Problem Based Learning PDF Fall 2024

INTRODUCTION TO PROBLEM BASED LEARNING AND TEAM BASED LEARNING MEDI 102 Health Professions Education Fall 2024 Mrs. Rula Shami...

INTRODUCTION TO PROBLEM BASED LEARNING AND TEAM BASED LEARNING MEDI 102 Health Professions Education Fall 2024 Mrs. Rula Shami BSc. Pharm, MPH Lecturer, College of Dental Medicine, Qatar university Dr. Ahsan Sethi MEDI 102: Health Professions Education  PROBLEM BASED LEARNING Dr. Ahsan Sethi MEDI 102: Health Professions Education By the end of this session, students will be able to: Understand the concept of Problem Based Learning (PBL). Identify the main learning theories, instructional styles that underlie PBL. Describe the process of a PBL session. Identify roles and responsibilities of PBL group members. Reflect on the benefits of PBL. Dr. Ahsan Sethi MEDI 102: Health Professions Education  Problem Operations Problem is a situation in which one has a goal but must find a means for reaching it Well defined Initial State Goal Ill defined Dr. Ahsan Sethi MEDI 102: Health Professions Education Dr. Ahsan Sethi MEDI 102: Health Professions Education Dr. Ahsan Sethi MEDI 102: Health Professions Education  Problem The Dean of XYZ College was furious. Such a bad result while other colleges showed excellent results. A faculty meeting was called in. The educationists and the faculty analysed the whole situation and came to conclusion that there was a need for a more horizontally and vertically integrated curriculum. Faculty was of view that the questions in the exams needed higher order thinking, problem-solving skills, and application of basic sciences to clinical context. The dean suggested that Problem-Based Learning should be adopted instead of traditional learning.  Problem Identify what you know and what you need to know The Dean of XYZ College was furious. Such a bad result while other colleges showed excellent results. A faculty meeting was called in. The educationists and the faculty analysed the whole situation and came to conclusion that there was a need for a more horizontally and vertically integrated curriculum. Faculty was of view that the questions in the exams needed higher order thinking, problem-solving skills, and application of basic sciences to clinical context. The dean suggested that Problem-Based Learning should be adopted instead of traditional learning.  Problem Identify what you know and what you need to know Problem-Based Learning? Traditional learning? Higher order thinking ? Integrated curriculum ?  Problem Based Learning A learning method based on the principle of using problems as a ‘trigger’, starting point for the acquisition and integration of new knowledge Its an instructional strategy in which students confront contextualized, ill- structured problems and strive to find meaningful solutions. Dr. Ahsan Sethi MEDI 102: Health Professions Education Barrows & Tammblyn, 1982 Dr. Ahsan Sethi MEDI 102: Health Professions Education  PBL and Learning Theories: Adult Learning Theory 6 Assumptions Dr. Ahsan Sethi MEDI 102: Health Professions Education  PBL and Learning Theories: Adult Learning Theory 6 Assumptions Adults: Are independent and self directing Have (various degrees of) experience Integrate learning to the demand of their everyday life Are more interested in immediate problem centered approaches Are motivated more by internal than external drives Value mutual respect Dr. Ahsan Sethi MEDI 102: Health Professions Education  PBL and Learning Theories: Constructivism Learning is an active process in which meaning is constructed from experiences Students activate prior knowledge and build new knowledge on existing conceptual knowledge frameworks Teacher is a facilitator i.e. ‘guide on the side’ Dr. Ahsan Sethi MEDI 102: Health Professions Education Merrill, 1991  PBL and Traditional Learning Traditional Learning Problem Based Learning Teacher Teacher Dr. Ahsan Sethi MEDI 102: Health Professions Education  PBL and Traditional Learning Traditional Learning Problem Based Learning Dr. Ahsan Sethi MEDI 102: Health Professions Education  PBL & Teaching methodologies (Instructional styles) Dr. Ahsan Sethi MEDI 102: Health Professions Education  PBL & Teaching methodologies (Instructional styles) 1) The deductive approach: ✓ An instructor-centered (dependent) approach (e.g. lectures) ✓ Helps students understand the broader concepts before delving into specific cases. 1. Instructor providesthe new concept and explains it to students. 2. Instructor gives students more examples to reinforce their understanding. 