Problem based learning

Principles and Practice

An overview

Grace Lindsay BSc(Hons)RN MN PhDNursing Faculty

Umm Al Qura University Makkah

Overview Sessionbull Historical timelines

and origins of PBL in medical education curricula

bull Key components of the learning methods

bull Considerations for learners and educators

bull Reflections for nurse education

Central learning forum planning exchange shaping thinking concluding +++ helliphelliphellip

PBLlessons from medical education

bull Government higher education institutions society striving for higher standards of education lsquofit for purposersquo

bull Technological advances

bull Increase in research activity and knowledge generation

bull Emphasis on evidence based practice

bull Need for greater critical appraisal and cognitive reasoning skills

bull Changes in public and patients expectations

bull Healthcare delivery evolvinghellip self-care new investigationstreatments

New Horizons in Medical Educationbull Patientrsquos expectationsbull HC delivery (style of doctors)bull Medical knowledge exponential

growthbull Traditionally curriculum structured as a

progression from basic sciences to clinical sciences little integration

bull Failing to prepare students adequately for diversity of problems they will encounter as professionals

bull Studentrsquos expectations of higher quality teaching

What was the response to these challenges

bull The development of new curricula incorporating new themes amp different educational strategies

bull The introduction of new learning situations amp the use of new tools amp aids to learning

bull New methods of assessment [OSCE - tests performance amp competence in a wide diversity of clinical settings Formative Assessment Portfolio assessment Work-based assess]

bull Problem based learning

Problem based Learning (PBL)

bull Helps learners build a bridge between what already known helliphelliptohellip what need to know to find answers to problem

bull Active learning which has been shown to be more satisfying than passive teacher-to-student learning enhances retention and recall

bull 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

PBL What is itbull Problem-based learning (PBL)- learners

first encounter a problem followed by a systematic learner-centered inquiry and reflection process

bull PBL designed to support learning sciences basic to medicinehellip at same time as they develop reasoning processes used by physicians and other health professionals in clinical practice

1048708 The problem presented first without advance readings lectures or preparation

1048708 The problem serves as a stimulus for the need to know

Subliminal learningProfessional practice needed to changehellipbull Positive attitudes and values

behaviors bull Engaging partnership

workingbull Caring supportivebull Learning from each other bull Fostering positive beliefs in

othersbull Encourages respect for

othersbull Improves communication

skills

Supported with Tools amp Aids

bull Use of Study Guidesbull Use of Computer Assisted Programs amp

Internetbull Use of Videos to teach Clinical

Skillsconsultation techniquesbull Role of Simulators embracedbull Simulations in aspects of physical

exam amp practical procedures

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Overview Sessionbull Historical timelines

and origins of PBL in medical education curricula

bull Key components of the learning methods

bull Considerations for learners and educators

bull Reflections for nurse education

Central learning forum planning exchange shaping thinking concluding +++ helliphelliphellip

PBLlessons from medical education

bull Government higher education institutions society striving for higher standards of education lsquofit for purposersquo

bull Technological advances

bull Increase in research activity and knowledge generation

bull Emphasis on evidence based practice

bull Need for greater critical appraisal and cognitive reasoning skills

bull Changes in public and patients expectations

bull Healthcare delivery evolvinghellip self-care new investigationstreatments

New Horizons in Medical Educationbull Patientrsquos expectationsbull HC delivery (style of doctors)bull Medical knowledge exponential

growthbull Traditionally curriculum structured as a

progression from basic sciences to clinical sciences little integration

bull Failing to prepare students adequately for diversity of problems they will encounter as professionals

bull Studentrsquos expectations of higher quality teaching

What was the response to these challenges

bull The development of new curricula incorporating new themes amp different educational strategies

bull The introduction of new learning situations amp the use of new tools amp aids to learning

bull New methods of assessment [OSCE - tests performance amp competence in a wide diversity of clinical settings Formative Assessment Portfolio assessment Work-based assess]

bull Problem based learning

Problem based Learning (PBL)

bull Helps learners build a bridge between what already known helliphelliptohellip what need to know to find answers to problem

bull Active learning which has been shown to be more satisfying than passive teacher-to-student learning enhances retention and recall

bull 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

PBL What is itbull Problem-based learning (PBL)- learners

first encounter a problem followed by a systematic learner-centered inquiry and reflection process

bull PBL designed to support learning sciences basic to medicinehellip at same time as they develop reasoning processes used by physicians and other health professionals in clinical practice

