills of the students.

  5. BEFORE STARTING: BUILDING THE PROBLEM • Students will be motivatedif the problem is a part of theirprofessionalexperience. The problem has to be built in order to be interesting for the students: it must be a part of theirexpertise. • Teachers mightbuild a problem wichisnottoo easy and nottoodifficultaswell. Teachers will focus on the argumentthat he want the students to talk about: communicationwithin the staff. Thisiswhyitisimportant to know which are the students’ competencesrelated to communication with otherhealth care staff.

  6. PRESENTATION OF THE PROBLEM • The aim and the effectiveness of this teaching technique must be declared to the partecipants • Teacher presents the problem to a group of 6-8 students. Here comes the role definition: within the students, two of them will be the moderator and the secretary of the group. • SECRETARY: summarizes the collected information on a board • MODERATOR: asks the partecipants to give their opinion in order to involve all the students

  7. OPENING PHASE Reading the case study and the problem (4 minutes) • STEP 1: defining and clarifyingunclearterms • STEP 2: brainstorming – define the problem and itsconsequences, alsorelating to the health care ouctomes • STEP 3: dividing the questions in uniformareas • STEP 4: searching for explanationhypothesis • STEP 5: definingstudyingobjectives

  8. INDIVIDUAL DETAILED STUDY • STEP 6: after the definition of studyingobjectives, studentswillsearch for further information individually. Theymayhave 24 – 48 hours in order to make researches on theirown. Thiskind of research do notprovide for teachers’ help or advice.

  9. CLOSING PHASE • STEP 7: summarizing and assessing the collected information • STEP 8: formulating research questions • STEP 9: assessing individual study • STEP 10: assessing the results of the group work

  10. REFERENCES • https://www.learning-theories.com/problem-based-learning-pbl.html • https://en.wikipedia.org/wiki/Problem-based_learning • https://www.flinders.edu.au/teaching/quality/teaching-methods/problem-based-learning.cfm • http://web.stanford.edu/dept/CTL/cgi-bin/docs/newsletter/problem_based_learning.pdf

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