logging in or signing up PBL what and why dr_arjun Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 48 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: February 10, 2012 This Presentation is Public Favorites: 0 Presentation Description Problem based learning is an innovative teaching learning method in medical education. Comments Posting comment... Premium member Presentation Transcript Problem based learning What and Why: Problem based learning What and Why Dr. Arjun Singh M.D. Pathology Visit on www.drarjunpatho.hpage.com for more informationObjective : Objective Background Definition What is PBL Why is PBL References www.drarjunpatho.hpage.comPowerPoint Presentation: BACKGROUND www.drarjunpatho.hpage.comPowerPoint Presentation: The goal of medical education is produce physician we would like to se if we are sick. --Melinkof www.drarjunpatho.hpage.comCurriculum change - Why? : Curriculum change - Why? Too much information - too little time The need to foster the skills for self-directed life-long learning www.drarjunpatho.hpage.comProblem based learning idea: Problem based learning idea In study conducted by Gonella et al 1970 on Resident of large general hospital 50% are unable to perform screening activities on patients of suspected case of pyelonephritis but when tested by MCQ the score was 82% www.drarjunpatho.hpage.comPowerPoint Presentation: WHAT IT MEAN www.drarjunpatho.hpage.comPowerPoint Presentation: People can possess knowledge which they seem unable to apply Or They know information but can not use it. Or The way in which topic taught determine what student can do with information acquired www.drarjunpatho.hpage.comPowerPoint Presentation: The three principles for acquiring a new information, (Anderson 1977) www.drarjunpatho.hpage.comPowerPoint Presentation: Activation of prior knowledge Rumelhart & Ortony 1977 1 st Think according to 10+2 standard = 4 th Think according to Bassic science standard www.drarjunpatho.hpage.comPowerPoint Presentation: Encoding speficity Tulving & Thomson 1973 Closer resemblance to the situation in which something is learned and the situation in which it is applied Group A >Group B www.drarjunpatho.hpage.comPowerPoint Presentation: Elaborate knowledge Anderson & Reder 1979 Safe guard against forgetting and aid to rapid retrieval www.drarjunpatho.hpage.comPowerPoint Presentation: DEFINITION www.drarjunpatho.hpage.comPowerPoint Presentation: “ A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.” H.S. Barrows 1982 www.drarjunpatho.hpage.comObjectives of the PBL process: Objectives of the PBL process Knowledge - basic and clinical content in context Skills - scientific reasoning, critical appraisal, information literacy, the skills of self-directed, life-long learning Attitudes - value of teamwork, interpersonal skills, the importance of psychosocial issues To develop: www.drarjunpatho.hpage.comPowerPoint Presentation: WHAT IS PBL www.drarjunpatho.hpage.comPowerPoint Presentation: Traditional Tutorial “ Tutor ” “Students” www.drarjunpatho.hpage.comPowerPoint Presentation: PBL Tutorial “ Tutor ” “ Students ” www.drarjunpatho.hpage.comPBL AND THEIR TIMING: 19 PBL AND THEIR TIMING 2-3 Hr. Case 1 Case 2 Case 1 Case 1 Case 1 Case 2 Case 2 Case 2 Wk1 Wk2 Wk3 Wk4 Wk5 Most programs schedule 1 case over 3 sessions, one or two sessions a week Some do 2-3 sessions a week - “Case of the Week” Case 3 Intro, Review Process www.drarjunpatho.hpage.comseven jump theory(Wood, DF 2003): seven jump theory (Wood, DF 2003) Clarify terms and concept not readily comprehensible Define the problem Analyze the problem (use prior knowledge and common sense and try to give as many explanations as possible) Draw a systematic inventory of the explanations referred from step 3 (give structure to the outcome of the brain storm, hypothesize and set up a model or produce a coherent description) Formulate learning objectives. Collect additional information outside the group. Report the finding in the tutorial group.(integrate the knowledge and check whether the information you have obtained meet the objectives of the case) www.drarjunpatho.hpage.comThe processes of the tutorial: The processes of the tutorial Return to the problem 1. Ill-structured Problem 2. Clarifying concept 3. Defining the problem 4. Analysing the problem/brainstorming 5. Problem analysis / systematic classification 6. Formulating and proioritizing learning objectives 7. Self study 8. Reporting Assessment seven jump theory (Wood, DF 2003) www.drarjunpatho.hpage.comPowerPoint Presentation: PBL Process IDEAS “What we think” Identify Problem Generate Ideas Organize/Prioritize Ideas Derive Learning Needs New Facts Test Ideas LEARNING NEEDS “What we need to know” FACTS “What we know Learning Resources New Ideas Revise Ideas Reevaluate the Problem www.drarjunpatho.hpage.comPowerPoint