Get Your Head Around Problem Based Learning

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Get Your Head Around Problem Based Learning

• Ramesh Mehay

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PBL Aims of this Session

• What is It?
• What Is it For?
• What do you need
• Adv vs Disadv
• Have a go
• What do you think?
• Further information

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Sophie could remember times when the teachers or
her mother had tried to teach her things she
hadnt been receptive to.
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And whenever she had really learned something, it
was when she had somehow contributed to it
herself.Jostein Gaarder. Sophies World
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Lecture (leccharn.)

• Process by which the notes of a speaker become
  the notes of a student without passing through
  the minds of either.
• Academic period set aside for rest and recovery

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The most important phrase in education is

• I dont know .

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PBL
What is it?

• uses problems or cases
• to identify learning issues.

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PBL. The process

• The Case / problem
• Discussion
• Identify learning issues
• Reflection
• Individual study Group study
• Review
• Discussion/mini-presentations
• ?More learning issues

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The Problem/Case
Dolomans 1997, Effective Case Design, Medical
Teacher

• Registrars prior knowledge
• Contain cues
• Relevant context
• Integrate basic science concepts
• Interest, Discussion
• Self-directed learning.
• Learning objectives.

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So What DO You Need?
3 things

• A Facilitator
• A Problem
• A Group

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The group

• Should understand principles of PBL
• Appoint a reader
• Appoint a scribe
• R.O.P.E.S.
• Learning issues

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Benefits to the Individual
Thomas 1997, Medical Education 4 areas of benefits

• 1. Motivates learning
• 2. Develops clinical reasoning skills
• 3. Helps structure knowledge in the clinical
  context
• 4. Helps develop self learning skills

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What else is so good about PBL?

• Better understanding of groups gp dynamics
• Problem solving
• Negotiating
• Reflection
• Presentation Research Skills
• Learning from each other
• Learner centred

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What are You Thinking?

• PBL teaches less therefore there is less to
  remember anyway
• (Morgan 1995 BMJ Letter)
• Does not meet everybodys needs
• chatty and unstructured

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So, How Else Can I Convince You?

• Caplow et al, 1997, Medical Education
• enhances retention and thinking, rather than
  just memorising it

• Norman Schmidt, 1987, Acad. Med.
• Little difference in exam results BUT
• What is learnt is both deeper and retention of
  knowledge is greater in PBL

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So, What Are We Planning to Do ?
To use it IN ADDITION to the other educational
tools in the HDR because

• fun
• relevant
• group discussion
• identify their own educational needs

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The Sorts of thing PBL can be used for in the VTS

• Role play
• Consultation skills
• Clinical examination
• Clinical/managerial/ethical and
• business topics
• Group skills
• Presentational skills

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Using PBL in Primary care

• Develops teamwork
• People learn about each other and their role
• Identifies issues in all areas
• Fosters better relations
• Clinical governance
• Risk management
• Audit

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Why should I get involved with it?

• For your registrars
• For your practice (PDPs)
• Pleasure
• It is popular
• Another new LIFELONG skill for YOU.

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Further Information

• HEREFORD FACILITATORS PACKS
• (Dec OBrien Pat Downey)

PBL fpr GP Vocational Training PBL for PHCT
education PBL for Practice Staff Training

• www.problembasedlearning.co.uk
• 50 per pack

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Adult Learning

• Brookfields Principles of Adult Learning
• Participation is voluntary
• Mutual respect between teachers learners
• Collaboration is impt (learners teachers)
• Action reflection should be a continuous
  process
• Critical reflection brings invokes further
  exploration
• Nurturing of self directed adults is impt.