Getting problem-based learning (PBL) to work successfully in a vocational allied health degree by Mackay S.J., Robinson

1. Getting problem-based learning (PBL) to work successfully in a vocational allied health degreeby Mackay S.J., Robinson L. and Hogg P. Date or reference

2. Plan for today • A Short talk on the PBL model used on the BSc (Hons) Diagnostic Radiography - 5mins • Outline five problems we have experienced - 5 mins • Group work to address one of these problems - 15 mins • Reconvene and take feedback from each group & present the solutions we have implemented - 15 mins • Offer 5 tips for successful delivery of a PBL programme - 5 mins

3. Trigger Feedback Maastrict 7 Jump Group Preparation & Contract lecture 1 tutorial 2 tutorial 1 Facilitator training and Guide lecture 2 Skills labs Private study The PBL model for the BSc (Hons) Diagnostic Radiography (2002- ) The PBL week

4. Evidence of Success? • Difficult to separate out PBL success from ‘the programme’ success • Degree classifications • Attrition • Staff opinion 5 years on • Student opinion 5 years on

5. Problem 1 Depth of study • Students report not knowing how much depth to go into (stud. evaluation & Moust 2005) • when studying learning objectives • when feeding back • How can we inform students about the depth they need to go into when studying on a PBL programme?

6. Problem 2: Facilitator development • Difficult to develop and manage small group dynamics e.g. ‘non’ or ‘excessive’ contributors • Some staff just wanted to lecture • Some of the triggers we wrote didn’t work well • Some facilitators requested further development • How should facilitators be prepared and continue to develop in PBL curricula?

7. Problem 3: Preparation of Students • Some students are weak in their ability to chair, feedback interactively and to scribe. • Some do not contribute • Some contribute too much! • Both students and staff were aware of these issues • How should students be prepared for PBL?

8. Time for some Group work

9. Our solution to problem 1: Depth of study • Be specific with the wording of learning objectives • Tutor can use tutor guide to give an indication of depth • at L.O. stage • at end of feedback stage • Use text books/chapters in text books/tutor notes to determine depth

10. Our solution to problem 2: Facilitator development • peer-review of facilitation • use of peer-reviewed literature e.g. • ‘12 Tips for tutors’, Azer 2006, • ‘Feedback phase of PBL’, Visschers-Pleijers 2006, • ‘8 years experience in PBL’, D. Taylor 2004 • Discussion on reviews and some theory, Albanese 2000 • ‘Signs of erosion [30yrs]’ Moust et al 2005

11. Our solution to problem 3: Preparation of students • Start preparing students at the recruitment/ admissions stage • Explain why you are using PBL to teach them • Use ‘goldfish bowl’ with 3rd year students doing PBL and novice PBL’ers observing and discussing • Be honest with degree of difficulty and timescales for PBL skills • Give weekly informal feedback on students ability to chair, feedback interactively and scribe • Offer confidence building sessions • Use formative feedback once per semester • Use modelling approach with facilitator taking a PBL role

12. 5 tips for successful delivery • Start small ? 1 module and build • Prepare facilitators fully • Develop peer review system for facilitators • Allow a large amount of time to convert the curriculum to PBL • Start to prepare students for PBL from the point of recruitment/admissions and coach during the programme

13. References • Azer S, 2006 Challenges facing PBL tutors: 12 tips for successful group facilitation Medical Teacher, Vol. 27, No. 8, 2005, pp. 676–681 • Astrid J S F Visschers-Pleijers, Diana H J M Dolmans, Willem S de Grave, Ineke H A P Wolfhagen, Jan A Jacobs & Cees P M van der Vleuten, Student perceptions about the characteristics of an effective discussion during the reporting phase in problem-based learning 2006 Medical Education; 40: 924–931 • Albanese M, 2000, Problem-based learning: why curricula are likely to show little effect on knowledge and clinical skills, Medical Education;34:729 -738 • Moust J, Van Berkel H, Schmidt H, 2005, Signs of erosion: reflections on three decades of problem-based learning at Maastrict University, Higher Education, 50;665-683

14. A 1st Year BSc Radiography Trigger Mrs Buneen Thoven attends the Diagnostic Radiology Department for an x-ray examination of her right shin following a fall. She is 6 months pregnant. The clinical indication on the X-ray request form indicates a previous fracture of her shin 3 years ago with internal fixation. She arrives at the accident and emergency department on a trolley. Explain how you would safely carryout this examination.

15. The Maastrict ‘7’ Jump* 1. clarify terms and concepts 2. define the problem(s) 3. analyse the problem (brainstorm) 4. discuss and organise ideas 5. generate learning objectives 6. collect information outside the PBL group 7. report on and understand the newly acquired information# *Schmidt (1983) Problem-based learning: rationale and description, Medical Education, vol 17 pp 11-16.