1048708 The problem presented first without advance readings lectures or preparation

1048708 The problem serves as a stimulus for the need to know

Subliminal learningProfessional practice needed to changehellipbull Positive attitudes and values

behaviors bull Engaging partnership

workingbull Caring supportivebull Learning from each other bull Fostering positive beliefs in

othersbull Encourages respect for

othersbull Improves communication

skills

Supported with Tools amp Aids

bull Use of Study Guidesbull Use of Computer Assisted Programs amp

Internetbull Use of Videos to teach Clinical

Skillsconsultation techniquesbull Role of Simulators embracedbull Simulations in aspects of physical

exam amp practical procedures

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Central learning forum planning exchange shaping thinking concluding +++ helliphelliphellip

PBLlessons from medical education

bull Government higher education institutions society striving for higher standards of education lsquofit for purposersquo

bull Technological advances

bull Increase in research activity and knowledge generation

bull Emphasis on evidence based practice

bull Need for greater critical appraisal and cognitive reasoning skills

bull Changes in public and patients expectations

bull Healthcare delivery evolvinghellip self-care new investigationstreatments

New Horizons in Medical Educationbull Patientrsquos expectationsbull HC delivery (style of doctors)bull Medical knowledge exponential

growthbull Traditionally curriculum structured as a

progression from basic sciences to clinical sciences little integration

bull Failing to prepare students adequately for diversity of problems they will encounter as professionals

bull Studentrsquos expectations of higher quality teaching

What was the response to these challenges

bull The development of new curricula incorporating new themes amp different educational strategies

bull The introduction of new learning situations amp the use of new tools amp aids to learning

bull New methods of assessment [OSCE - tests performance amp competence in a wide diversity of clinical settings Formative Assessment Portfolio assessment Work-based assess]

bull Problem based learning

Problem based Learning (PBL)

bull Helps learners build a bridge between what already known helliphelliptohellip what need to know to find answers to problem

bull Active learning which has been shown to be more satisfying than passive teacher-to-student learning enhances retention and recall

bull 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

PBL What is itbull Problem-based learning (PBL)- learners

first encounter a problem followed by a systematic learner-centered inquiry and reflection process

bull PBL designed to support learning sciences basic to medicinehellip at same time as they develop reasoning processes used by physicians and other health professionals in clinical practice

1048708 The problem presented first without advance readings lectures or preparation

1048708 The problem serves as a stimulus for the need to know

Subliminal learningProfessional practice needed to changehellipbull Positive attitudes and values

behaviors bull Engaging partnership

workingbull Caring supportivebull Learning from each other bull Fostering positive beliefs in

othersbull Encourages respect for

othersbull Improves communication

skills

Supported with Tools amp Aids

bull Use of Study Guidesbull Use of Computer Assisted Programs amp

Internetbull Use of Videos to teach Clinical

Skillsconsultation techniquesbull Role of Simulators embracedbull Simulations in aspects of physical

exam amp practical procedures

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

PBLlessons from medical education

bull Government higher education institutions society striving for higher standards of education lsquofit for purposersquo

bull Technological advances

bull Increase in research activity and knowledge generation

bull Emphasis on evidence based practice

bull Need for greater critical appraisal and cognitive reasoning skills

bull Changes in public and patients expectations

bull Healthcare delivery evolvinghellip self-care new investigationstreatments

New Horizons in Medical Educationbull Patientrsquos expectationsbull HC delivery (style of doctors)bull Medical knowledge exponential

growthbull Traditionally curriculum structured as a

progression from basic sciences to clinical sciences little integration

bull Failing to prepare students adequately for diversity of problems they will encounter as professionals

bull Studentrsquos expectations of higher quality teaching

What was the response to these challenges

bull The development of new curricula incorporating new themes amp different educational strategies

bull The introduction of new learning situations amp the use of new tools amp aids to learning

bull New methods of assessment [OSCE - tests performance amp competence in a wide diversity of clinical settings Formative Assessment Portfolio assessment Work-based assess]

bull Problem based learning

Problem based Learning (PBL)

bull Helps learners build a bridge between what already known helliphelliptohellip what need to know to find answers to problem

bull Active learning which has been shown to be more satisfying than passive teacher-to-student learning enhances retention and recall

bull 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

PBL What is itbull Problem-based learning (PBL)- learners

first encounter a problem followed by a systematic learner-centered inquiry and reflection process

bull PBL designed to support learning sciences basic to medicinehellip at same time as they develop reasoning processes used by physicians and other health professionals in clinical practice

