PROBLEM-BASED LEARNING ON PHYSICIAN RESPONSIBILITY
ACTIVITY GUIDE
Responsibility: Managing a Rural Health Unit
SESSION I
Step 1. ORIENTATION AND IDENTIFICATION OF LEARNING OBJECTIVES
Faculty orients and gives ground rules.
Faculty creates atmosphere for learning.
Example -
We are going to have a problem-based learning .....
Our learning objective is:
Given a responsibility of a physician, we should be able to plan on how to manage it.
Step 2. PRESENTATION OF THE PROBLEM OR RESPONSIBILITY
Faculty presents the responsibility.
Responsibility: Managing a Rural Health Unit
Scenario:
You have been recently appointed the municipal health officer of Community X. One of your tasks is to manage the rural health unit (RHU) in your community. Presently working in the unit are a nurse, a midwife, and a sanitary inspector.
Step 3. ANALYSIS OF THE PROBLEM OR RESPONSIBILITY
The students analyze the problem or responsibility.
The students organize their thoughts about the problem or responsibility and attempt to identify broad nature of the problem or responsibility and the factors or aspects involved in the problem or responsibility.
The students brainstorm to analyze the causes, mechanisms, and solutions.
The students develop hypotheses and plausible explanations.
The students are encouraged to examine critically all suggestions.
The faculty facilitates/moderates/evaluates/tutes/learns.
Step 4. LEARNING ISSUES
The students identify what they know and what they need to know or to know more about.
What they need to know or to know more about will become the learning issues. These are recorded by the student scribe.
The faculty may add more learning issues but only after discussing these with the students and after making them aware and accept the importance of the additional learning issues in the management of their problem or responsibility.
The students with the help of the faculty prioritize the learning issues and decide which ones to tackle and which ones to put on hold (after considering the objectives of the learning unit and constraints).
This step ends with a list of learning issues.
Step 5. LEARNING PLAN
The students with the help of the faculty formulate a learning plan for the learning issues. The learning issues are the specific learning objectives.
After formulation of the learning objectives, the students decide what learning activities they will undertake and what learning resources they will study.
The students then decide on the methods of assessment and evaluation indicators.
Lastly, the students decide whether to divide the work among themselves or not and the timetable.
Step 6. IMPLEMENTATION OF THE LEARNING PLAN
The students implement their learning plan using independent study and cooperative effort.
Step 7. MEETING TO PREPARE FOR SECOND SESSION WITH FACULTY
The students decide on how they are going to report to the faculty. Audiovisual aids, especially overhead transparencies, are encouraged.
SESSION II
Step 1. REPORTING OF LEARNING ACQUIRED DURING INDEPENDENT STUDY
The students report on what they have learned during their independent study.
The students synthesize what they have learned.
Faculty facilitates/moderates/evaluates/tutes/learns.
Step 2. APPLICATION TO THE PROBLEM OR RESPONSIBILITY OR TO NEW PROBLEM
The students apply the new knowledge and understanding they have acquired during their independent study to the original problem or responsibility.
The students consider whether their earlier conjectures or hypotheses can be reordered or refined and what further information about the problem or responsibility will assist in its further exploration.
A definitive resolution of the problem or responsibility may not be necessary or be reached. This is acceptable.
Step 3. ASSESSMENT AND REFLECTION
The students do self- and peer assessment on the learning they have acquired and on the problem-based learning activity itself as well as their own learning plan.
The faculty also gives feedback.
The faculty ends the learning session with advices on further learning and connection to the next learning activity.
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