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N U R A F R A IN I N S YA H

Philosophy of Problem Based Learning

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Teacher

-

centeredStudent

-

centered

New

-

Innovative

Curricula

Traditional

Medical Curricula

Information gathering

Problem

-

based

Discipline

-

basedIntegrated

Hospital basedCommunity

-

based

StandardElectiveApprenticeship

-

basedSystematic

 

ontinuum

S

P

I

C

ES

SPI ES

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Copyright 2001 by Allyn and Bacon

Constructivism & Situated

Learning

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7/17Copyright 2001 by Allyn and Bacon

Constructivist Views of LearningEmphasize the role of the learner

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Problem Solving vs Problem Based Learning

Problem Solving: Arriving at decisions based onprior knowledge and reasoning

Problem Based Learning: The process of acquiringnew knowledge based on recognition of a need tolearn.

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The case serves as a stimulusfor learning

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PROBLEM SOLVING PROBLEM-BASED

LEARNING

Educational strategy Traditional discipline-based Integrated systems-based

Main characteristics   - The focus is onpreparatory learning prior toexposure to the problem.

- The staff  set the problems(case history problems in aprimarily lecture- based

format),   and students

attempt to resolve themusing previously taughtcurricular content.

- The problem comes first

without advance readings,

lectures, or preparation.

- The problem serves as a

stimulus for the need to know.

- Based on their own priorknowledge and the  identifiedgaps in that   knowledge,students   determine thelearning   issues within their

own group. They then identifyand use a variety of  learningresources to   study theseissues and return to the groupto discuss and   share whatthey have learned.

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PROBLEM SOLVING PROBLEM-BASED

LEARNING

Role of the teacher  Content expert Tutor/Facilitator  

Learning environment Passive, teacher -centered Learning becomes

dependent upon the self -

directed efforts of the small

group. This method creates

a more active, student-

centered learningenvironment

Who is responsible for

directing the learning

activities

Teacher The student decides what

he/she needs to learn

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This traditional approach has beencriticised for a number of reasons:

 Many existing curricula  fail   to meet the needs of current and future doctors

  It creates an artificial divide between the basic andclinical sciences

  Time is wasted in acquiring knowledge that issubsequently forgotten or   found to be irrelevant(The acquisition and retention of  information thathas no apparent relevance can be boring and evendemoralising for students)

  Application of the acquired knowledge can bedifficult

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 The educational objectives  of  PBL address

many of the perceived   problems intraditional medical curricula

 Its possible advantages over traditionalapproaches include: its greater relevance tothe practice of medicine, its ability topromote   retention and application of knowledge, and its encouragement of  self -

directed life-long learning

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Questions?

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References

Duch,B., Gron,S., Allen,D. (eds) (2001) The Power of Problem Based Learning. Stylus Publishing

Hmlo, C.E. (1998) ‘Does Problem Based Learning Work’Teaching and Learning in Medicine. 10: 92-100

 Wood, D.F. (2003) ‘ABC of learning and teaching inmedicine: Problem based learning’  British Medical Journal 326: 328-330

Recommended Reading

Burgess, H., Taylor, I (2001) 'From University Teacher toLearning Coordinator: Faculty Roles in Problem-BasedLearning' Journal of Excellence in College Teaching,special issue on Problem-Based Learning