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Problem-based Learning in Medicine - A Primer
Problem-based Learning in Medicine - A Self-instructional Program
https://sites.google.com/site/problembasedlearninginmed/home
Concept of Problem-based Learning in Medicine (Surgery)
PROBLEM-BASED LEARNING IN A SMALL GROUP FORMAT
(General Steps)
Reynaldo O. Joson, M.D.
PBL SESSION I
1. Identification of the learning objectives of the session
Terminal or general objectives (usually)
Specific objectives (depending on the situation)
2. Presentation of the problem
3. Problem analysis
4. Learning issues / specific objectives setting
5. Learning plan
6. Implementation of learning plan
Independent study / cooperative learning
7. Students meet and prepare for PBL SESSION II
PBL SESSION II
1. Report of learning acquired
2. Application to problem / new problems
3. Assessment
4. Identification of new learning issues
5. Learning plan
6. Implementation
Independent study / cooperative learning
7. Students meet and prepare for PBL SESSION III
PBL SESSION III
1. Report of learning acquired
2. Application to problem / new problem
3. Assessment
Reflection
Note: A PBL can have only 2 sessions. In such a situation, the steps in Sessions I and III are followed, omitting Session II.
PROBLEM-BASED LEARNING IN A SMALL GROUP SAMPLE FORMAT
Reynaldo O. Joson, M.D.
SESSION I
Given a patient with a health problem,
a project to accomplish,
1. Question: What are the competencies you need to have or to acquire for you to be able to manage the patient or the project successfully (effectively and efficiently)? The facilitator asks WHAT? WHY?
2. Question: What are the required competencies you don't have? What you don't have become the learning issues.
Facilitator stimulates search for learning issues as many as possible. After a list has been put up by the students, facilitator can add. He should never substract but he can keep learning issues on hold for another time.
3. Facilitator and students agree on a list of learning issues.
4. Students formulate learning plan.
Formulate specific objectives
Formulate learning activities/resources
Formulate evaluation criteria
Timetable
INTERVAL BETWEEN SESSION I AND II
5. Students implement learning plan.
Independent study / cooperative study
6. Students meet and prepare for SESSION II.
SESSION II
7. Students report what was learned during independent study and cooperative study demonstrating effectiveness, efficiency, synthesis, making overhead transparencies skills, among other things.
8. Students apply learning to problem / new problems.
9. Students identify new learning issues.
10. Faculty and students agree on a list of learning issues.
11. Students formulate learning plan.
INTERVAL BETWEEN SESSION II AND III
Implementation of learning plan.
Independent study / cooperative learning
Meeting to prepare for SESSION III.
SESSION III
Students report.
Students apply learning to problem.
Students assess learning and learning activities.
Students reflect and resolve to improve and learn more.
Note: A PBL has a minimum of two sessions. It can consist of more than 2, up to 3 or more sessions, depending on the problems and on the educational plan.
ROJ@17apr17;17may3
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