PBL WORKSHOP
GUIDE FOR FACULTY/STUDENT-FACILITATOR/STUDENTS
PHYSICAL SETTING
Ensure proper physical setting!
Proper room temperature!
No noise disturbance!
Adequate equipment!
Proper seating arrangement!
S B
L
S Sc A
C
F ROUND TABLE K
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S S O
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F - Faculty
S - Student
Sc - Student scribe
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PBL WORKSHOP
GUIDE FOR FACULTY/STUDENT-FACILITATOR/STUDENTS
Terminal Learning Objective
At the end of the training, the student must be able to
conduct a problem-based learning approach.
Enabling Learning Objective
At the end of the third workshop,
given a hypothetical patient with a health problem,
the student must be able to
manage the patient
using a problem-based learning approach.
Evaluation Methods:
Checklists:
1. Problem-Based Learning for Small Group Learning
2. Feedback
3. Learning outline (concept mapping)
4. The learning plans put up by the students
5. The enabling and terminal learning objectives
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PBL WORKSHOP
GUIDE FOR FACULTY/STUDENT-FACILITATOR/STUDENTS
Learning Outline (Concept Mapping):
Faculty
Student-Facilitator Students
Patient with a
Health Problem ------> Group discussion
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v
Learning issues
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v
Learning plan
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v
Independent study
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v
Meeting of students
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v
Reporting
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v
Application
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v
Learning issues <-------
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v |
Learning plan |
| |
v |
Independent study |
| |
v |
Meeting of students |
| |
v |
Reporting |
| |
v |
Application |
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v
Assessment/Reflection
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PBL WORKSHOP
GUIDE FOR FACULTY/STUDENT-FACILITATOR/STUDENTS
Learning Outline (Concept Mapping):
Faculty
Student-Facilitator Students
Problem ---------> Group discussion
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v
Learning issues
|
v
Learning plan
|
v
Independent study
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v
Meeting of students
|
v
Reporting
|
v
Application
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v
Assessment/Reflection
Tasks/Roles Tasks/Learning
Facilitator Structuring of stock knowledge
Moderator Acquisition of new knowledge
Tutor Organization and synthesis
Evaluator
Learner Acquisition of proper attitude
on how to study
Acquisition of skills in
self-directed learning
independent study
time management
problem-solving
communication
feedback
cooperative learning
interpersonal interaction
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PBL WORKSHOP
GUIDE FOR FACULTY/STUDENT-FACILITATOR/STUDENTS
Faculty
Student-Facilitator Students
*Greetings!
*Get to know all the students,
especially their names and nicknames.
*"We are all gathered here this morning
to learn something, isn't it?"
"What do you think it is?"
*"We will try to learn how to conduct
a PBL."
*"After reading the hand-outs that were
given to you, can I assume that you
know the rationale of PBL?"
"If not, it's alright. You will
understand the rationale better when
we conduct a PBL session.
*"Do you know the different steps in
PBL?"
"Can somebody enumerate them?" Steps in PBL enumerated
with or without the aid
of notes.
*"In a little while, we will
demonstrate each step of PBL,
one at a time using the movieworld
linggo - CAMERA, ACTION, and CUT."
*"In carrying out the PBL activity in
this workshop, we will use
1. Microteaching, meaning we will
break the whole task into its
parts and we will learn one
part at a time and in a
chronological order.
2. Scripts
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3. Chips
- to remind each one of you
to participate actively in the
discussion
- You will each be given equal number
of chips. Each time you contribute
to the discussion, you put a chip in
the center of the table.
- If at the end of the discussion, you
have no more chips, that means you
have participated actively.
Is everything clear so far?"
*"Let's start the PBL process."
*"Step 1 consists of identification
of the learning objectives. This is
done by the faculty or student-
facilitator.
"In Step 1, the faculty or student-
facilitator
- creates an atmosphere of learning.
- specifies the learning objectives.
- lays down ground rules for the
learning activity.
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Faculty/Student-facilitator
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CAMERA.....ACTION!