Presentation: Tutorial 1-1 Introduction to the group and to PBL What is your background? What is your understanding of the PBL process? www.drarjunpatho.hpage.comPowerPoint Presentation: Tutorial 1-2 Starting the problem What do we know What do we need to know Discuss & list learning issues Organize who does what www.drarjunpatho.hpage.comStudent PBL : Student PBL Read the case What do you know about this scenario? What do you need to know? Discuss & list learning issues Discuss & list potential sources of information Organize who (theoretically) will do what Evaluate how you performed as a group www.drarjunpatho.hpage.comPowerPoint Presentation: An important part of PBL is the learning between sessions www.drarjunpatho.hpage.comPowerPoint Presentation: WHY IS PBL www.drarjunpatho.hpage.comKey principles in a PBL curriculum (after Engel, 1991 and 1992): Key principles in a PBL curriculum (after Engel, 1991 and 1992) Active learning Integrated learning Cumulative learning Consistency in learning Learning for understanding www.drarjunpatho.hpage.comPowerPoint Presentation: PBL is PBL is not Problem Based Learning Problem based teaching Acquisition of knowledge Transfer of knowledge The use of several hand books The use of single hand book Long term memory Short term memory Motivation for life long Disinterest in acquiring new informa Understanding Rote learning Student centered Teacher centered Self motivating Organization of teaching Learning through problems Learning to solve problems Interacting with staff Listening to staff Active Passive Challenging Discouraging Asking questions Giving answers Lightening a heart fire Filling a bucket www.drarjunpatho.hpage.comNepal study : Nepal study The report of study conducted on PBL in B P Koirala Institute of Health Science, Dharan, Nepal concludes that PBL 11 Useful and enjoyable (96%) Facilitate integration (100%) Help in development of self directed learning (88%) Help in problem solving skill (81%) Provide opportunity to learn from pears (73%) Help in understanding an principle (96%) www.drarjunpatho.hpage.comCharacteristics of a pbl tutor : Characteristics of a pbl tutor A knowledge of the process of PBL Commitment to student-directed learning Ability to generate a non-threatening environment while still acting to promote discussion and critical thinking Willingness to make constructive evaluation of student and group performance www.drarjunpatho.hpage.comCharacteristics of a pbl students: Prompt and present for all sessions A knowledge of the process of PBL Commitment to self/student-directed learning Active participation in discussion and critical thinking while contributing to a friendly, non-intimidating environment Willingness to make constructive evaluation of self, group and tutor Characteristics of a pbl students www.drarjunpatho.hpage.comPowerPoint Presentation: www.drarjunpatho.hpage.com www.drarjunpatho.hpage.comThe Advantages of PBL: The Advantages of PBL Emphasis on Meaning, Not Facts By replacing lectures with discussion forums, faculty mentoring, and collaborative research, students become actively engaged in meaningful learning. Increased Self Direction As students pursue solutions to their classroom problem, they tend to assume increased responsibility for their learning. Higher Comprehension and Better Skill Development Students are able to practice the knowledge and skills in a functional context, thereby to better imagine what it will be like using the knowledge and skills on the job . Interpersonal Skills and Teamwork This methodology promotes student interaction and teamwork, thereby enhancing students' interpersonal skills. www.drarjunpatho.hpage.comPowerPoint Presentation: Self-Motivated Attitude Students think problem based learning is a more interesting, stimulating, and enjoyable learning method, and that it offers a more flexible and nurturing way to learn. Facilitator-Student Relationship The aspect faculty liked most is the tutor-student relationship (Vernon, 1995). Faculty also consider problem based learning a more nurturing and enjoyable curriculum, and believe the increased student contact is beneficial to the cognitive growth of the student (Albanese & Mitchell, 1993). Level of Learning Problem based learning medical students score better than traditional students with respect to learning skills, problem-solving, self-evaluation techniques, data gathering, behavioral science, and their relation to the social-emotional problems of patients (Albanese & Mitchell, 1993). www.drarjunpatho.hpage.comProblems with PBL in hybrid curricula: Problems with PBL in hybrid curricula Finding enough tutors - 1 for each 6 students Faculty busy with “traditional” curriculum The range of topics which can be discussed is a limiting factor - quality control is difficult Heavy on library, computer resources, support Objective evaluation of PBL is difficult Inherent conflict with lectures - waste of time www.drarjunpatho.hpage.comPowerPoint Presentation: REFERENCES www.drarjunpatho.hpage.comReferences : References Singh A. Kumar J. Problem based learning: Obstacles and strategy to overcome. J College of medical science, Nepal 2008, vol5,No.1, 1-5. Singh A. Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures. Advances in Medical Education and Practice; 2010; 1: 1-7. Anderson, J. & Graham, A. A Problem in Medical Education; Is there an information overload ? Medical Education; 1980; 14: 4-7. Schmidt, H.G. Problem based learning; Rational and Description. Medical Education; 1983; 17:11-16. www.drarjunpatho.hpage.comReferences : References Barrwos H.S. & Tamblyn, R.M. Problem Based Learning; An Approach to Medical Education. Springer; New York 1980. Dutch B., Gron. S. Allen D. The Power of Problem Based Learning. eds 2001;Stylus Publishing. Chapagain, M. L., Bhattacharya, N., Jain, B.K., Kaini,K .R.,Koirala,S. and Jayawickramarajah, P.T. Introducing problem based learning in to an organ system programme. Medical Teacher; 1998; 20: 6; Short communication. De Goeij; A.F.P.M. Problem Based Learning: what is it? What is it not? What about the Basic Sciences? Biochemical Society Transactions;1997;25:288-293. www.drarjunpatho.hpage.comReferences : Clarke, R.N. Design and implementation of the Curriculum in a new medical school. Programmed learning and educational technology. 1979;16:288-295. Jayawickramarajah , P.T. Problems for Problem Based Learning: A Comparative Study of Documents. Medical education; 1996;30:272-282. Jayawickramarajah , P.T. Problem Based Curriculum Chapter 2 . Reprinted from Adhikari R.K. and Jayawickramarajah , P.T.( Eds )”Essentials of Medical Education” Health learning material centre (A WHO Collaborating Centre) Institute of Medicine, Tribhuvan University, Kathmandu, Nepal, 1996. Wood, D. F. ABC of Learning and Teaching in Medicine: Problem Based Learning. British Medical Journal; 2003;326:328-330. References www.drarjunpatho.hpage.comObstacles: “The biggest obstacle to educational change is our memories.” -- Dr. Allen Glenn Obstacles www.drarjunpatho.hpage.comPowerPoint Presentation: THANK YOU Downloaded from www.drarjunpath.hpage.com www.drarjunpatho.hpage.com You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
PBL what and why dr_arjun Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 48 Category: Education License: All Rights Reserved Like it (0) Dislike it (0) Added: February 10, 2012 This Presentation is Public Favorites: 0 Presentation Description Problem based learning is an innovative teaching learning method in medical education. Comments Posting comment... Premium member Presentation Transcript Problem based learning What and Why: Problem based learning What and Why Dr. Arjun Singh M.D. Pathology Visit on www.drarjunpatho.hpage.com for more informationObjective : Objective Background Definition What is PBL Why is PBL References www.drarjunpatho.hpage.comPowerPoint Presentation: BACKGROUND www.drarjunpatho.hpage.comPowerPoint Presentation: The goal of medical education is produce physician we would like to se if we are sick. --Melinkof www.drarjunpatho.hpage.comCurriculum change - Why? : Curriculum change - Why? Too much information - too little time The need to foster the skills for self-directed life-long learning www.drarjunpatho.hpage.comProblem based learning idea: Problem based learning idea In study conducted by Gonella et al 1970 on Resident of large general hospital 50% are unable to perform screening activities on patients of suspected case of pyelonephritis but when tested by MCQ the score was 82% www.drarjunpatho.hpage.comPowerPoint Presentation: WHAT IT MEAN www.drarjunpatho.hpage.comPowerPoint Presentation: People can possess knowledge which they seem unable to apply Or They know information but can not use it. Or The way in which topic taught determine what student can do with information acquired www.drarjunpatho.hpage.comPowerPoint Presentation: The three principles for acquiring a new information, (Anderson 1977) www.drarjunpatho.hpage.comPowerPoint Presentation: Activation of prior knowledge Rumelhart & Ortony 1977 1 st Think according to 10+2 standard = 4 th Think according to Bassic science standard www.drarjunpatho.hpage.comPowerPoint Presentation: Encoding speficity Tulving & Thomson 1973 Closer resemblance to the situation in which something is learned and the situation in which it is applied Group A >Group B www.drarjunpatho.hpage.comPowerPoint Presentation: Elaborate knowledge Anderson & Reder 1979 Safe guard against forgetting and aid to rapid retrieval www.drarjunpatho.hpage.comPowerPoint Presentation: DEFINITION www.drarjunpatho.hpage.comPowerPoint