Post-hole Problems in Abnormal Psychology:

1. Post-hole Problems in Abnormal Psychology: An Exercise in Problem Focused Learning Kathy R. Phillippi-Immel January 21, 2010

2. What is Problem-Focused Learning? “Problem-focused learning is the learning that results from the process of working toward the understanding or resolution of a problem.” Barrows & Tamblyn, 1980, p. 12.

3. Elements of Problem-Focused Learning Keep it REAL— • R=responsibility for learning lies with the student (student-centered learning) • E=engage the student • A=active, collaborative learning • L=link learning with other disciplines and the real-world

4. What are post-hole problems?

5. Characteristics of Effective Problems • Ill-structured–moderate difficulty • Applicable to real world • Engaging—makes them want to dig deeper • Holistic—requires group members to work together • Interdisciplinary—allows for connections to be made • Demands higher order thinking skills • What do you know? • What do you need to know? • How can you find out what you need to know?

6. Role of the Instructor • Facilitator or guide • Coach • Tutor • Model • Colleague

7. REMEMBER: In Problem based learning you’re teaching them to use a fishing pole, rather than serving them the fish (Mierson & Freiert, 2004)

8. Sample Post-hole Problems • Through the Looking Glass • Assessment Scenarios • Case Studies • Brief description/video clip/presentation • Psychological testing • Interview with patient

9. Meta-Analytic Studies of PBL vs. Traditional Courses • Vernon & Blake (1993) • Positive student attitudes toward PBL • PBL students have more confidence in their information-seeking skills • No differences in assessed knowledge at end of course • Albanese & Mitchell (1993) • Positive attitudes toward PBL • Some studies show better examination results in traditional courses, others indicate higher results in PBL courses

10. Assessment of Student Learning • Final Grades in Course • No Significant Difference • N=33; M=79.13; SD=8.2 no PBL group • N= 27; M=79.80; SD=11.2 PBL group • Grades on Case Studies • No Significant Difference • N=33; M=83.41; SD=10.1 no PBL group • N=27; M=78.70; SD=11.9 PBL group • Course Evaluations • Qualitative Differences

11. Student Feedback • I like group discussions and pondering because you get an insight into other people’s perspectives and learn from your peers. • Applying the material to a real life setting makes it easier to remember. • It’s good to hear other’s opinions on a subject besides my own opinion so I can understand something better. • The activities allowed us to interact with each other and use problem-solving skills, as well as look at outside sources. • Critical thinking is an important skill! • It is helpful to brainstorm and get other people’s ideas. • [The activities] give you a feel of the real process a therapist goes through and helps you understand the disorder. • Activities put the disorders in real-life situations. It forces [students] to think about what a patient would actually be like.

12. References • Albanese, M. A. & Mitchell, S. (1993). Problem-based learning: A review of the literature on its outcome and implementation issues. Academic Medicine, 68, 52-81. • Barrows, H. S. & Tamblyn, R. N. (1980). Problem-based learning: An approach to medical education. New York: Springer. • Allen, D. E., Duch, B. J., & Groh, S. E. (1996). The power of problem-based learning in teaching introductory science courses. New Directions for Teaching and Learning, 68 (12), 43-52. • Edens, K. M. (2000). Preparing problem solvers for the 21st century through problem-based learning. College Teaching, 48(2), 55-60. • Gallagher, S. A., Stepien, W. J., Sher, B. T., & Workman, D. (1995). Implementing problem-based learning in science classroom. School Science and Mathematics, 95(3), 136-146. • Stepien, W. & Gallagher, S. (1993, April). Problem-based learning: As authentic as it gets. Educational Leadership, 25-28. • Vernon, D. T. A. & Blake, R. L. (1993). Does problem based learning work? A meta-analysis of evaluative research. Academic Medicine, 68, 550-563. • Willis, S. A. (2002). Problem-based learning in a general psychology course. The Journal of General Education, 51(4), 282-292.