Clinical Problem-based learning Workshop

Clinical Problem-based learning
Workshop

MOH. AFANDI

overview

Review PBL process

Clinical environment

Theoretical concepts in clinical PBL

Concepts of clinical expertise and PBL

One approach

Conclude and discuss

Definition of PBL

PBL is the learning that results from the process of understanding and resolving a problem-

the problem comes first in the learning process

Clinical environments

Clinical environments are increasingly stressed by service pressures but offer unparalleled opportunities for independent self directed learners:

Clinical environment

Clinical PBL: theoretical aspects

Foley suggests Barrows’ 4 key elements must be present:

Clinical context to facilitate recall and application

Develop clinical reasoning processes

Increases motivation for learning

Allows SDL

8 Principles

Anchor learning activities to larger task or problem

Support ownership of problem

Authentic task

Design task to reflect complexity of environment the learner should be able to function in at completion

Ownership of process to develop solution

Design environment to challenge thinking

Encourage testing of alternative views and contexts

Provide opportunity for and support reflection on content learned and the learning process

Evidence for Claims of PBL Schmidt

Problem is context for learning

Problem is activator of prior knowledge

Small-group discussion as means of elaboration and knowledge construction

Learning is intrinsically motivated

Learning is self-directed

The characteristics of PBL

Core learning is the process of clinical reasoning within a clinical situation

Performance and outcome may supersede the development of the process given the demands in clinical settings

Tutorial PBL learning process is to carry out at clinical: post-conference (de-briefing)

Characteristics of a good PBL tutor

Characteristics of a good PBL student

Role of clinical teacher in clinical PBL

a modified role since s/he cannot take a total non-directive role.

assist students to identify appropriate issues for problem analysis (asking leading questions)

act to monitor progress

challenge the thinking process

raise issues to be considered

link other care episodes to the situation/problem considered

encourage students to be inquisitive about why, what if, on what basis etc.

help students to see the problems from different perspectives while allowing time for them to formulate their own conclusions in appropriate interventions

a modified role since s/he cannot take a total non-directive role.

assist students to identify appropriate issues for problem analysis (asking leading questions)

act to monitor progress

challenge the thinking process

raise issues to be considered

link other care episodes to the situation/problem considered

encourage students to be inquisitive about why, what if, on what basis etc.

help students to see the problems from different perspectives while allowing time for them to formulate their own conclusions in appropriate interventions

Role of the student in clinical PBL

Investigate their learning needs from the situation and issues

Recognize the need to continue searching for information and integrate the information into practice based on sound justifications

Work independently and interdependently with others in the process of data collection and analysis

SEVEN JUMP TECHNIC:

PROBLEM

HYPOTHESIS

MECHANISM

MORE INFO

DON’T KNOW

LEARNING

PROBLEM SOLVING (FINAL OBJECTIVE)

One approach:
“Live clinical PBL”

Lead student sees patient chosen with tutor

Lead student presents case as PBL Tut

Group discuss hypotheses and further information required (? Tutor required)

Group SDL while lead student follows up patient

Tutorial group presents work in context, student offers follow up data, progress and actual management

Tutor present; gives clinical feedback only at the end of the session

ALHAMDULILLAH

SYUKRON KATSIR

a modified role since s/he cannot take a total non-directive role.

assist students to identify appropriate issues for problem analysis (asking leading questions)

act to monitor progress

challenge the thinking process

raise issues to be considered

link other care episodes to the situation/problem considered

encourage students to be inquisitive about why, what if, on what basis etc.

help students to see the problems from different perspectives while allowing time for them to formulate their own conclusions in appropriate interventions