Developing a Problembased Learning Course

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Developing a Problem-based Learning Course

• Lesley Dawson PhD
• Principal Lecturer
• School of Health Professions

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MSc Rehabilitation Science

• An entry-level masters programme leading to a
  qualification in physiotherapy with eligibility
  for membership of the Chartered Society of
  Physiotherapy and registration by the Health
  Professions Council

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Issues in curriculum design

• Masters degree
• Entry level/pre-qualification
• Accelerated
• Problem-based learning

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What is PBL ?

• Problem-Based learning (PBL) is a system of
  teaching and learning where, without prior
  preparation, small groups of students consider an
  unfamiliar situation, problem or task.

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How does it work?

• By exploring the nature of this unfamiliar
  situation, the students share prior knowledge and
  experience.
• As they progress, they pose questions which they
  need to explore in order to progress the task.

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What is PBL ?

• After a period of individual study and other
  supportive educational experiences, they discuss
  what they have learned and how this relates to
  the original situation.

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Teachers role

• Teachers adopt the roles of facilitators and
  managers of the students learning

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Why Problem-Based Learning?

• Integrates subjects
• Promotes team working
• Promotes independent learning
• Promotes critical thinking/clinical reasoning
• Encourages life long learning
• Promotes Evidence Based Practice

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A typical weekly timetable
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Year 1 Timetable
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Year 2 Timetable
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How can you monitor learning?

• Module Tutors provide PBL Tutors with a Tutor
  Guide
• This outlines the topics and questions they would
  like students to consider

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PBL Tutorials

• During tutorials a white board or flip chart is
  used to record discussion
• What do we know about this problem ?
• What ideas do we have about the problem and how
  we might deal with it?
• What do we need to learn before we can deal with
  this problem ?
• How and where will we learn these things?

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Comparisons with undergraduates

• We have a successful B.Sc. (Hons) in
  Physiotherapy
• We also have a post-graduate, post-qualification
  masters degree in physiotherapy

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Comparisons with undergraduates

• We went for the same clinical education model
• We went for clinical education at Level 3
• We are still struggling with the appropriate
  level between undergraduate and post qualification

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Curriculum challenges

• Chose a range of patient scenarios/situations
  that a newly qualified physiotherapist would be
  expected to deal with
• Brain storming of topics associated with each
  scenario eg anatomy, physiology, pathology,
  psychosocial issues, research issues, assessment,
  treatment and management issues

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Curriculum challenges

• Mapping of associated topics across all the
  problems
• Ordering of problems so that each problem
  built on the knowledge, attitudes and skills of
  the previous problem

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Issues around Applications and Acceptance

• Selecting students who can cope with the pace and
  volume of work
• Misconceptions about first degree

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How can we select students who can cope ?

• What we look for in applications
• type of degree
• degree classification
• work experience
• research project

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How can we select students who can cope ?

• What kind of students are we looking for?
• students who can work in a team
• students who can reflect on and in practice
• students who are independent learners
• students who can hit the ground running

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How can we select students who can cope ?

• Selection process
• group discussion following a video trigger
• written reflection of group performance
• individual interview

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Adapting to new Teacher Roles

• PBL Tutors
• Fixed Resource Sessions
• Skills Sessions

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Assessment of learning

• Evaluation of participation in tutorials
• Assessment of practical skills related to
  problems
• Innovative course work eg patient education
  leaflets, information folder for carers etc
• Assessment by clinical educators

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Worries about getting it all in

• Staff development workshops in PBL
• Involvement of all staff in curriculum design and
  design of problems, triggers, tutor guides
• Good communication between PBL tutors, skills
  sessions and FRS tutors
• Monitoring meetings after each module

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Getting the level right

• Consultation with existing course teams
• Trimester 1 modules at level 3
• Clinical modules at level 3
• Careful choice of External Examiner
• Still struggling with level..
• BUT

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Feedback from 2nd year students 2004/5

• PBL approach enables us to develop skills for
  accessing information in the practice setting
• Through the PBL process we build up a picture
  and know where to go in the medical notes to
  access information

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PBL and communication in the practice setting

• We have to deal with challenges during
• PBL tutorials and resolve issues this approach
  helps us to work through challenges in the
  practice setting
• ..the PBL approach makes us feel more confident
  to facilitate communication with educator if we
  feel unhappy about the placement

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Feedback from practice educators

• Students are very open to feedback
• PBL students work collaboratively and support
  each other
• PBL approach makes students flexible in their
  approach to patient management

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An example of a Trigger

• Thank you for seeing this young man who was seen
  in A and E on the 31st July after sustaining a
  dislocation to his right shoulder during a game
  of rugby. This was reduced after an Xray revealed
  no fracture. He is also complaining of a painful
  right wrist, there are no findings on Xray and
  therefore we are suspicious that he has a soft
  tissue injury.

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Tutorial Form
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Tutor Guide