Student Engagement through Problem-Based Learning

1. Student Engagement through Problem-Based Learning George H. Watson, Associate Dean of Arts and Sciences & Deborah E. Allen, Associate Professor of Biological Sciences University of Delaware www.udel.edu/pbl/AACU-Apr2005 Pedagogies of Engagement: Deepening Learning In and Across the Disciplines AAC&U Network for Academic Renewal ConferenceApril 15, 2005 Bethesda, MD

2. Characteristics Neededin College Graduates High level of communication skills Ability to define problems, gather and evaluate information, develop solutions Team skills -- ability to work with others Ability to use all of the above to address problems in a complex real-world setting Quality Assurance in Undergraduate Education (1994) Wingspread Conference, ECS, Boulder, CO.

3. What Is PBL? “The principal idea behind PBL is that the starting point for learning should be a problem, a query, or a puzzle that the learner wishes to solve.” Boud, D. (1985) PBL in perspective. In “PBL in Education for the Professions,” D. J. Boud (ed); p. 13.

4. What are the CommonFeatures of PBL? Learning is initiated by a problem. Problems are based on complex, real-world situations. All information needed to solve problem is not given initially. Students identify, find, and use appropriate resources. Students work in permanent groups. Learning is active, integrated, cumulative, and connected.

5. Good PBL Problems… Relate to real world, motivate students Require decision-making or judgments Are multi-page, multi-stage Are designed for group-solving Pose open-ended initial questions that encourage discussion Incorporate course content objectives, higher order thinking, other skills

6. Deflating Grady – Part 1 Read over the e-mail exchange and discuss the ideas it raises about grade inflation As a group, compose a definition of grade inflation and be prepared to present it. Be prepared to “report out” in 10 minutes

7. Deflating Grady – Part II Read over the information presented, and be prepared to report out on your answers to questions 1 & 2: Be prepared to “report out” in 10 minutes

8. Deflating Grady – Part III Take a look at the graph from gradeinflation.com: • According to your group’s definition, is this evidence for grade inflation?

9. PBL: The Process Resolution of Problem; (How did we do?) Presentation of Problem Next stage of the problem Organize ideas and prior knowledge (What do we know?) Integrate new Information; Refine questions Pose questions (What do we need to know?) Reconvene, report on research; Research questions; summarize; analyze findings Assign responsibility for questions; discuss resources

10. The Problem-Based Learning Cycle Assessment (when desired) Overview Problem, Project, or Assignment Mini-lecture (as needed) Group Discussion Whole Class Discussion Preparation of Group “Product” Research Group Discussion

11. Medical School Model Dedicated faculty tutor Groups of 8-10 Very student-centered environment Group discussion is primary class activity A good choice for: Highly motivated, experienced learners Small, upper-level seminar classes

12. Typical Medical School PBL Problem: High Degree of Authenticity Patient arrives at hospital, ER, physician’s office presenting with symptoms X, Y, Z What questions should you ask? What tests should you order? Physician interviews patient, receives results of tests Differential diagnosis Preferred therapy

13. A Typical Day in an Undergraduate PBL Course

14. Question for Groups Reflect on this morning’s experience: What do instructors do to guide students working on a PBL problem? Be prepared to report out in 5-10 min.

15. What Might Be Different in an Undergraduate Context Class size Intellectual maturity of students Student motivation Course learning objectives Other instructors’ or departmental preferences Other courses to teach Varied student career objectives Basic (versus applied) context

16. PBL Models for Undergraduate Courses Medical School Model Small class, one instructor to 8-10 students Floating Facilitator Model Small to medium class, one instructor, up to ~75 students Peer Facilitator Model Small to large class, one instructor and several peer facilitators Large Class Models Floating facilitator and hybrid PBL/other activities

17. “Hybrid” PBL Non-exclusive use of problem-driven learning in a class May include separate lecture segments or other active-learning components Floating or peer facilitator models common Often used as entry point into PBL in course transformation process

18. Strategies Used to Teach This Problem • “Mini” lecture to introduce problem • Instructor provided input at regular intervals • Mechanism for groups to compare notes • Instructor circulated amongst the groups • Instructor provided some resources • Problem constructed to allow for 1-5 • Problem constructed to provide learner prompts for PBL novices

19. UD PBL Online PBL at UD - www.udel.edu/pbl Sample PBL materials, including syllabuses; links to other sites PBL Clearinghouse - www.udel.edu/pblc Database of peer-reviewed PBL problems The Present -http://www.udel.edu/present/ profiles/hamilton/index.html An example of a media-based PBL problem, “Jill” ITUE – www.udel.edu/inst Workshops on PBL and integration of technology, communication skills

20. Institute for TransformingUndergraduate Education June 15-17, 2005Problem-Based Learning: From Ideas to Solutions through Communication.University of Delaware July 2006PBL2006, an international conferenceLima, Perú

21. Reflections and Questions

22. Effectiveness of PBL: Research Ample evidence for the value of active and cooperative learning (Johnson, Johnson and Smith, 1991) Strict comparisons of PBL and traditional approaches difficult to design (Prideaux, 2000): Randomization, blinding difficult Many uncontrollable variables: variants in PBL, resources, motivation Appropriate outcome measures: content knowledge vs. process skills Most research studies from medical education

23. General Trends from Research Content knowledge comparable to that found in traditional courses(Newman, 2003) PBL leads to: Improvement in student attitude and clinical performance (Vernon and Blake, 1993) Deeper approach to learning (Newble and Clarke, 1986) Better interpersonal skills and attitudes towards patients (Nandi et al., 2000)