Presentation: “ A learning method based on the principle of using problems as a starting point for the acquisition and integration of new knowledge.” H.S. Barrows 1982 www.drarjunpatho.hpage.comObjectives of the PBL process: Objectives of the PBL process Knowledge - basic and clinical content in context Skills - scientific reasoning, critical appraisal, information literacy, the skills of self-directed, life-long learning Attitudes - value of teamwork, interpersonal skills, the importance of psychosocial issues To develop: www.drarjunpatho.hpage.comPowerPoint Presentation: WHAT IS PBL www.drarjunpatho.hpage.comPowerPoint Presentation: Traditional Tutorial “ Tutor ” “Students” www.drarjunpatho.hpage.comPowerPoint Presentation: PBL Tutorial “ Tutor ” “ Students ” www.drarjunpatho.hpage.comPBL AND THEIR TIMING: 19 PBL AND THEIR TIMING 2-3 Hr. Case 1 Case 2 Case 1 Case 1 Case 1 Case 2 Case 2 Case 2 Wk1 Wk2 Wk3 Wk4 Wk5 Most programs schedule 1 case over 3 sessions, one or two sessions a week Some do 2-3 sessions a week - “Case of the Week” Case 3 Intro, Review Process www.drarjunpatho.hpage.comseven jump theory(Wood, DF 2003): seven jump theory (Wood, DF 2003) Clarify terms and concept not readily comprehensible Define the problem Analyze the problem (use prior knowledge and common sense and try to give as many explanations as possible) Draw a systematic inventory of the explanations referred from step 3 (give structure to the outcome of the brain storm, hypothesize and set up a model or produce a coherent description) Formulate learning objectives. Collect additional information outside the group. Report the finding in the tutorial group.(integrate the knowledge and check whether the information you have obtained meet the objectives of the case) www.drarjunpatho.hpage.comThe processes of the tutorial: The processes of the tutorial Return to the problem 1. Ill-structured Problem 2. Clarifying concept 3. Defining the problem 4. Analysing the problem/brainstorming 5. Problem analysis / systematic classification 6. Formulating and proioritizing learning objectives 7. Self study 8. Reporting Assessment seven jump theory (Wood, DF 2003) www.drarjunpatho.hpage.comPowerPoint Presentation: PBL Process IDEAS “What we think” Identify Problem Generate Ideas Organize/Prioritize Ideas Derive Learning Needs New Facts Test Ideas LEARNING NEEDS “What we need to know” FACTS “What we know Learning Resources New Ideas Revise Ideas Reevaluate the Problem www.drarjunpatho.hpage.comPowerPoint Presentation: Tutorial 1-1 Introduction to the group and to PBL What is your background? What is your understanding of the PBL process? www.drarjunpatho.hpage.comPowerPoint Presentation: Tutorial 1-2 Starting the problem What do we know What do we need to know Discuss & list learning issues Organize who does what www.drarjunpatho.hpage.comStudent PBL : Student PBL Read the case What do you know about this scenario? What do you need to know? Discuss & list learning issues Discuss & list potential sources of information Organize who (theoretically) will do what Evaluate how you performed as a group www.drarjunpatho.hpage.comPowerPoint Presentation: An important part of PBL is the learning between sessions www.drarjunpatho.hpage.comPowerPoint Presentation: WHY IS PBL www.drarjunpatho.hpage.comKey principles in a PBL curriculum (after Engel, 1991 and 1992): Key principles in a PBL curriculum (after Engel, 1991 and 1992) Active learning Integrated learning Cumulative learning Consistency in learning Learning for understanding www.drarjunpatho.hpage.comPowerPoint Presentation: PBL is PBL is not Problem Based Learning Problem based teaching Acquisition of knowledge Transfer of knowledge The use of several hand books The use of single hand book Long term memory Short term memory Motivation for life long Disinterest in acquiring new informa Understanding Rote learning Student centered Teacher centered Self motivating Organization of teaching Learning through problems Learning to solve problems Interacting with staff Listening to staff Active Passive Challenging Discouraging Asking questions Giving answers Lightening a heart fire Filling a bucket www.drarjunpatho.hpage.comNepal study : Nepal study The report of study conducted on PBL in B P Koirala Institute of Health Science, Dharan, Nepal concludes that PBL 11 Useful and enjoyable (96%) Facilitate integration (100%) Help in development of self directed learning (88%) Help in problem solving skill (81%) Provide opportunity to learn from pears (73%) Help in understanding an principle (96%) www.drarjunpatho.hpage.comCharacteristics of a pbl tutor : Characteristics of a pbl tutor A knowledge of the process of PBL Commitment to student-directed learning Ability to generate a non-threatening environment while still acting to promote discussion and critical