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Problem Based Learning Classroom vs. Online

Problem Based Learning Classroom vs. Online. Deniece O’Leary, MSPA-C Assistant Professor PA Program –McMaster University Facilitator- University of Toronto / Consortium olearyd@mcmaster.ca. Learning Objectives. Discuss a quick approach to problem based learning in both settings

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Problem Based Learning Classroom vs. Online

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  1. Problem Based Learning Classroom vs. Online Deniece O’Leary, MSPA-C Assistant Professor PA Program –McMaster University Facilitator- University of Toronto / Consortium olearyd@mcmaster.ca

  2. Learning Objectives Discuss a quick approach to problem based learning in both settings Understanding the benefits and challenges of PBL in class and online Strategies to add problem based learning into your medical education

  3. Origins of PBL into Medical School 1969 - Problem Based Learning introduced to the curriculum at McMaster Medical School Why use PBL? • Early exposure to clinical settings and patients • Motivation to learn is self-imposed • Use practical knowledge immediately • Increased chance of being lifelong learners

  4. Approach to PBL in the Classroom Identify the problem while reading the case Explore pre-existing knowledge Generate hypotheses and possible mechanisms Identify learning issues Self directed learning Re-evaluation and application of knowledge to the problem Assessment and reflection on learning Mon Mon Mon Mon M - Th Thurs Thurs

  5. Benefits to Classroom Learning Dynamic energetic environment Students question each other and discuss challenging concepts Every student researches and learns all learning objectives Students use previous experience and knowledge to build on Ability to assess professional behavior Many cases focus on a specific diagnoses

  6. Challenges to Classroom Learning • Many students must relocate or commute • Dynamics of a groups with different personalities • Short time frame to do research • Tutor greatly affects the outcome of the experience and learning • Increase cost of faculty and facility

  7. Approach to PBL Online Step 1&2: Identify the Learning Issues  week 1 Mon Step 3: Asynchronous Hypotheses Generation  week 1 Tue/Wed Step 4: Synchronous Meeting 1  week 1 Thu Step 5&6: Critical Thinking  week 1-2 Thu-Mon Step 7: Exploration of Learning Objectives  week 2 Mon-Thurs Step 8: Synchronous Meeting 2  week 2 Thurs Step 9&10: Final Assignment  week 2 Wed-Fri

  8. Benefits of PBL Online • No relocation needed for students or faculty • Flexible time to do self directed work • More time to work on each problem • Cheaper due to less faculty, support staff , and less facility cost

  9. Challenges with PBL Online • Lack of community and support due to location • Students split up learning objectives • Non-verbal communication missing • Difficult for the natural flow of conversation • Technology problems • Pre-set modules, many answers to student questions are vague • Numerous online posts by students to read

  10. The Foundation for Medical Practice Education • Program started at Mc Master in 1992 • Goal to increase knowledge and competency • Practice and evidence based knowledge to integrate into your practice • 14 educational modules per year • Currently 70 topics in English and French • Developed by doctors and reviewed by specialists in the field • 8,000 members nationally and internationally

  11. Practice Based Small Group • Join a group or start a new group • Meet 90 minutes once or twice a month • Group 5-9 members (7 ideal) • Benefits for group members • Share ideas and practice methods • Share experiences with colleagues • Peer support • Integrate new ideas into current practice • Patient handouts and provider handouts

  12. Continuing Professional Development Using PBL • Practice Based Small Group (1 credit per hour) • Practice Based Individual Learning (2 credits per module) Study Credits (Pre-Accredited Learning Activities) • MAINPRO-C from the College of Family Physicians of Canada • Category 1 from the American Medical Association

  13. Why use PBL? • High level satisfaction faculty and students • Better working environment • Teaches self-directed learning which is valuable in practice • Development of interpersonal skills, group skills, and communication

  14. Additional Resources PBL http://fhs.mcmaster.ca/mdprog/pbl_whatis.html http://www.ncbi.nlm.nih.gov/pubmed/10566102 http://fhs.mcmaster.ca/mdprog/documents/PBL_Outcome_Study.pdf CPD http://fhs.mcmaster.ca/facdev/pbsg-ed.html McMaster PBSG-Education http://fmpe.org/en/programs/pbsg.html McMaster PBSG

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