Problem-based Learning

Where did it come from?

Problem based learning (PBL) was introduced in the 1960’s by faculty of the McMaster University Medical School in Canada in an attempt to transform medical education from rote memorization into active learning of the practice of medicine and was subsequently adopted as a teaching strategy in many fields of study (Chan, 2013).

Why use PBL?

The problem-based learning approach allows the instructor to develop clinicians who have strong self-efficacy and are capable of self-directed learning throughout their professional career (Kell & van Deursen, 2003). A good problem-based assignment challenges a student with an authentic real life situation that is open-ended and ambiguous with many possible solutions but only one optimal solution (Nilson, 2010).

What’s my role as an instructor?

 In PBL the instructor serves the role of a facilitator or consultant, guiding the student through the steps of the process and if necessary directing the student to useful sources of technical information at each phase of discovery (Al-Dahir, Bryant, Kennedy & Robinson, 2014).

Must it be an individual or group assignment?

Although PBL encourages self-directed learning, problems are often worked on in small groups and give students an opportunity to practice professional collaboration.

How do I prepare my students?

Nilson (2010) suggests instructors provide students with the following steps to complete the PBL assignment. Graduate students may not require this level of direction to achieve success.

1-Review of the given problem

2-Analysis and define the problem

3-Identifying their current knowledge relating to the problem

4-Identify new knowledge they will require to find solutions

5-Order the required research

6-Decide who will research each element  and establish deadlines

7-Conduct the assigned research

8-Share findings

9-Synthesize new and old knowledge, suggest solutions, pick the optimal; solution

10-Present in writing or orally

Link
Informative Short Video

This link will bring you to a video posted by the Punahou School in Hawaii demonstrating how a teacher uses PBL to train students to apply the scientific method and work collaboratively to diagnose medical cases.


Click this link                 http://www.youtube.com/watch?v=J63e_YSntuo

Teaching Tip

Choose a problem your students will encounter in their professional roles to ensure a successful PBL experience.  A good problem will be realistic, have some degree of ambiguity,  provide an opportunity for students to synthesize material of the subject matter being learned and have several plausible solutions but only one optimal solution.

 Critique and/or Controversy: What do you think?

1-PBL encourages students to research a limited amount of information and leads to deficits in the technical knowledge base necessary for healthcare practitioners. (Al-Dahir, Bryant, Kennedy, & Robinson, 2014).

2-PBL is a time consuming process for the student and undergraduates just don’t want to do the work. (Nilson, 2010).

3-Too difficult for an instructor to determine prior knowledge to judge the scaffolding required for successful learning during the assignment (Karantzas, 2013).

Refernces

Al-Dahir, S., Bryant, K., Kennedy, K. B., & Robinson, D. S. (2014). Online Virtual-Patient Cases Versus Traditional Problem-Based Learning in Advanced Pharmacy Practice Experiences. American Journal Of Pharmaceutical Education, 78(4), 1-8. http://dx.doi.org/10.5688/ajpe78476

Chan, Z. C. (2013). Exploring creativity and critical thinking in traditional and innovative problem-based learning groups. Journal of Clinical Nursing, 22(15-16), 2298–2307. http://dx.doi.org/10.5688/ajpe78476

Karantzas, G. C., Avery, M. R., Macfarlane, S., Mussap, A., Tooley, G., Hazelwood, Z., & Fitness, J. (2013). Enhancing critical analysis and problem-solving skills in undergraduate psychology: An evaluation of a collaborative learning and problem-based learning approach. Australian Journal Of Psychology, 65(1), 38-45. http://dx.doi.org/10.1111/ajpy.12009

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