1048708 The problem presented first without advance readings lectures or preparation

1048708 The problem serves as a stimulus for the need to know

Subliminal learningProfessional practice needed to changehellipbull Positive attitudes and values

behaviors bull Engaging partnership

workingbull Caring supportivebull Learning from each other bull Fostering positive beliefs in

othersbull Encourages respect for

othersbull Improves communication

skills

Supported with Tools amp Aids

bull Use of Study Guidesbull Use of Computer Assisted Programs amp

Internetbull Use of Videos to teach Clinical

Skillsconsultation techniquesbull Role of Simulators embracedbull Simulations in aspects of physical

exam amp practical procedures

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

New Horizons in Medical Educationbull Patientrsquos expectationsbull HC delivery (style of doctors)bull Medical knowledge exponential

growthbull Traditionally curriculum structured as a

progression from basic sciences to clinical sciences little integration

bull Failing to prepare students adequately for diversity of problems they will encounter as professionals

bull Studentrsquos expectations of higher quality teaching

What was the response to these challenges

bull The development of new curricula incorporating new themes amp different educational strategies

bull The introduction of new learning situations amp the use of new tools amp aids to learning

bull New methods of assessment [OSCE - tests performance amp competence in a wide diversity of clinical settings Formative Assessment Portfolio assessment Work-based assess]

bull Problem based learning

Problem based Learning (PBL)

bull Helps learners build a bridge between what already known helliphelliptohellip what need to know to find answers to problem

bull Active learning which has been shown to be more satisfying than passive teacher-to-student learning enhances retention and recall

bull 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

PBL What is itbull Problem-based learning (PBL)- learners

first encounter a problem followed by a systematic learner-centered inquiry and reflection process

bull PBL designed to support learning sciences basic to medicinehellip at same time as they develop reasoning processes used by physicians and other health professionals in clinical practice

1048708 The problem presented first without advance readings lectures or preparation

1048708 The problem serves as a stimulus for the need to know

Subliminal learningProfessional practice needed to changehellipbull Positive attitudes and values

behaviors bull Engaging partnership

workingbull Caring supportivebull Learning from each other bull Fostering positive beliefs in

othersbull Encourages respect for

othersbull Improves communication

skills

Supported with Tools amp Aids

bull Use of Study Guidesbull Use of Computer Assisted Programs amp

Internetbull Use of Videos to teach Clinical

Skillsconsultation techniquesbull Role of Simulators embracedbull Simulations in aspects of physical

exam amp practical procedures

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

What was the response to these challenges

bull The development of new curricula incorporating new themes amp different educational strategies

bull The introduction of new learning situations amp the use of new tools amp aids to learning

bull New methods of assessment [OSCE - tests performance amp competence in a wide diversity of clinical settings Formative Assessment Portfolio assessment Work-based assess]

bull Problem based learning

Problem based Learning (PBL)

bull Helps learners build a bridge between what already known helliphelliptohellip what need to know to find answers to problem

bull Active learning which has been shown to be more satisfying than passive teacher-to-student learning enhances retention and recall

bull 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

PBL What is itbull Problem-based learning (PBL)- learners

first encounter a problem followed by a systematic learner-centered inquiry and reflection process

bull PBL designed to support learning sciences basic to medicinehellip at same time as they develop reasoning processes used by physicians and other health professionals in clinical practice

