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Problem Based Learning Ghaffari . R MD,PhD

Problem Based Learning Ghaffari . R MD,PhD. Principles of Adult Learning. Adults are motivated by learning that: Is perceived as relevant Is based on, and builds on, their previous experiences Is participatory and actively involves them Is focused on problems

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Problem Based Learning Ghaffari . R MD,PhD

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  1. Problem Based Learning Ghaffari . R MD,PhD

  2. Principles of Adult Learning Adults are motivated by learning that: • Is perceived as relevant • Is based on, and builds on, their previous experiences • Is participatory and actively involves them • Is focused on problems • Is designed so that they can take responsibility for their own learning • Can be immediately applied in practice • Involves cycles of action and reflection • Is based on mutual trust and respect

  3. Problem Based Learning introduction • PBL has been defined as an educational method which uses carefully constructed clinical problems as a context for students to learn: • problem solving skills and • acquireknowledge about the basic and clinical sciences

  4. History of PBL • The first school of medicine at McMaster university in Canada in 1969 performed PBL. the school introduced modern educational concepts into its curriculum and PBL became cornerstone. • Soon after a few medical school such as Newcastle Beersheva, Maastricht also developed PBL based curricula along the lines of McMaster.

  5. Harvard Medical school in 1985 began with this innovation. Each year 24 student intake participated PBL based course while the others continued with the traditional course. The “new pathway” proved successful that the traditional course was closed 2 years later and all students then enrolled in a PBL based.

  6. Advantages of problem Based Learning • Promotes deep, rather than surface, learning • Enhances and retains self directed skills • Learning environment is more stimulating • Promotes interaction between students and staff • Promotes collaboration between disciplines for example, basic and clinical scientists • More enjoyable for students and teachers • Promotes retention of knowledge • Improves motivation

  7. Disadvantage of PBL • The demands on faculty time, on space on teaching materials and on other resources are major concerns. • Planning for physical resources is also crucial the resources required for PBL increase with increasing student numbers.

  8. Maastricht “seven jump” sequence for PBL Seven jump approach • Clarify unknown terms or concepts in the problem. • Define the problem • Analyze and brainstorm to get solution or explanation to the problem (Prior Knowledge). • Criticize the explanations. • Identify the learning issues. • Self study. • Share the findings and integrate the knowledge to get a more acceptable explanation or solution to the problem.

  9. مراحل اجرای PBL • شفاف سازی و توافق بر سر تعاریف ،اصطلاحات و مفاهیم غیر شفاف • تعریف مسئله و توافق بر سر اینکه چه پدیده ای لازم است توضیح داده شود. • تجزیه و تحلیل اجزا ،کاربردها و توضیحات بیشتر از طریق بارش افکار و تولید هیپوتزهای کاری • بحث و ارزشیابی و ترتیب دادن توضیحات ممکن روی هیپوتزها • تدوین و اولویت بندی اهداف آموزشی • مطالعه انفرادی در بین جلسات جهت جستجوی اهداف اموزشی • گزارش مجدد در جلسه بعدی و ارائه توضیحات جامع برای پدیده با بکارگیری اطلاعات جدید

  10. The PBL tutorial process • The PBL process is tightly structured • contains a number of key steps typically a small number of students (6-10) meet with a tutor • two or three times a week, • each time for 2-3 h example in a 6 week cardiovascular unit six cases in 18 PBL tutorials. • Each case is designed and written by experts. • . Cases are written so as to encourage students themselves to identify their own specific learning objectives. • In this sense the learning process is student directed and tutor functions more as facilitator

  11. Role of the tutor as a facilitator of PBL • The tutor’s main role is to promotestudent - centersself directedlearningand not a source of knowledge. • If the tutor becomes interventionist and directive, students may withdraw, team processes collapse and the tutorial may be reduced to a small - group didactic lecture. one way for tutors to minimize their intervention is to tutor in case outside own discipline.

  12. رویکرد دانشکده پزشکی هاروارد

  13. گروه سناریوی کتبی طراحی شده یا بیمار نما را دریافت می کند. • دانشجویان problem و مشکل را بین خودشان بصورت شفاف تعریف می کنند. • اهداف یادگیری توسط گروه مشخص می شود. • برای رسیدن به اهداف یادگیری مطالعه انفرادی انجام می شود. .

  14. 5- مجددا گروه تشکیل شده و دانشجویان با ارائه نتیجه یادگیری حاصل از مطالعه انفرادی به کسب دانش جدید مبتنی بر دانش قبلی می رسند 6- tutor و گروه مجددا وارسی می کنند که آیا اهداف یادگیری معلم محقق شده است. که در غیر این صورت جلسه بعدی ، پس از یک مطالعه انفرادی ضروری است. 7- در پایان گروه به سنتز و خلاصه سازی کار خود می پردازد و می توانند آنچه را یاد گرفته اند در موارد مشابه کار گیرند

  15. گامهای کار در گروه کوچک در دانشگاه ماستریخت هلند ( 7 مرحله)

  16. گرو به شفاف سازی متن سناریوی مسئله می پردازد. • گروه مسئله(problem) را تعریف می کنند. • توفان و بارش فکری برای توضیح پدیده های مشاهده شده در متن سناریو می پردازند. • از میان توضیحات ارئه شده، گروه به نتیجه گیری در خصوص مسئله می پردازند.

  17. گروه اهداف یادگیری را تدوین می کنند. • دانشجویان بطور انفرادی برای دستیابی به بازده یادگیری ( دانش جدید) به مطالعه می پردازند. • دانشجویان در گروه برای بحث در خصوص دانش کسب شده برای حل مسئله می پردازند.

  18. هفت اصل در طراحی موثر case • طوری طراحی شود که بتواند توجه و تمرکز دانشجو را تحریک کند • Case بایستی مرتبط با نیازهای حرفه ای آتی دانشجو باشد • در طراحی case سعی شود دانشجو برای حل آن از ادغام علوم پایه و بالینی تواما استفاده کند • Case باید محرک یادگیری خود محور باشد • علاقه دانشجو به موضوع درسی را برانگیزد • منطبق با اهداف آموزشی دوره باشد

  19. Sample Case Scenario A 62 year old woman presented with Stridor, due to a neck mass, which was clinically suspicious of Multinodular goiter. The patient was placed on Euthyroid; however the gland continuously enlarged, over the course of three weeks as evidenced by increased Stridor and Dysphagia. She lost a 15 Kg weight loss in the last six months. Additional symptoms included Chronic Fatigue, and occasional Chills. She was a smoker. Thyroid Studies are as follows: Total Thyroxin = 19 ng/dl (Normal Range: 4.5-10.9 ng/dl) TSH = 0.004 IU/dl (Normal Range: 0.4-6) Due to compression of trachea, Total Thyroidectomy was done. The gland measured, 14x12x8cm and weighed 450 grams

  20. Sample Case Scenario (Cont.) • Key Words • Stridor • Dysphagia • Chronic Fatigue • Chills • Euthyroid • Multinodular goiter • Objectives of the Scenario • At the end of analysis of this scenario, the students will be able to explain the following topics: • Thyroid gland Anatomy • Thyroid gland Histology • Physiology of thyroid hormones

  21. https://library.med.utah.edu/nmw/cases/case1/main.html • PBL Scenario • PBL cases in dentistry • Pbl in nursery/midwifery

  22. تمرین • لطفا بر اساس مطالب ارائه شده یک case یا سناریو در خصوص PBL طراحی کرده و اهداف آموزشی اختصاصی را در سه حیطه یادگیری برای case مورد نظر ذکر فرمایید

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