A MEMBER OF THE RUSSELL GROUP

1. A MEMBER OF THE RUSSELL GROUP

2. Most of my things are on VITAL • But all of the talks/lectures that I give can be found on: • http://www.liv.ac.uk/~dcmt

3. This is the fuller version of the following Prezi presentation: • http://prezi.com/7agnam-ctfat/?utm_campaign=share&utm_medium=copy

4. Introduction to PBL David Taylor School of Medicine http://www.liv.ac.uk/~dcmt

5. You are on the threshold • There will be uncertainty • There will be new words • There will be great possibilities • People cope with “liminality” in different ways

7. Three things • You need to recognise what you already know • You need to know how the new stuff fits in • Dialogue makes it easier

8. iLearn • Do please look at iLearn both now and in the future • http://www.liv.ac.uk/ilearn/

9. Kolb

10. The cycle is fine, but incomplete Start here

11. In the thinker – elaborate & refine Elaboration Refinement

12. Elaborate and refine Learner Teacher Ensure the relevant learning experiences are available – at the appropriate level for the learner • Think of many possible explanations or solutions to the case or problem. • Work out which are the most likely resources to refine the possibilities • Actively participate in the activity and experiences • Refine the information into a hypothesis

13. In the thinker - organise Elaboration Refinement Reflect organise

14. Organisation Learner Teacher Provide advance organisers for the learners – structures upon which they can continue to build. Encourage reflection in action • Test and re-test the hypothesis • Organise the information into a “story” that makes sense to the learner

15. colleague/teacher/patient feedback Elaboration Refinement Start here Feedback Reflect organise

16. Feedback Learner Teacher Accept, and if appropriate act upon feedback received Provide feedback to the learner, formally or informally. • Articulate the knowledge, skills or attitudes developed • Provide feedback to peers and staff • Reflection on the learning experience (in action and on action)

17. In the thinker - consolidate Elaboration Refinement Start here Feedback Reflect organise Reflect Consolidate

18. Consolidation Learner Teacher Provide opportunities for the learner to rehearse and/apply their new knowledge Encourage reflection on action. • Reflection in the light of new knowledge • Reflection on the learning process • Evaluate personal responsibility for the learning • Development of knowledge, skills and attitudes

19. Programme considerations Elaboration Refinement Dissonance Start here Feedback Reflect Consolidate Reflect Organise

20. Dissonance Learner Teacher Increase extrinsic motivation through appropriate tasks Help learner to recognise internal motivation factors Explore the learner’s prior knowledge and experiences Help student to identify his/her learning needs and the relevance of each • Identify prior (base-line) knowledge, skills and attitudes • Recognise the unknown • Recognise personal development and learning needs • Participate in planning personal learning objectives and relevant experiences

21. Dissonance

22. Resources • Should be • appropriate and sufficient • and relate to the other quadrants

23. Dissonance

24. Stage of development (Perry)

25. Dissonance

26. Learning style (Entwistle/Biggs) Back

27. Dissonance

28. The Task • Is always to understand what is happening in/to/around a patient • In the earlier years this will be through a PBL scenario • As time progresses it will be through talking with/observing patients

29. Taylor and Hamdy 2013 Elaboration Refinement Dissonance Start here Feedback Reflect organise Reflect Consolidate

30. PBL Define Clarify Explain Come back Refine Find out Identify LOs

31. PBL What do you already know? Define Clarify Explain Come back Refine Find out Identify LOs

32. PBL Define Clarify Explain Come back Refine SMART All four themes Find out Identify LOs

33. SMART • Specific • Measurable • Achievable • Relevant • Time.....

35. Taylor and Hamdy 2013 Elaboration Refinement Dissonance Start here Feedback Reflect organise Reflect Consolidate

36. PBL Dissonance Define Clarify Explain Elaborate Come back Refine Find out Identify LOs Reflect Consolidate Reflect organise

37. PBL Dissonance Define Clarify Explain Elaborate Feedback Come back Refine Find out Identify LOs Reflect Consolidate Reflect organise

38. Taylor and Hamdy 2013 Elaboration Refinement Dissonance Start here Feedback Reflect organise Reflect Consolidate

40. Thank You

41. Motivation • Intrinsic • Knowles

42. Knowles a • The need to know • Why do I need to know this? • The learners’ self-concept • I am responsible for my own learning • The role of the learners’ experiences • I have experiences which I value and you should respect

43. Knowles b • Readiness to learn • I need to learn, because my circumstances are changing • Orientation to learning • Learning will help me deal with the situation in which I find myself • Motivation • I learn because I want to

44. Motivation • Extrinsic • the programme • the community

45. Community of Practice (Wenger) • We don’t live or work in a vacuum • Everyone is part of the community • We only learn in community • We are developing as part of that community Back to Task

46. Dissonance

47. Task • Should be • interesting, relevant and non-trivial • and relate into the other quadrants

48. Taylor and Hamdy 2013 Elaboration Refinement Dissonance Start here Feedback Reflect organise Reflect Consolidate