1048708 The problem presented first without advance readings lectures or preparation

1048708 The problem serves as a stimulus for the need to know

Subliminal learningProfessional practice needed to changehellipbull Positive attitudes and values

behaviors bull Engaging partnership

workingbull Caring supportivebull Learning from each other bull Fostering positive beliefs in

othersbull Encourages respect for

othersbull Improves communication

skills

Supported with Tools amp Aids

bull Use of Study Guidesbull Use of Computer Assisted Programs amp

Internetbull Use of Videos to teach Clinical

Skillsconsultation techniquesbull Role of Simulators embracedbull Simulations in aspects of physical

exam amp practical procedures

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Problem based Learning (PBL)

bull Helps learners build a bridge between what already known helliphelliptohellip what need to know to find answers to problem

bull Active learning which has been shown to be more satisfying than passive teacher-to-student learning enhances retention and recall

bull 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

PBL What is itbull Problem-based learning (PBL)- learners

first encounter a problem followed by a systematic learner-centered inquiry and reflection process

bull PBL designed to support learning sciences basic to medicinehellip at same time as they develop reasoning processes used by physicians and other health professionals in clinical practice

1048708 The problem presented first without advance readings lectures or preparation

1048708 The problem serves as a stimulus for the need to know

Subliminal learningProfessional practice needed to changehellipbull Positive attitudes and values

behaviors bull Engaging partnership

workingbull Caring supportivebull Learning from each other bull Fostering positive beliefs in

othersbull Encourages respect for

othersbull Improves communication

skills

Supported with Tools amp Aids

bull Use of Study Guidesbull Use of Computer Assisted Programs amp

Internetbull Use of Videos to teach Clinical

Skillsconsultation techniquesbull Role of Simulators embracedbull Simulations in aspects of physical

exam amp practical procedures

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

PBL What is itbull Problem-based learning (PBL)- learners

first encounter a problem followed by a systematic learner-centered inquiry and reflection process

bull PBL designed to support learning sciences basic to medicinehellip at same time as they develop reasoning processes used by physicians and other health professionals in clinical practice

1048708 The problem presented first without advance readings lectures or preparation

1048708 The problem serves as a stimulus for the need to know

Subliminal learningProfessional practice needed to changehellipbull Positive attitudes and values

behaviors bull Engaging partnership

workingbull Caring supportivebull Learning from each other bull Fostering positive beliefs in

othersbull Encourages respect for

othersbull Improves communication

skills

Supported with Tools amp Aids

bull Use of Study Guidesbull Use of Computer Assisted Programs amp

Internetbull Use of Videos to teach Clinical

Skillsconsultation techniquesbull Role of Simulators embracedbull Simulations in aspects of physical

exam amp practical procedures

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Subliminal learningProfessional practice needed to changehellipbull Positive attitudes and values

behaviors bull Engaging partnership

workingbull Caring supportivebull Learning from each other bull Fostering positive beliefs in

othersbull Encourages respect for

othersbull Improves communication

skills

Supported with Tools amp Aids

bull Use of Study Guidesbull Use of Computer Assisted Programs amp

Internetbull Use of Videos to teach Clinical

Skillsconsultation techniquesbull Role of Simulators embracedbull Simulations in aspects of physical

exam amp practical procedures

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Supported with Tools amp Aids

bull Use of Study Guidesbull Use of Computer Assisted Programs amp

Internetbull Use of Videos to teach Clinical

Skillsconsultation techniquesbull Role of Simulators embracedbull Simulations in aspects of physical

exam amp practical procedures

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

bull Challenge of integrating a large and growing knowledge base with innovative teaching methods

bull Greater emphasis on cognitive skills attainment

bull Equipped to practice in an evolving professional context

Objectives

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Critical thinkingInformation management

Communication skills

Clinical skills

Scientific basis

Professional values attitudes

Population

health

PBL model

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

PBL Group in action (1)bull No need for prior

knowledge to generate ideas for further collective amp personal learning

bull Each member brings experience and distinctive contribution

bull Tutor focus to manage interactions

bull Students nominate a scribe and chair

bull Safe environment for sharing and testing new knowledge amp ideas

bull Brainstormingbull Group evaluates

contributions feedback from peers and tutor

bull When accompanied by clinical exposure- intellectual amp practical skills develop in parallel

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

The role of the lsquoproblemrsquobull a focus hellip trigger or

catalyst for learningbull Framework for

assembling knowledge and learning

bull not specifically about problem-solving skills themselves but using a problem as a focus for learning development

