Assessing Problem Based Learning

Assessing Problem Based Learning: 

Assessing Problem Based Learning Fiona MacVane Mel Barlow Liz Whitney Division of Midwifery & Women’s Health

Assessing What/Assessing How: 

Assessing What/Assessing How Outcomes Process Group working skills Knowledge access IT skills Problem identification Problem solving MCQ exams Traditional short answer exams Scenario-based seen/unseen exams Posters/seminars Term paper Report Literature review Debate

Just another teaching strategyor radical educational philosophy?: 

Just another teaching strategy or radical educational philosophy? PBL as a teaching strategy PBL as an educational philosophy PBL should be fun Effective PBL relies on excellent problem preparation and skilful facilitation

Developing a Tool to Assess PBL: 

Developing a Tool to Assess PBL The Philosophy ‘…..assessment items must convince students in a PBL course that self-direction, co-operative learning, collaboration and reflection are valued.’ (Alavi and Cooke 1995, p.126)

Assessing the PBL Process: 

Assessing the PBL Process Participation Preparation Interpersonal Skills Contribution to the Group Process Curry (2000) Encourage building on prior knowledge Demonstrate the skills developed in PBL process Promote intrinsic motivation Brown (1999)

The Assessment Tool: 

The Assessment Tool Four key areas: Critical appraisal Self-directed learning Group Participation Humanistic Attitudes and Skills Collaborative NOT competitive Excellent / Satisfactory / Unsatifactory

Inter-Professional Education Through PBL: 

Inter-Professional Education Through PBL WHO (1993) identified PBL as very appropriate for health professional education Supports collaborative approach Promotes team building Provides opportunities for ‘learning how to learn’ Student-directed flexible learning

Creative Assessment : 

Creative Assessment Creative assessment begins with creative presentation of enigma/problem/trigger –use of music/art/drama Student-defined learning outcomes Use of Virtual learning Environment (VLE) Ground rules and peer pressure Assessing the ‘hidden curriculum’ Poster presentation/MCQ

“How Hard is it to Keep a Hospital Clean??”: 

“How Hard is it to Keep a Hospital Clean??” Clarify terms Identify learning issues Analyse problem Formulate objectives Collect information Synthesis Check new knowledge KEY ISSUES Hygiene/infection control Staff roles and responsibilities Accountability Team working

References: 

References Alavi C & Cooke M (1995) in Alavi C (ed) 1995 Problem-based learning in a health sciences curriculum. Routledge, London. Brown S (1999) in Brown & Glasner (ed) 1999 Assessment Matters in Higher Education. Open University Press, London. Curry J (2000) A Procedure to correct for intergroup variability in subjective evaluation of students in PBL groups. The Journal of Clinical Problem Based Learning Spring 2000, 4.

Slide11: 

Duch BJ, Groh SE, Allen DE The Power of Problem Based Learning Sterling Virginia: Stylus 2001 Evensen DH & Hmelo CE (eds.) Problem-Based Learning. A research perspective on learning interactions, Mahwah NJ LEA 2000 Jackson D & Sullivan J (1999) Integrating the creative arts into a midwifery curriculum: a teaching innovation report Nurse Education Today (19) 527-532 Savin-Baden M & Howell Major C(2004) Foundations of Problem-based Learning WHO (1993) Increasing the Relevance of education for Health Professionals. Technical Report Series No. 838 Geneva, WHO