This presentation is prepared for qualified nurses to provide an overview of problem based learning with examples of how they may use this approach in their teaching
Problem based learning: Principles and Practice for Healthcare practitioners
1. Problem based learning
Principles and Practice
An overview
Grace Lindsay BSc(Hons)RN MN PhD
Nursing Faculty
Umm Al Qura University
Makkah
2. Overview Session
⢠Historical timelines
and origins of PBL in
medical education
curricula
⢠Key components of
the learning methods
⢠Considerations for
learners and
educators
⢠Reflections for nurse
education
5. PBL...lessons from medical
education
⢠Government, higher
education institutions,
society striving for
higher standards of
education; âfit for
purposeâ
⢠Technological
advances
⢠Increase in research
activity and
knowledge generation
⢠Emphasis on evidence
based practice
⢠Need for greater
critical appraisal and
cognitive reasoning
skills
⢠Changes in public and
patients expectations
⢠Healthcare delivery
evolvingâŚ. self-care;
new
investigations/treatme
6. New Horizons in Medical Education
⢠Patientâs expectations
⢠HC delivery (style of doctors)
⢠Medical knowledge exponential
growth
⢠Traditionally curriculum structured as a
progression from basic sciences to clinical
sciences; little integration
⢠Failing to prepare students adequately for
diversity of problems they will encounter as
professionals.
7. What was the response to these
challenges?
⢠The development of new curricula
incorporating new themes & different
educational strategies
⢠The introduction of new learning situations
& the use of new tools & aids to learning
⢠New methods of assessment [OSCE - tests
performance & competence in a wide
diversity of clinical settings; Formative
Assessment; Portfolio assessment; Work-
based assess]
8. Problem based Learning (PBL)
⢠Helps learners build a bridge between what
already known âŚâŚtoâŚ. what need to know
to find answers to problem
⢠Active learning, which has been shown to
be more satisfying than passive teacher-to-
student learning; enhances retention and
recall
⢠Emphasizing student-centered learning in
which students are actively involved in
setting their own broader learning goals in
line with learning outcomes of curriculum
unit
9. PBL: What is it?
⢠Problem-based learning (PBL)- learners first
encounter a problem followed by a
systematic, learner-centered inquiry and
reflection process.
⢠PBL designed to support learning sciences
basic to medicineâŚ.. at same time as they
develop reasoning processes used by
physicians and other health professionals in
clinical practice.
ô The problem presented first without
advance readings, lectures, or preparation.
10. Subliminal learning
Professional practice needed
to changeâŚ..
⢠Positive attitudes and
values, behaviors,
⢠Engaging, partnership
working
⢠Caring, supportive
⢠Learning from each other
⢠Fostering positive beliefs in
others
⢠Encourages respect for
others
11. Supported with Tools & Aids
⢠Use of Study Guides
⢠Use of Computer Assisted Programs &
Internet
⢠Use of Videos to teach Clinical
Skills/consultation techniques
⢠Role of Simulators embraced
⢠Simulations in aspects of physical exam &
practical procedures
12. ⢠Challenge of
integrating a large and
growing knowledge
base with innovative
teaching methods
⢠Greater emphasis on
cognitive skills
attainment
⢠Equipped to practice in
an evolving
professional context
Objectives
14. PBL Group in action (1)
⢠No need for prior
knowledge to
generate ideas for
further collective &
personal learning
⢠Each member brings
experience and
distinctive contribution
⢠Tutor focus to manage
interactions
⢠Students nominate a
scribe and chair
⢠Safe environment for
sharing and testing new
knowledge & ideas
⢠Brainstorming
⢠Group evaluates
contributions; feedback
from peers and tutor
⢠When accompanied by
clinical exposure-
intellectual & practical
skills develop in parallel
15. The role of the âproblemâ
⢠a focus âŚ. trigger or
catalyst for learning
⢠Framework for
assembling
knowledge and
learning
⢠not specifically about
problem-solving skills
themselves but using
a problem as a focus
for learning
development
Group knowledge for
analysis
Source
knowledge and
information to
answer
questions
Identify
key
questions
A
problem
17. PBL Group in action (2)
⢠Broad thinking leads to array of ideas and
mechanisms
⢠Evidence base utilization encouraged
⢠Reasoning and hypothesis generation
⢠Need for additional information identified
⢠Summary of process/sources/dates
⢠Actions/Tasks to be undertaken (by whom)
before next meeting
18. Sifting and selecting
knowledge
Answering questions
More specific
knowledge
search
Generatin
g new
focused
questions
⢠Deciding what is
relevant
⢠Involves
understanding of
rationale
⢠Extent to which
preliminary
questions can be
answered
⢠Refining questions
Output from problem âsearch engineââ
21. Evaluation of learning outcomes
⢠Formative/summative
⢠Scenario designed
according to pre-set
learning objectives
⢠Fit with overall
curriculum goals
⢠In line with learning
style
⢠Breadth of learning
captured?
23. Advantages
⢠Encourages independence as students identify
& meet individual learning needs
⢠Stimulates reflection & self-direction for life-long
learning
⢠Supports ongoing self-assessment
⢠Introduces clinical reasoning
⢠Enhances critical thinking & evidence-based
decision making
⢠Lateral thinking
⢠Ensures that knowledge is transferred, applied
& retained by providing a relevant, integrated
24.
25. Disadvantages
⢠Cultural change
⢠Collaborative +/-
⢠Ownership of
problem
⢠Extra workload
⢠Additional time
⢠Potentially greater
cost
⢠More staff
27. Some differences compared to general group
work
⢠More formal process
with agreed rules of
operating
⢠Identifying learning
needs
⢠Ongoing
⢠Iterative
⢠Prioritizing importance
of learning areas
⢠Student-led
28. Problem based learning scenario: example
what has
happene
d?
⢠Demographics?
⢠How are they?
⢠Who else needs to
be informed/involved
Is it
serious?
⢠Clinical
assessment
⢠Laboratory
assessment
How
do you
treat?
⢠Identify problem
⢠Identify
treatments
Who is
this?
What
does it
mean?
30. Opportunity to develop wide
range of skills
⢠Real world issues
⢠Information identification,
collecting, synthesis skills
⢠Problem solving
⢠Computing/library
⢠Time management
⢠Teamwork
⢠Thinking and decision
making
⢠Communication/cooperatio
n
Based around a
specific topic
31. Staff development
⢠Enhanced skills in
facilitation of team-
working;
⢠Interpersonal skills
management
⢠Managing group
dynamics
⢠Assessment of learning
outcomes;
⢠Time management;
32. Conclusions:
PBL Emphasis in learning onâŚ.
⢠âMeaningâ not only facts
⢠Higher level of
comprehension
⢠Self-motivated attitude
⢠Interpersonal skill
development fostered
Commonality with many
management processes
(inc. nursing)