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*Greetings!
*Get to know all members of the group!
*"This morning we will learn how to
conduct a problem-based learning
activity.
"For our specific learning objective,
given a hypothetical patient with a
health problem, we should be able to
manage this patient using a problem-based
learning approach.
"During our discussion, we will use chips
- to remind each one of you
to participate actively in the
discussion
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- You will each be given equal number
of chips. Each time you contribute
to the discussion, you put a chip in
the center of the table.
- If at the end of the discussion, you
have no more chips, that means you
have participated actively.
"Is everything clear so far?"
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CUT! CUT! CUT!
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*"Step 2 consists of presentation of
the problem.
"The faculty or student facilitator
presents this.
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Faculty/Student-facilitator
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CAMERA.....ACTION!
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Trigger 1: A 10-year-old boy with a toothache.
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CUT! CUT! CUT!
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*"Step 3 consists of analysis of the
problem.
"All of you should try to
analyze the problem.
"You try to organize your thoughts about
the problem and attempt to identify broad
nature of the problem.
"You brainstorm to analyze the causes,
mechanisms, and diagnosis of the problem.
"You examine critically all suggestions.
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"To facilitate accomplishing this step, always
be guided by the learning objective, which
is to manage the patient, starting with the
understanding of the pathophysiology or cause
of the problem.
"We need a scribe to jot down on the board
suggestions and issues arising from the
discussion. Can we now appoint a scribe?
"In this step, the faculty/student-facilitator
facilitates/moderates/evaluates/tutes/learns.
"Let's allot 20 minutes for this exercise."
"Go ahead. Start brainstorming. Speak out.
Participate actively. Remember your chips."
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Students
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CAMERA.....ACTION!
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(Students brainstorm, discuss,
analyzing the problem.)
(Inputs 1 -----------------n)
(20 minutes)
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PATHOPHYSIOLOGY
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Processing: (Also see Analysis Form on Pathophysiology)
Is there a problem?
What is the problem?
What is the cause or pathophysiology
of the problem?
Can you describe/explain the change
from normal to abnormal state to
bring about the symptom or sign?
Can you explain what causes the change?
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What are the organs/tissues that may
be possibly involved based on the
limited data on hand?
What are diseases involving these
organs/tissues that can may produce
the symptom or sign in question?
Can you describe/explain the
pathophysiology of these diseases?
Can you describe the syndrome (the
usual manifestations) of these
diseases?
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CUT! CUT! CUT!
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*"Step 4 consists of identifying
and putting up a list of learning
issues.
"What the students don't know or
not sure of becomes a learning issue.
"To the list put up by the students,
the faculty/student-facilitator may
add but never substract (though he may
hold in abeyance some learning issues
based on the priority of the learning
objectives).
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Faculty/Student-facilitator Students
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CAMERA.....ACTION!
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*"So, what are your learning
issues?"
"Let's put up a list."
(Students put up a list of
learning issues.)
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(Faculty/Student-facilitator
agrees/adds/suggests to put
some learning issues in
abeyance.)
(Students come out with a final
list of learning issues.)
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CUT! CUT! CUT!
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*"Step 5 consists of formulating a
learning plan based on the list of
learning issues derived from Step 4.
"Students with the help of the faculty
or student-facilitator formulate
- specific learning objectives
- learning strategies
- methods of assessment and
evaluation indicators."
"The learning plan put up by the
students will automatically become
the learning contract or agreement.
A printed copy should be submitted
to the faculty on the next PBL session."
"Why don't you now start formulating
your learning plan based on the list
of learning issues?"
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Students
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CAMERA.....ACTION!
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(Students formulate learning
plan.)
Learning objectives
Learning activities
Evaluation methods and
indicators
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Students decide on
- division of labor or
individual work
- how to report using
overhead transparencies
- meeting to prepare for
the report
- timetable
Note: See Students' Learning Plan Form.
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CUT! CUT! CUT!
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*"Step 6 consists of independent
study.
"Here you the students implement
your learning plan on your own
in the absence of the faculty."
