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Using Problem Based Learning in Biological Psychology

Using Problem Based Learning in Biological Psychology. Laura Freberg California Polytechnic State University, San Luis Obispo. I hear, and I forget; I see, and I remember; I do, and I understand Chinese Proverb Lao Tau. What is Problem Based Learning?.

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Using Problem Based Learning in Biological Psychology

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  1. Using Problem Based Learning in Biological Psychology Laura Freberg California Polytechnic State University, San Luis Obispo

  2. I hear, and I forget; I see, and I remember; I do, and I understand Chinese ProverbLao Tau

  3. What is Problem Based Learning? • Similar to case studies used in business, law, and medicine • Case studies usually provide solution materials • Problem based learning requires students to find solution materials

  4. Benefits of Problem Based Learning • Active learning • Information competency • High interest • Collaborative

  5. Characteristics of a Good Problem • Engaging • Real-world • Related to a central concept of the course • Multiple solutions should be possible • Requires group work

  6. Setting Up the Problem • Form groups of 4-6 students • Specify group roles • Brainstorm hypotheses • What information do we have? What information do we need? • What activities need to happen to solve the problem? • Evaluate outcome—Does the solution work? • Present the problem and solution

  7. Evaluation Rubrics • Accessing and selecting information • Processing information • Composing a presentation • Individual task management • Individual time management • Group process

  8. Sample Problem 1: Research Ethics • Learning Objectives: • Familiarity with sources of ethical standards • Understand the IRB approval process • Know the ethical requirements for research with human participants • Apply knowledge in the construction of an informed consent form • The case of Jesse Gelsinger

  9. The Jesse Gelsinger Problem • Jesse Gelsinger became the first person to die from gene therapy on 9/16/99. • Gelsinger’s father claimed that the risks of the procedure had not been clearly spelled out in the informed consent. • One of the physicians involved appeared to have a financial conflict of interest. • Your task: Write an informed consent form for Jesse’s procedure.

  10. Resources for the Gelsinger Problem • This is a very comprehensive website from Creighton University that uses the Gelsinger case as a problem in gene therapy ethics. While pitched to a professional audience, the material is very readable:http://medicine.creighton.edu/idc135/2004/group2b/ • This site is a bit sensational, but it provides one of the most thorough descriptions of the Jesse Gelsinger case. The site provides an opportunity to discuss information competency:http://www.cancer-coverup.com/cancer-horror-stories/default.html • This is simply a reprint of an article that appeared in the Philadelphia Inquirer, so faculty may wish to direct students to the original source. Nonetheless, I included this link because this is an interesting message board on the topic of IRBs. Because the task in this question involves the development of an informed consent form, surfing the archives of this site might prove interesting and helpful: http://www.irbforum.com/forum/read/2/95/95

  11. More Gelsinger Resources • Although the case in question was a medical experiment, most students in a Biological Psychology course are more likely to be doing psychological research. The APA site on human participants is a must-read: http://www.apa.org/science/research.html • Tutorials and formal training are available on this site for research teams. These resources are generally password-protected, but you can get an idea about what training is available. Your own institution may have similar resources for your students: http://www.apa.org/science/research/regwebtrain.html • This is a popular press article from an Australian publication that includes some interesting quotations regarding the case: http://www.newsweekly.com.au/articles/2000aug12_bio.html

  12. Sample Problem 2: Psychological Disorders • Learning Objectives: • Familiarity with diagnostic criteria for schizophrenia • Understanding of the diagnostic process • Knowing demographic data regarding schizophrenia • Familiarity with cultural influences on psychological disorder • The Blow et al. (2004) results

  13. The Blow et al. Problem • Blow et al. (2004) reviewed records of over 130,000 VA patients. • Schizophrenia is supposed to affect 1% of the population. • African-Americans in the VA database were 4 times more likely to be diagnosed with schizophrenia than whites. • Blow et al. controlled for wealth, drug use, and other significant variables. • Your task: Write a set of procedures for clinicians designed to prevent a misdiagnosis of schizophrenia due to race.

  14. Sources for Further Information • Problem Based Learning at Samford University: http://www.samford.edu/pbl/ • Buck Institute of Education: http://www.bie.org/pbl/pblhandbook/intro.php • Case Studies in Science: http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm • Problem Based Learning in Biology: http://www.saltspring.com/capewest/pbl.htm

  15. More PBL Resources • Problem Based Learning Sites: http://home.capecod.net/%7Etpanitz/pbl.htm • Problem Based Learning Bibliographies: http://www.aaee.com.au/networks/PBL/extdoc/pblbibliography.htm • Problem Based Learning and the Internet: http://www.essdack.org/internettraining/problem.html

  16. Thank you for your time and attention. For copies of this powerpoint, please email me at laura@laurafreberg.com

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