thinking Willingness to make constructive evaluation of student and group performance www.drarjunpatho.hpage.comCharacteristics of a pbl students: Prompt and present for all sessions A knowledge of the process of PBL Commitment to self/student-directed learning Active participation in discussion and critical thinking while contributing to a friendly, non-intimidating environment Willingness to make constructive evaluation of self, group and tutor Characteristics of a pbl students www.drarjunpatho.hpage.comPowerPoint Presentation: www.drarjunpatho.hpage.com www.drarjunpatho.hpage.comThe Advantages of PBL: The Advantages of PBL Emphasis on Meaning, Not Facts By replacing lectures with discussion forums, faculty mentoring, and collaborative research, students become actively engaged in meaningful learning. Increased Self Direction As students pursue solutions to their classroom problem, they tend to assume increased responsibility for their learning. Higher Comprehension and Better Skill Development Students are able to practice the knowledge and skills in a functional context, thereby to better imagine what it will be like using the knowledge and skills on the job . Interpersonal Skills and Teamwork This methodology promotes student interaction and teamwork, thereby enhancing students' interpersonal skills. www.drarjunpatho.hpage.comPowerPoint Presentation: Self-Motivated Attitude Students think problem based learning is a more interesting, stimulating, and enjoyable learning method, and that it offers a more flexible and nurturing way to learn. Facilitator-Student Relationship The aspect faculty liked most is the tutor-student relationship (Vernon, 1995). Faculty also consider problem based learning a more nurturing and enjoyable curriculum, and believe the increased student contact is beneficial to the cognitive growth of the student (Albanese & Mitchell, 1993). Level of Learning Problem based learning medical students score better than traditional students with respect to learning skills, problem-solving, self-evaluation techniques, data gathering, behavioral science, and their relation to the social-emotional problems of patients (Albanese & Mitchell, 1993). www.drarjunpatho.hpage.comProblems with PBL in hybrid curricula: Problems with PBL in hybrid curricula Finding enough tutors - 1 for each 6 students Faculty busy with “traditional” curriculum The range of topics which can be discussed is a limiting factor - quality control is difficult Heavy on library, computer resources, support Objective evaluation of PBL is difficult Inherent conflict with lectures - waste of time www.drarjunpatho.hpage.comPowerPoint Presentation: REFERENCES www.drarjunpatho.hpage.comReferences : References Singh A. Kumar J. Problem based learning: Obstacles and strategy to overcome. J College of medical science, Nepal 2008, vol5,No.1, 1-5. Singh A. Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures. Advances in Medical Education and Practice; 2010; 1: 1-7. Anderson, J. & Graham, A. A Problem in Medical Education; Is there an information overload ? Medical Education; 1980; 14: 4-7. Schmidt, H.G. Problem based learning; Rational and Description. Medical Education; 1983; 17:11-16. www.drarjunpatho.hpage.comReferences : References Barrwos H.S. & Tamblyn, R.M. Problem Based Learning; An Approach to Medical Education. Springer; New York 1980. Dutch B., Gron. S. Allen D. The Power of Problem Based Learning. eds 2001;Stylus Publishing. Chapagain, M. L., Bhattacharya, N., Jain, B.K., Kaini,K .R.,Koirala,S. and Jayawickramarajah, P.T. Introducing problem based learning in to an organ system programme. Medical Teacher; 1998; 20: 6; Short communication. De Goeij; A.F.P.M. Problem Based Learning: what is it? What is it not? What about the Basic Sciences? Biochemical Society Transactions;1997;25:288-293. www.drarjunpatho.hpage.comReferences : Clarke, R.N. Design and implementation of the Curriculum in a new medical school. Programmed learning and educational technology. 1979;16:288-295. Jayawickramarajah , P.T. Problems for Problem Based Learning: A Comparative Study of Documents. Medical education; 1996;30:272-282. Jayawickramarajah , P.T. Problem Based Curriculum Chapter 2 . Reprinted from Adhikari R.K. and Jayawickramarajah , P.T.( Eds )”Essentials of Medical Education” Health learning material centre (A WHO Collaborating Centre) Institute of Medicine, Tribhuvan University, Kathmandu, Nepal, 1996. Wood, D. F. ABC of Learning and Teaching in Medicine: Problem Based Learning. British Medical Journal; 2003;326:328-330. References www.drarjunpatho.hpage.comObstacles: “The biggest obstacle to educational change is our memories.” -- Dr. Allen Glenn Obstacles www.drarjunpatho.hpage.comPowerPoint Presentation: THANK YOU Downloaded from www.drarjunpath.hpage.com www.drarjunpatho.hpage.com