Problem Based Learning Could it be the answer?

Transcription

1 Problem Based Learning Could it be the answer? Jette Holt Hygiejnesygeplejerske, cand. pæd.pæd Central Enhed for Infektionshygiejne Statens Serum Institut København

2 The challenge of any education To solve a clinical situation you need a combination of a hypothetical-deductive reasoning process and expert knowledge in multiple domains. A teaching discipline with specific content using a traditional seperate lecture approach, do little to provide learners with a context for the content or for its clinical application (epidemiology, microbiology,pharmacology, psychology, etc.) Rapidly changing knowledge base in science and medicine

3 Reflections on teaching IP Epidemiology Infection Prevention Methods Microbiology Ethics Clean and unclean Risk assesment Compliance History Education Culture Sociology Psycology. Economy

4 Guidelines are for the smart dudes! So we have to teach them to think!

5 What is Problem Based Learning? A method and a philosophy involving problem-first learning via work in small groups and independent study Alsocalled practice-based, selfdirected, learner centred and active learning Maudsley G.1999

6 The birth of PBL Medical faculty at McMaster University in Canada 1970 ties Ålborg (DK) Model 1970 ties The goal was to promote student-centered, multidisciplinary education, and lifelong learning in professional practice Today PBL has spread to elementary schools, middle schools, high schools, universities, and professional schools

7 The method Ill-structured problems to be solved in Groups, individual Collaboration Context Access, study and integrate information from all disciplines Re-/analysis Reflection, discussion, strategi for solving the problem Debriefing Dialogue!!!!

8 The philosophy behind PBL For effective acquisition of knowledge, learners need to be stimulated to restructure information they already know within a realistic context to gain new knowledge, and to elaborate on the new information they have learned, for example by teaching it to peers or by discussing the material in a group setting. J.Dewey 1938

9 How do we learn, and how much do we remember from the different teaching methods? Lectures Reading 5 % 10 % How much do we remember? Audio/visual impressions 20 % Demonstrations 30 % Group discussions 50 % Practical/specific actions 75 % Passing on to others using what you have been taught 90 % Source: National Training Laboratory, Bethel Maine Research centre, USA

10 Characteristics of PBL The responsibilities of the learners to be self-directed and selfregulated in their learning The essential elements in the design of ill-structured instructional problems as the driving force for inquiry The role of the tutor as a facilitator of learning, tutor supports the process and expects learners to make their thinking clear tutor does not provide information related to the problem the goals of PBL are both knowledge-based and process-based

11 PBL is..not about solving the problem but to learn how to increase knowledge and understandig the possible solutions to af problem

12 Closely related learner-centered Case-based instructional strategies well-constructed case will help learners to understand the important elements of the problem/situation so that they are better prepared for similar situations in the future. What will you do if? Project-based Build a hospital, design a IP-website, etc.

13 Advantages and disadvantages Advantages Generally preferred by students and teachers Students with greater resilience and selfreflection Enhances dialogue Disadvantages Substantial manpower needed (3-4 timers more than traditional teaching) Groups do not work

14 Does PBL work? First year residents to physcisians who had been practising up to 20 years 8 dimensions of competences: overall, technical, social, cognitive, managerial, research, teaching and knowledge Review Koh 2008

15 Developing the students competencies - Social dimension Strong evidence teamwork skills appreciation of social and emotional aspects of health care appreciation of legal and ethical aspects of health care appropriate attitudes toward personal health and wellbeing Moderate evidence communication and interpersonal skills Review Koh 2008

16 Developing the students competencies - Cognitive dimension Strong evidence coping with uncertainty, use of computers or information resources and understanding of evidence-based medicine But the students feel like they have not learned Review Koh 2008

17 So is PBL the answer to qualify clinicians to solve IP-problems? Definetely! Practised at NHV Can be used in the clinic BUT! It might not correlate with the instructive guideline thinking!

18 Conclusion Review Koh 2008 Strong evidence that problem-based learning during medical school has positive effects on physician competencies after graduation, especially in the social and cognitive dimensions. But the students feel like they have not learned

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