Problem-based Learning in Medicine
PROBLEM-BASED LEARNING IN MEDICINE
PBL in Medicine
- learning the science and art of medicine in the functional or clinical context.
Format of PBL in Medicine in Small Group
Session I (2 hours)
1. Facilitator presents a problem (simulated or actual).
2. Students attempt to understand and solve the problem through brainstorming, discussion, and consensus. They learn from each other as well as discover learning issues (later converted to students' learning objectives).
3. Students decide on a learning plan with or without the help of the facilitator. The learning plan contain the following:
Learning objectives
How to attain the learning objectives
Methods
Reading - what and which books, journals
Asking - who, where, when
Doing - what, where, when
Individual work or division of labor
How to assess attainment of learning objectives
Timetable
Independent Study (based on timetable in the learning plan)
Students implement learning plan.
Session II (2 hours)
1. Students report and discuss the learning gained during the independent study in trying to understand and solve the initial problem.
2. Student may be given another problem to apply what they have just learned for reinforcement purposes.
3. Students are asked to assess their individual and group performance in the learning process.
4. Facilitator gives feedback on the individual and group learning process.
He may also give comments on the content of the learning objectives as well as on the problem(s).
Practice and Learning of Medicine - The Process
1. An MD meets a patient without prior knowledge of what the patient's problem is.
2. During the encounter, the MD establishes rapport, diagnoses, treats, and gives advices with the goal of resolution of the health problem of the patient.
3. In the process of understanding and resolving the patient's problem, the MD invariably encounters some insecurities, questions, and gaps in competences.
4. The MD fills in the gaps in competences through various means, such as self-study and learning from other people like consultations, referrals, and enrolling in a formal course.
5. The new competences acquired are used by the MD on the patient on hand and on future patients.
PBL in Medicine - The Process
1. The student is presented with a health problem which can be simulated or actual, without the student having prior study on the problem.
There is no prior teacher's lecture nor prior assignment to study on the problem.
2. The student tries to understand and to solve the problem.
3. In the process of trying to understand and to solve the problem, the student will invariably encounter questions, uncertainties, and gaps in competences, which constitute the so-called "learning issues."
4. The student then decides how to go about settling the "learning issues."
5. The student implements his plan of action.
6. The student applies what he learned to the problem on hand as well as to future problems or patients.
Comparison of Lecture and Problem-based Learning
Competences needed in conducting PBL
1. Proper understanding of whole process of PBL (knowledge).
2. Commitment to use PBL if educator believes it is an effective method in producing competent physician (attitude).
3. Skills in facilitating learning (skills).
4. Skills in group dynamics (skills).
ROJ@17may12