Professional Documents
Culture Documents
Dr.Rosaline Rachel
15-10-2018 1
Outline of presentation
Two models
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TELL ME AND I FORGET
Benjamin Franklin
15-10-2018 3
PBL learning is….
Contextual….constructive knowledge
Collaborative learning
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Definition
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• The problem is real world
and ill-structured
• Highlights need for inquiry
PROBLEM • Attracts and sustains
AS A student interest
CURRICULAR • Connects the school
ORGANISER learning and the real world
• Enables meaningful
learning
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Characteristics of a good Problem
• The problem must motivate students to
seek out deeper understanding of
concepts.
• The problem should induce students to
make reasoned decisions and to defend
it.
• The problem should incorporate the
content objectives in a way as to
connect to their previous acquired
knowledge.
• If used for a group project , it needs a
level of complexity to ensure that the
students must work together to solve
it.
• If used for a multi stage project, the initial
steps of a problem should be open
ended and engage to draw students in
to the problem.
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Role of effectiveness problem in PBL
• The problems encountered by students
in a PBL curriculum provide both the
starting point for learning and forms the
key unit for structuring relevant
curriculum content which is well
documented
(Barrows & Tamblyn, 1980; Davis & Harden,
1999; Dolmans, Snellen-Balen-dong, Wolhagen &
van der Vleuten, 1997).
• It is difficult to get the most out of
the PBL if the two essentials of
students’ learning are not factored in
the implementation namely: the role
of tutors and the format of the
problem.
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- Albanese and Mitchell (1993)9
CHARACTERISTICS OF PROBLEM.. cont
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CHARACTERISTICS OF PROBLEM.
• Be of appropriate difficulty
• Enable application related
to prior knowledge &
understanding
• Stimulate elaboration
• Promote teamwork
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• Learning objectives likely to be
defined by the students after
studying the scenario should
Guidelines be consistent with the faculty
for learning objectives
creating • Problems should be
PBL appropriate to the stage of the
curriculum and the level of the
problems students‘ understanding
• Scenarios should have
sufficient intrinsic interest for
15-10-2018
the students 12
Content-oriented: subject
specific
– Basic knowledge and
understanding of specific
concepts, techniques, etc. in the
Types of discipline
Learning Process-oriented: global skills
Objectives – Effective communication: oral
and written
– Acquiring and evaluating
information
– Working effectively with others
– Higher order, critical thinking
15-10-2018 13
Think of a realistic
• Think of one or
more learning scenario from the
objectives in news, a
your course videotape, or
Two popular press
Schemes article
for
Writing What learning
• Name a realistic
Problems objectives for
application of your course are
the concept(s). evident in the
Outline a scenario?
scenario.
15-10-2018 14
Draft the problem
Outline the problem (create a ‘story board’) First consider, “What will be
on the first page?”
Suggestions:
• Good PBL problem has multi-page, multi-stage
construction – progressive disclosure.
• Not all information disclosed - but students to
look for resources.
• Challenge students to come to consensus,
reach conclusions and make judgments.
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Problem Types
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Problem Design
Two model
models
Problem-solving: Arriving at
Problem solving decisions based on prior
model knowledge and reasoning
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Assessing the Quality of Problems
in Problem-Based Learning
(Schmidt,1983).
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……approaches to measure
the quality of problems…. cont
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Approaches
to measure the quality of problem
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The extent to which the
Five problem leads to
formulation of intended
Factors learning objectives
Structured approach
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The extent to which the
Factor 2 problem is familiar to students
15-10-2018 24
Writing a problem statement
Start with a Story Start with the Concepts
Research Research
First Draft
(Point of view, focus, appropriateness for audience, staging, objectives nature of the
end-of-stage questions)
Teaching
Draft III
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Ranking of criteria for problem construction
(Des Marchais, 1999)
Student Instructors
Constructivism Authenticity centered as facilitator
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Conclusion
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ANY QUESTIONS ???
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DEVELOPMENT OF A PBL SCENARIO
Dr.Rosaline Rachel
15-10-2018 32
Problem
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Problem
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Description Problem or Strategy
problem- by GIJSELAERS AND SCHMIDT
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The following are some questions that will guide this process
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Developing a PBL scenario
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Developing a PBL scenario
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Developing a PBL scenario
• Basic science should be presented in the
context of a clinical scenario to encourage
integration of knowledge
• Scenarios should contain cues to
stimulate discussion and encourage
How to students to seek explanations for the
issues presented
create PBL • The problem should be sufficiently open,
scenarios -
so that discussion is not curtailed too
early in the process
*Adapted from Dolmans et al.
• Scenarios should promote participation
by the students in seeking information
from various learning resources
– *Adapted from Dolmans et al.
15-10-2018 41
Developing a PBL scenario
• Scenarios attempt to stimulate learning
in contexts that are similar to what
learners face in their real-life situations
• Scenarios allow students to generate
hypotheses for the problems and think
about approaches to make priorities
How to between their hypotheses
• Scenarios serve as a tool for
create PBL integrating knowledge and linking basic
sciences with clinical situations.
scenarios -
• Scenarios stimulate discussions
between students and allow to discuss
*Adapted from Dolmans et al.
moral and ethical issues that can be
raised that issue
• Scenarios allow students to provide
evidence and reasoning for their
views/actions.