"You do cooperative study."
"For the purpose of this exercise,
- prepare overhead transparencies
for your report (use the guidelines
given to you).
- you will be alloted only one
hour to do your independent study.
After one hour, we will resume
our second PBL session."
*"Step 7 consists of you, students
meeting after your independent study
to prepare for your synthesis and your
report to the faculty."
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Students
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CAMERA.....ACTION!
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(Students do independent study
and then meet to synthesize
and prepare for their report
to the faculty.
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Make overhead transparencies.
Practice time management.
Demonstrate cooperative
learning.)
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CUT! CUT! CUT!
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*"Step 8 consists of reporting by the
students."
"Here the students should demonstrate
Acquisition of new knowledge
Skills in
organization
synthesis
communication skills
cooperative learning
time management
making overhead transparencies
resourcefulness
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Students
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CAMERA.....ACTION!
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(Students report to faculty.)
Demonstrating
Acquisition of new knowledge
Skills in
organization
synthesis
communication skills
cooperative learning
time management
overhead transparencies
resourcefulness
Emphasis: Diseases producing the symptom or sign in
question; their syndrome or usual manifestations;
their pathophysiology.
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CUT! CUT! CUT!
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*"Step 9 consists of application
of knowledge/learning acquired
back to the problem for
refinement and reinforcement.
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Faculty/Student-facilitator Students
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CAMERA.....ACTION!
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*"So, let's try to apply what
you learned back to the problem
and see if we can do some
refinements and learn more
things."
"Based on prevalence, what do
you think is the most common
cause of the toothache?"
(Students apply what they
learned back to the original
problem. Refinements are
made. New learning issues
may be discovered.)
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CUT! CUT! CUT!
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*End of first batch of hand-outs to be given to students.
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*Second batch of hand-outs to be given to students.
*"Step 10 consists of another trigger
problem".
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Faculty/Student-facilitator
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CAMERA.....ACTION!
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Trigger 2: Symptomatology of the Patient
The toothache was noted 3 days ago. The pain was
becoming more and more intolerable.
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CUT! CUT! CUT!
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*"Step 11 consists of analysis of the
problem (with added data).
"Let's allot 20 minutes for this exercise."
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Students
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CAMERA.....ACTION!
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(Students brainstorm, discuss,
analyzing the problem.)
(Inputs 1 -----------------n)
(20 minutes)
NOTE: See also Analysis Forms for Diagnostic Process and
Paraclinical Diagnostic Process.
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CLINICAL DIAGNOSIS AND PARACLINICAL DIAGNOSIS
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Processing:
What's your diagnosis based on the symptomatology?
Why?
What's your closest differential diagnosis?
Why?
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Trigger 3: Signs of the Patient (Physical exam findings)
Examination of the mouth shows a cavity in the
left lower 2nd molar.
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What's your diagnosis based on the signs?
Why?
What's your closest differential diagnosis?
Why?
What's your diagnosis based on the signs and symptoms?
Why?
What's your closest differential diagnosis?
Why?
Do you need a paraclinical diagnostic procedure?
Why?
If yes, what paraclinical diagnostic procedure can be
done for this patient based on your clinical
diagnosis?
Why?
Can you describe/explain the following issues on the
various paraclinical diagnostic procedures that can
possibly be done on the patient?
- How many kinds of tooth x-ray procedures
- How are the x-ray procedures of the tooth
being done
- What are the usefulness, benefits, and
advantages of each kind of procedure
- What are the limitations, risks, and
disadvantages of each kind of procedure
- Interpretation of results of each procedure
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CUT! CUT! CUT!
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*Next steps: listing of learning issues
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V
learning plan
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v
independent study (one hour)
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v
meeting of students
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V
reporting
*End of second batch of hand-outs to be given to students.
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*Third batch of hand-outs to be given to students after
reporting.
*Next step is REPORTING.
Emphasis: Answers to the following:
Do you need a paraclinical diagnostic procedure?
Why?
If yes, what paraclinical diagnostic procedure can be
done for this patient based on your clinical
diagnosis?
