PBL WORKSHOP - GUIDE FOR FACULTY/STUDENT-FACILITATOR/STUDENTS

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

B

S S O

A

S R

D

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

|

v

Learning issues

|

v

Learning plan

|

v

Independent study

|

v

Meeting of students

|

v

Reporting

|

v

Application

|

v

Learning issues <-------

| |

v |

Learning plan |

| |

v |

Independent study |

| |

v |

Meeting of students |

| |

v |

Reporting |

| |

v |

Application |

|----------------

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

|

v

Learning issues

|

v

Learning plan

|

v

Independent study

|

v

Meeting of students

|

v

Reporting

|

v

Application

|

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)

-----------------------

PATHOPHYSIOLOGY

-----------------------

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

-----------------------------------------------------------------

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

-----------------------------------------------------------------

CAMERA.....ACTION!

-----------------------------------------------------------------

(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

|

V

learning plan

|

v

independent study (one hour)

|

v

meeting of students

|

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

|

V

learning plan

|

v

independent study (one hour)

|

v

meeting of students

|

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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