• Scenarios enforce the retention of
information learnt in long-term
15-10-2018 memory. 42
Writing a problem statement
Flow of the problem should be
The problem statement
•Meet the problem
should •Need to know
•Define the problem
• Be developmentally statement
appropriate
• Be grounded in student’s •Gather information
•Share information
experience •Generate possible
• Be curriculum based solutions
• Should accommodate a variety
•Determine Best Fit
of teaching and learning Solution
strategies and styles and well •Present the solution
structured •Debrief the problem
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• Mr. X, 60 years old, a man who is
new to the clinic. He is a driver. In
the last month, Mr.X was having his
blood pressure checked at the
pharmacy, and was found to be high
Example .
• You are the nurse interviewing Mr. X
at the clinic. He denies on any
medication for high blood pressure.
He is obese.
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• He also complaints of headache in
the previous week.
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• He was prescribed a list of
examinations and laboratory test, as
well as medications for relieving his
headache. Mrs. X accompanies her
Example husband to the clinic. She is worried
about him, as they have no children
and rely on each other’s company.
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Some Guiding questions
What is the meaning of high blood pressure?
What body system is involved?
What will be the possible physiological changes?
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Some Guiding questions
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• Health history taking
• Physical examination
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• Reframe the situation as new
information emerge
Reframing
the • Working on possible solutions
situation
• Critically examine the various
possibilities with justifications
provided
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• Make them problem solvers,
critical thinkers, team players,
effective communicators and
resourceful life long learners.
• Higher transfer and retention of
knowledge
Conclusion • Enhancement of self directed skills
• Better preparedness for
independent learning
• Improve the interpersonal
relationship skill learning.
• Higher level of learner satisfaction
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Sample case scenario
• A 35-year-old primi mother is in her 5th month of
pregnancy complaints of exertional dyspnoea,
tiredness, fatigue, pedal odema (especially at the
end of the day).
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Lab investigations
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INITIAL PRENATAL
VISIT
• You are a registered nurse (RN) working in a
Women’s Health Clinic.
• A patient , 38 years old, presents to the prenatal
clinic after missing her last 2 menstrual cycles. Her
home pregnancy test was positive.
• An ultrasound at the clinic confirms pregnancy.
Gestational age is calculated to be 10 weeks. An
initial assessment of the patient’s medical and
obstetrical history follows.
54
HISTORY
Obstetric/Gynecologic (OB/GYN) history (hx):
Uncomplicated spontaneous vaginal delivery (SVD) at 38.2
weeks (5 years ago); Cesarean section (C/S) x 1 at 37.5
weeks for non-reassuring fetal heart tones (FHT) (3 years
ago); abnormal Papanicolaou (PAP) smear x 1, + human
papilloma virus (HPV), colposcopy within normal limits
(WNL); Chlamydia with treatment (7 years ago)
• Medical hx: Chronic hypertension (HTN) x 5 years; asthma
no intubations or hospitalizations; hx of breast biopsy,
benign (2 years ago)
• Allergies: Penicillin
55
HISTORY
• Social hx:
(+) tobacco, “occasional” per patient (pt), <5 per/day
currently, has smoked “off and on” for 15 years
(+) cocaine use, states she has not used any cocaine/drugs
for > 1 year; (-) alcohol use
Abusive partner with first pregnancy, states she has a new
partner x 4 years
Depression, currently not taking meds for treatment (tx)
• Medications: Prenatal vitamins; Labetalol 200mg BID;
Albuterol inhaler as needed (prn)
56
What should the nurse
consider related to caring
for a patient with a
history of domestic
abuse, drug use, sexually
transmitted diseases and
depression?
57
Professional nurses should be
aware of attitudes, values and
beliefs that they hold related to
patients from different social
backgrounds so that care is not
affected negatively.
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Good bye
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REFERENCES
• Azer SA. 2004. Becoming a student in a PBL course: Twelve tips for
successful group discussion. Med Teach 26:12–15.
• Barrows HS. 2000. Problem-based learning applied to medical education.
• Springfield, IL: South Illinois University School of Medicine. Bransford
JD, Brown AL, Cocking RR. 2000. How people learn: Brain, mind,
experience, and school. Washington, DC: National Academy Press.
• Coderre S, Woloschuk W, McLaughlin K. 2009. Twelve tips for blue
printing. Med Teach 31(4):322–324.
• Dolmans DHJM, Snellen-Balendong H. 1997. Seven principles of effective
case design for a problem-based curriculum. Med Teach 19(3):185–189.
• Weiss RE. 2003. Designing problems to promote higher-order thinking.
• In: Knowton DS, Sharp DC, editors. Problem-based learning in the
• information age. San Francisco, CA: Jossey-Bass. pp 25–31.
• Constructing PBL cases 367