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Andy Ginty & Caroline Marcangelo

A Review of Evaluation Studies of PBL across Disciplines, and the Implications for Our Future Practice. Andy Ginty & Caroline Marcangelo. Presentation Outline. Background Looking for evidence What did we find? Where now?. Background.

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Andy Ginty & Caroline Marcangelo

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  1. A Review of Evaluation Studies of PBL across Disciplines, and the Implications for Our Future Practice Andy Ginty & Caroline Marcangelo Centre for the Development of Learning & Teaching, St. Martin's College

  2. Presentation Outline • Background • Looking for evidence • What did we find? • Where now? Centre for the Development of Learning & Teaching, St. Martin's College

  3. Background • Evaluation studies can inform the community of practitioners of the effectiveness of PBL and thus support its implementation into new and diverse curricula • Current existence of a considerable body of published literature that reports the evaluation of PBL within health-related programmes. • We wished to explore the types of evaluation studies that have been used to measure the effectiveness of PBL, and appraise the methods used in these studies Centre for the Development of Learning & Teaching, St. Martin's College

  4. Looking for Evidence • Following EPPI (2006) guidelines to plan the review • Setting the scope • Gathering & describing research in field • Analysis & synthesis: methodology sound, appropriate and relevant to focus; judgement of weight • Writing & making use of report • Andrews & Harlen (2006) used to inform our synthesis of the review • Meta Analysis or Narrative Synthesis Centre for the Development of Learning & Teaching, St. Martin's College

  5. Setting the Scope • Parameters: • Published in English; UK; 2001-2006; health care community; • Keywords: Problem-Based Learning (PBL) • + Evaluation, + Adoption, + Educational, + Professional Competence & + Professional Skills • Search of Databases: • EBSCO, Ingenta Select, Science Direct & Blackwell Synergy Centre for the Development of Learning & Teaching, St. Martin's College

  6. Table of first results Centre for the Development of Learning & Teaching, St. Martin's College

  7. Refining the Search – inclusions & exclusions • From initial results • focus on PBL + Evaluation • excluded studies outside UK • excluded indirect reference to pbl • excluded non-evaluative focus • excluded non-health-related courses • Identified duplicate papers • Compared reviewer notes Centre for the Development of Learning & Teaching, St. Martin's College

  8. What have we found? • 13 papers in the final review • 8 Process Evaluation • 4 Outcome Evaluation • 2 Descriptive Studies • some combined 2 types of evaluation • Mainly concerned with student opinions • Majority were questionnaire plus focus groups – lacked consistency as an overall group of studies • Mostly on one iteration of a module, with a minority on a whole course; all single HEIs Centre for the Development of Learning & Teaching, St. Martin's College

  9. Where now? Lessons from medicine ….. • Norman & Schmidt (2000) • Evidence of treating PBL as a single intervention and examining the usual cognitive and clinical outcomes will conclude minimal differences … need a systematic research approach looking at all aspects • Maudsley (2001) • `effort expended chasing elusive outcomes needs complementing with meaningful interpretation of process • Richards (2003) • CMO; “ we should aim to evaluate at a lower level of explanation, taking into account the actual processes that cause it to work Centre for the Development of Learning & Teaching, St. Martin's College

  10. Norman GR & Schmidt GH (2000) Effectiveness of problem-based learning curricula: theory, practice and paper darts. Medical Education: 34:721-728 Variables important in PBL • Amount of prior knowledge • Quality of problems • Tutor performance • Group functioning • Time spent on individual study Lead to • Interest in subject matter • Achievement Centre for the Development of Learning & Teaching, St. Martin's College

  11. Opportunity for PBL SIG ? • To coordinate a larger evaluation study • Standardised questionnaire to measure across HEI’s • Standardise focus groups • Longitudinal study following either student cohorts, or year of a programme • More high quality evaluation studies focussing on the facilitator perspective Centre for the Development of Learning & Teaching, St. Martin's College

  12. References • Andrews A & Harlen W (2006) Issues in synthesizing research in education. Educational Research: 48,(3) 287-299 • EPPI-Centre (2006) EPPI-Centre Methods for conducting systematic reviews (Version 1.0). http://eppi.ioe.ac.uk/ accessed 12/11/06 • Maudsley G (2001) What issues are raised by evaluating problem-based undergraduate medical curricula? Making healthy connections across the literature. Journal of Evaluation in Clinical Practice:7,3, 311-324. • Norman GR & Schmidt GH (2000) Effectiveness of problem-based learning curricula: theory, practice and paper darts. Medical Education: 34:721-728 • Richards L (2003) Evaluation in medical education: moving forward. Medical Education: 37, 1062 1063 Centre for the Development of Learning & Teaching, St. Martin's College

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