Why?
Can you describe/explain the following issues on the
various paraclinical diagnostic procedures that can be
possibly done on the patient?
- How many kinds of tooth x-ray procedures
- How are the x-ray procedures of the tooth
being done
- What are the usefulness, benefits, and
advantages of each kind of procedure
- What are the limitations, risks, and
disadvantages of each kind of procedure
- Interpretation of results of each procedure
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Trigger 4: Suppose a paraclinical diagnostic procedurs was done.
An x-ray of the tooth was done. The x-ray showed
a radiolucency at the root of the tooth.
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*Note: See also Analysis Form for Treatment, Rehabilitation and
Prognosis.
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PARACLINICAL DIAGNOSIS, TREATMENT, REHABILITATION, AND PROGNOSIS
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Students analyze the new data.
Processing:
How do you interpret the results?
What is your diagnosis after the paraclinical
diagnostic procedures were done?
Why?
What is your closest differential diagnosis?
Why?
Based on your diagnosis at this point in time,
what treatment do you think should be done to
the patient?
Why?
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Can you describe/explain the following issues on the
various treatment procedures that can possibly be
done on the patient?
- What are the treatment procedures that can
be done
- How are the treatment procedures being done
- What are the usefulness, benefits, and
advantages of each treatment procedure
- What are the limitations, risks, and
disadvantages of each treatment procedure
- What are the rehabilitation programs that can
be done after the treatment procedures
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CUT! CUT! CUT!
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*Next steps: listing of learning issues
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V
learning plan
|
v
independent study (one hour)
|
v
meeting of students
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V
reporting
*End of third batch of hand-outs to be given to students.
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*Fourth batch of handouts to be given only after the reporting.
*Next step is REPORTING.
Emphasis: Answers to the following:
Based on your diagnosis at this point in time,
what treatment do you think should be done to
the patient?
Why?
Can you describe/explain the following issues on
the various treatment procedures that can be
possibly done on the patient?
- What are the treatment procedures that can
be done
- How are the treatment procedures being done
- What are the usefulness, benefits, and
advantages of each treatment procedure
- What are the limitations, risks, and
disadvantages of each treatment procedure
- What are the rehabilitation programs that can
be done after the treatment procedures
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Trigger 5: The following treatment was done.
The left lower second molar was extracted.
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What do you think will be the outcome of this
treatment?
The following was the outcome.
The toothache eventually disappeared,
The boy now has no left lower second molar.
How would you now compare the treatment the patient
received with the other possible treatment options?
Do you think the patient will do better with the
other treatment options?
What do you think the rehabilitation program for
for the patient will be after the treatment he has
received?
What is the prognosis of this patient?
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Final set: The following was the rehabilitation program
received by the patient.
Describe.
Four years after the treatment, the patient
showed no sign of recurrence of the problem.
Final diagnosis was: radicular cyst of the
left lower 2nd molar.
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DISCUSSIONS ON COMMUNITY AND BIOETHICAL ISSUES.
*Note: See Analysis Form on Community and Bioethical Issues.
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*The last step in PBL consists of assessment
and reflection of the learning acquired
and the learning activity itself,
specifically, the PBL.
"The students learn how to give FEEDBACK.
"The students do self and peer assessments
and identify areas for improvement.
"The students are encouraged to assess the
faculty too.
"The faculty assess self and the students
also. He identifies areas for improvement.
"Checklists on feedback and on the
PBL itself are used.
"The learning outline (concept mapping),
learning plans put up by the students,
the enabling and terminal objectives are
also used."
"The faculty then ends the PBL session."
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Faculty/Student-facilitator Students
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CAMERA.....ACTION!
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Assessment and Reflection
by both faculty/student-facilitator and students.
Feedback
Self/peer/students/faculty evaluation using the
checklists on feedback and PBL.
learning outline (concept mapping).
learning plans put up by the students.
enabling and terminal learning objective.
Reflection on the rationale of PBL.
Faculty ends session.
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THE END
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