Group

knowl

edge for

anal

ysis

Source

knowl

edge

and i

nfor

mati

on

to

answer

questi

ons

Identify

key

questi

ons

A

probl

em

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

The lsquoproblemrsquo is deliberately selected to be lsquoill-definedrsquo

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

PBL Group in action (2)bull Broad thinking leads to array of ideas

and mechanismsbull Evidence base utilization encouragedbull Reasoning and hypothesis generationbull Need for additional information

identifiedbull Summary of processsourcesdatesbull ActionsTasks to be undertaken (by

whom) before next meeting

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Sifting and selecting knowledge

Answering questions

More specific knowledge search

Generating new focused questions

bull Deciding what is relevant

bull Involves understanding of rationale

bull Extent to which preliminary questions can be answered

bull Refining questions

Output from problem lsquosearch enginersquorsquo

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Searching for information- Cautions

additional skills

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Tutor guidance Sensitive balancing act

X

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Evaluation of learning outcomes

bull Formativesummative

bull Scenario designed according to pre-set learning objectives

bull Fit with overall curriculum goals

bull In line with learning style

bull Breadth of learning captured

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Summary PBL processeducational context

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Advantagesbull Encourages independence as students

identify amp meet individual learning needsbull Stimulates reflection amp self-direction for

life-long learningbull Supports ongoing self-assessmentbull Introduces clinical reasoningbull Enhances critical thinking amp evidence-

based decision makingbull Lateral thinkingbull Ensures that knowledge is transferred

applied amp retained by providing a relevant integrated context

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Disadvantagesbull Cultural changebull Collaborative +-bull Ownership of

problembull Extra workloadbull Additional timebull Potentially

greater costbull More staff

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Strategies for re-direction

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Some differences compared to general group work

bull More formal process with agreed rules of operating

bull Identifying learning needs

bull Ongoingbull Iterativebull Prioritizing importance

of learning areas bull Student-led

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Problem based learning scenario examplewhat has happened

bullDemographicsbullHow are theybullWho else needs to be informedinvolved

Is it serious

bullClinical assessmentbullLaboratory assessmentHow

do you treat

bullIdentify problembullIdentify treatments

Who is this

What does

it mean

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Is this serious

local

self care

Prof interventions

systemic

routine measurements

One dimension of problem

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Opportunity to develop wide range of skills

bull Real world issuesbull Information identification

collecting synthesis skillsbull Problem solvingbull Computinglibrarybull Time managementbull Teamworkbull Thinking and decision

makingbull Communication

cooperationbull Chairing meetings

Based around a specific topic

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Staff developmentbull Enhanced skills in

facilitation of team-working

bull Interpersonal skills management

bull Managing group dynamics

bull Assessment of learning outcomes

bull Time managementbull Guidance on areas of

enquiry

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Conclusions PBL Emphasis in learning

onhellip

bull lsquoMeaningrsquo not only facts

bull Higher level of comprehension

bull Self-motivated attitude

bull Interpersonal skill development fostered

Commonality with many management processes

(inc nursing)

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

PBL-Component Summary

Thank you for your invitation attention and engagement

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers

Questions amp Answers

• Problem based learning Principles and Practice
• Overview Session
• Slide 3
• Central learning forum planning exchange shaping thinking
• PBLlessons from medical education
• New Horizons in Medical Education
• What was the response to these challenges
• Problem based Learning (PBL)
• PBL What is it
• Subliminal learning
• Supported with Tools amp Aids
• Slide 12
• Slide 13
• PBL Group in action (1)
• The role of the lsquoproblemrsquo
• Slide 16
• PBL Group in action (2)
• Slide 18
• Searching for information- Cautions
• Tutor guidance Sensitive balancing act
• Evaluation of learning outcomes
• Summary PBL processeducational context
• Advantages
• Slide 24
• Disadvantages
• Slide 26
• Some differences compared to general group work
• Problem based learning scenario example
• Slide 29
• Opportunity to develop wide range of skills
• Staff development
• Conclusions PBL Emphasis in learning onhellip
• PBL-Component Summary
• Questions amp Answers