3. The students then use this information and practice it. Dr. Ahsan Sethi MEDI 102: Health Professions Education  PBL & Teaching methodologies (Instructional styles) 2) Inductive approach: ✓ A student-centered approach (e.g. Problem-Based Learning (PBL) & Team-Based Learning (TBL) ✓ Allows students to derive general principles from specific examples, promoting a more hands-on and exploratory learning experience. 1. Initially, instructor provides students with an example or cue about the new concept. 2. Then, the instructor ask the students to use their previous knowledge and explore more to construct their own knowledge and identify the concept. Dr. Ahsan Sethi MEDI 102: Health Professions Education  General Principle: "Patients with diabetes mellitus often experience complications related to neuropathy, retinopathy, and cardiovascular disease." Deductive Teaching Approach: Inductive Teaching Approach: Introduction of the general principle of diabetes Clinical case Presentation: "Mrs. Johnson, a 55- complications to the students. year-old patient with diabetes, presents with symptoms of neuropathy, retinopathy, and cardiovascular issues." Explanation: Teacher provides a detailed Analysis: Students analyze the case, identify explanation of how diabetes can lead to neuropathy, patterns, and discuss the possible relationships retinopathy, and cardiovascular issues. between diabetes and its complications. Clinical Case Presentation: Teacher presents a Group Discussion: students share observations case of a patient with diabetes and describes the and hypotheses about the connections between symptoms related to neuropathy, retinopathy, or diabetes and its complications. cardiovascular complications. Analysis: Teacher encourage students to analyze Generalization: students formulate general the case using the previously discussed general principles about the complications associated with principle. diabetes. Dr. Ahsan Sethi MEDI 102: Health Professions Education  PBL and Higher Order Thinking Bloom’s Taxonomy Beyond basic recall of information. Critical Dr. Ahsan Sethi thinking to solve complex problems in real-world healthcare contexts MEDI 102: Health Professions Education  PBL and knowledge Integration Should basic science and clinical components be separated? Dr. Ahsan Sethi MEDI 102: Health Professions Education  PBL and knowledge Integration Traditional vs. Integrated Curriculum Dr. Ahsan Sethi MEDI 102: Health Professions Education  PBL and knowledge Integration Separation of basic science and clinical components ‘weakens transfer of knowledge to practical context’ ‘students unmotivated to learn information seemingly disconnected from practical setting’ (Hopkins, et al.) Dr. Ahsan Sethi MEDI 102: Health Professions Education Dr. Ahsan Sethi MEDI 102: Health Professions Education  Objectives and Benefits of PBL To improve students’ learning 1. Knowledge 2. Skills 3. Attitudes Dr. Ahsan Sethi MEDI 102: Health Professions Education  Objectives and Benefits of PBL 1- To Improve Knowledge Constructivist approach: Activates and builds on student knowledge Deep learning: Improved understanding Students to interact with study materials. Student-centered approach: Fosters active learning. Better retention of Integration of knowledge: knowledge which can be Facilitates curriculum integration. applied to clinical situations Dr. Ahsan Sethi MEDI 102: Health Professions Education  Objectives and Benefits of PBL 2- To Improve Skills Higher order thinking Critical thinking & scientific reasoning skills. Student centered Self-directed learning skills lifelong learning. Dr. Ahsan Sethi MEDI 102: Health Professions Education  Objectives and Benefits of PBL 2- To Improve Skills Generic competencies: Students develop generic skills desirable their future practice. ✓ Clinical reasoning and problem-solving skills ✓ Leadership and presentation skills ✓ Communication skills ✓ Interpersonal skills ✓ Oral and written communication skills ✓ Researching skills ✓ Problem solving across disciplines Dr. Ahsan Sethi MEDI 102: Health Professions Education  Objectives and Benefits of PBL 3- To Improve attitude of learners Generic competencies: Students develop generic attitudes desirable in their future practice. ✓Value of Team work ✓Collaboration ✓Importance of psycho-social issues ✓Self-awareness Motivation: By engaging all students in the learning process, ✓ Learning and teaching is more enjoyable ✓ Higher motivation to learn Dr. Ahsan Sethi MEDI 102: Health Professions Education  Process of PBL Student Problem Tutor Dr. Ahsan Sethi MEDI 102: Health Professions Education  Process of PBL Small groups of students (