PROBLEM-BASED LEARNING
FORMAT
SESSION I
1. Statement of learning objectives
2. Presentation of the problem
Common symptom or usual clinical presentation
Vignettes
Case
3. Brainstorming-analysis of the problem
Problem
|- Clarification/interpretation of data
|- Hypotheses as to possible causes/mechanisms of problems
|- Attempt to solve problems
|- Competencies needed to solve the problems
v
Solution
Expected outputs:
Questions
Uncertainties
Holes or gaps in knowledge and skills
All the above are considered "learning issues".
4. Listing and prioritization of learning issues.
5. Formulation of learning plan
Prioritized list of learning issues ->learning objectives
Learning strategies
Read
Ask
Look
Listen
DO (exercises, actual)
Patient simulation
Actual patient
Determination of learning resources
Timetable
Division of labor
Evaluation parameters of "learned"
INDEPENDENT STUDY
1
PROBLEM-BASED LEARNING
FORMAT
SESSION II
1. Reporting
Synthesis
Organization
2. Application
3. Self-evaluation
4. Reflection
2
PROBLEM-BASED LEARNING
FORMAT PROCESS
Principles of teaching-learning utilized
Strategies used
Give direction
Use relevance
Challenge
Thought provoking
Elaboration
Restructuring of knowledge
Anchoring of knowledge
Self-discovery
Problem-solving
Cooperative learning
Learning from each other
Students as learning resource
Adult learning
Individualized learning
(pacing, style)
Application
Learning through self-evaluation
Learning through reflection
ACTIVE LEARNING
3
PROBLEM-BASED LEARNING
FORMAT PROCESS OUTCOMES FOR THE STUDENT
Increased motivation to learn
Greater retention
Rapid recall and application
Integrative and holistic learning
Problem-solving skills
Critical/creative thinking skills
Decision-making skills
Communication skills
Interpersonal skills
Cooperative skills
Management skills
Time
Self
People
Synthesis skills
Organization skills
Resourcefulness
Innovativeness
Self-evaluation skills
Feedback skills
SELF-DIRECTED LEARNER
4