Making PBL work

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Making PBL work

• David Taylor
• Liverpool
• dcmt_at_liv.ac.uk

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What do we know?

• There has been a huge amount of research on how
  people learn
• And on how they become members of a profession

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Traditional teachers

• Make statements/convey information
• Expect prompt, correct answers
• Focus on what they do (I gave a good lecture)
• Emphasise short term outcomes

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We prefer...

• Asking questions that invite thinking, problem
  solving and self-assessment
• Help you learn how to learn
• Focus on what you do
• Emphasise long-term outcomes

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Change

• This may well be different from what you are used
  to
• And it may be different from what you expect
• And there will be times when you feel
  uncomfortable
• but

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It works!

• It really does
• Jason, H. Advances in physiological education
  2007 31 312-317
• Taylor D, Miflin B. Problem-based learning Where
  are we now? Medical Teacher 200830(8)742 - 63.
• But lots more.....

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Duality Multiplicity Relativism
Things are either right or wrong Can compare and contrast, starting to expect to see evidence. Can grasp concepts, recognize contexts, and importantly synthesize information to use in other contexts.
Peers are not a reliable source of information Peers are OK to give a variety of perspectives Peers are legitimate source of information if they have checked the evidence
Teacher knows everything Teacher knows best Teacher might know
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But first

• If you have a worry or a problem before you meet
  your personal tutor
• dcmt_at_liv.ac.uk
• 07803 963 899 (SMS or voice!)
• 01704 873304 (night-time)

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Routine

• New case scenario every two weeks
• Three PBL meetings every two weeks
• Each session lasts 2 hours
• Facilitated by a PBL tutor
• Each of whom is an expert in their own field
• And is trained as a PBL facilitator
• Monday, Monday, Friday (or similar)
• Compulsory, punctual attendance

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PBL groups do it together
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Say what you know not that you know
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Are we doing it right?
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Liverpool PBL sessions

• Look for phenomena requiring explanation
• Investigate prior knowledge and experience
• Volunteer shared learning objectives
• Explain the essence of the case scenario
• Reflect and evaluate
• pool

Maudsley G... British Medical Journal
1999 318 657-661.
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Look for phenomena requiring explanation

• How?
• Spend considerable time brainstorming
• Keep to brainstorming rules
• (if you think it say it (BRIEFLY) do not judge,
  apologize for, discuss, justify suggestions
  write all suggestions down verbatim even if they
  appear to be overlap do go back through the
  trigger material after a short break thinking
  about something else)

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Look for phenomena requiring explanation

• Why?
• to be creative and open-minded about what might
  be important in a clinical situation, before
  getting too focused
• to learn from other peoples suggestions
• to think about issues from lots of different
  angles

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Look for phenomena requiring explanation

• How?
• Spend considerable time brainstorming
• Keep to brainstorming rules
• so that you work together and do not miss key
  features to research, act upon, etc.

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PBL groups do it together
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Investigate prior knowledge and experience

• How?
• Spend considerable time activating prior
  knowledge (i.e. what you already know about
  anything that has been highlighted)
• now is the time to discuss the brainstorming
  suggestions, not during brainstorming

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Investigate prior knowledge and experience

• Why?
• to make sure that you the group recognize what
  you all know what you need to find out to
  understand the scenario
• to show that everyone has something to contribute
  (and not just from books) whether from school,
  college, personal experience, etc.
• to practise communicating key concepts out loud
  

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Investigate prior knowledge and experience

• How?
• Spend considerable time activating prior
  knowledge (i.e. what you already know about
  anything that has been highlighted)
• so that you do not keep saying that you know
  something, yet cannot actually explain it out
  loud
• so that you realize that you are not the only
  person who does not know something
  

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say what you know...
not that you know
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Volunteer shared learning objectives

• How?
• From the learning gaps that you have identified,
  sort out what it is that you as a group should be
  able to do when you return next time
• outline x, draw y, discuss the role of x related
  to y, compare contrast a, b c

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Volunteer shared learning objectives

• Why?
• to make sure that the groups learning tasks are
  clear (and everyone researches every learning
  objective)

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Volunteer shared learning objectives

• How?
• From the learning gaps that you have identified,
  sort out what it is that you as a group should be
  able to do when you return next time
• so that you have a learning plan and know
  whether you have succeeded in keeping on track by
  the next session

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PBL groups do it together
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Explain the essence of the case scenario

• How?
• Come back to the group ready to explain what you
  now know, still do not know, can illustrate, how
  you know it, and WHY it is RELEVANT at all to
  this case scenario all WITHOUT NOTES
• Use evidence, critically appraising yours other
  peoples assertions
• Synthesize what you now know with the scenario

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Explain the essence of the case scenario

• Why?
• If you really know it (have not just made
  notes on it), you should be able to communicate
  it and its clinical relevance, and provide
  evidence/arguments to support/challenge
  assertions
• The PBL session is for testing out what you know
  in a safe environment and challenging assumptions

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Explain the essence of the case scenario

• How?
• Come back to the group ready to explain what you
  now know, still do not know, can illustrate, how
  you know it, and WHY it is RELEVANT at all to
  this case scenario all WITHOUT NOTES
• Use evidence, critically appraising yours other
  peoples assertions
• Synthesize what you now know with the scenario
• so that you keep rehearsing what you know in a
  clinical context (making it easier to recall
  later on) and keep improving critical thinking

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PBL groups do it together
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and
say what you know...
not that you know
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and
do it without notes
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Reflect and evaluate

• How?
• Reflect during the session on how you are
  contributing and adjust accordingly
• (if you have not said a word, why not? if you
  have not shut up at all, why? if you are lost,
  speak up!)
• Spend time at the end of EVERY session debriefing
  on how the process went (things that went well,
  not so well)

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Reflect and evaluate

• Why?
• While most of the session focuses on content,
  you need to check that the educational process
  remains on track and prevent complacency
• There may be things about the group dynamics,
  tutors role, etc. that need adjusting
• Everyone needs to have his/her say and
  difficult dynamics should be discussed
• (but the evaluation should focus on different
  things each time)

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Reflect and evaluate

• How?
• Reflect during the session on how you are
  contributing and adjust accordingly
• Spend time at the end of EVERY session debriefing
  on how the process went (things that went well,
  not so well
• so that people have the chance to explain their
  concerns/behaviour and suggest ways that
  he/she/the group/the tutor could do better next
  time

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Are we doing it right?
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And finally

• If you have a worry or a problem before you meet
  your personal tutor
• dcmt_at_liv.ac.uk
• 07803 963 899 (SMS or voice!)
• 01704 873304 (night-time)