Get Your Head Around Problem Based Learning

1. Get Your Head Around Problem Based Learning Ramesh Mehay

2. PBL – Aims of this Session • What is It? • What Is it For? • What do you need • Adv vs Disadv • Have a go • What do you think? • Further information

3. Sophie could remember times when the teachers or her mother had tried to teach her things she hadn’t been receptive to.

4. And whenever she had really learned something, it was when she had somehow contributed to it herself.Jostein Gaarder. Sophie’s World

5. Lecture (lec’char;n.) • Process by which the notes of a speaker become the notes of a student without passing through the minds of either. • Academic period set aside for rest and recovery

6. The most important phrase in education is “I don’t know .”

7. PBL “uses problems or cases to identify learning issues.” What is it?

8. PBL. The process The Case / problem Discussion Identify learning issues Reflection Individual study Group study Review Discussion/mini-presentations ?More learning issues

9. The Problem/Case Dolomans 1997, Effective Case Design, Medical Teacher • Registrar’s prior knowledge • Contain cues • Relevant context • Integrate basic science concepts • Interest, Discussion • Self-directed learning. • Learning objectives.

10. So What DO You Need? 3 things • A Facilitator • A Problem • A Group

11. The group • Should understand principles of PBL • Appoint a reader • Appoint a scribe • R.O.P.E.S. • Learning issues

12. Benefits to the Individual Thomas 1997, Medical Education 4 areas of benefits • 1. Motivates learning • 2. Develops clinical reasoning skills • 3. Helps structure knowledge in the clinical context • 4. Helps develop self learning skills

13. What else is so good about PBL? • Better understanding of groups & gp dynamics • Problem solving • Negotiating • Reflection • Presentation & Research Skills • Learning from each other • Learner centred

14. PBL teaches less therefore there is less to remember anyway (Morgan 1995 BMJ Letter) Does not meet everybody’s needs “chatty” and unstructured What are You Thinking?

15. So, How Else Can I Convince You? Norman & Schmidt, 1987, Acad. Med. • Little difference in exam results BUT • What is learnt is both deeper and retention of knowledge is greater in PBL • Caplow et al, 1997, Medical Education • “enhances retention and thinking, rather than just memorising it”

16. So, What Are We Planning to Do ? • fun • relevant • group discussion • identify their own educational needs To use it IN ADDITION to the other educational tools in the HDR because:

17. The Sorts of thing PBL can be used for in the VTS • Role play • Consultation skills • Clinical examination • Clinical/managerial/ethical and business topics • Group skills • Presentational skills

18. Using PBL in Primary care • Develops teamwork • People learn about each other and their role • Identifies issues in all areas • Fosters better relations • Clinical governance • Risk management • Audit

19. Why should I get involved with it? • For your registrars • For your practice (PDP’s) • Pleasure • It is popular • Another new LIFELONG skill for YOU.

20. Further Information HEREFORD FACILITATORS PACKS (Dec O’Brien & Pat Downey) PBL – fpr GP Vocational Training PBL – for PHCT education PBL – for Practice Staff Training • www.problembasedlearning.co.uk • £50 per pack

21. Adult Learning Brookfields Principles of Adult Learning • Participation is voluntary • Mutual respect between teachers & learners • Collaboration is impt (learners & teachers) • Action & reflection should be a continuous process • Critical reflection brings invokes further exploration • Nurturing of self directed adults is impt.