How to Construct Effective Case for PBL

Arnuparp Lekhakula
Faculty of Medicine Prince of Songkla University Hat Yai, Songkhla

Scope of Presentation
Roles of problem in PBL How to write an learning problem Characteristics of an effective problem Assessment of problem Exercise Discussion

What is the roles of Problem in PBL?

Factors affecting the Quality of Problem-based Curriculum

Relevance Quality of problems Group functioning Tutor performance Skills training Learning resources

Theoretical Model of PBL

Schmidt & Gijselaers, 1990

Amount of prior knowledge

Quality of problem

Facilitator performance

Group function
Interest in subject matter
Achievement Time spent in individual study

What is a Problem/Case?
A series of phenomenon in relation one to the other that demand explanation

Use of Learning Problems

Stimulus for learning and acquiring new knowledge Learning problems provide a structure for organizing learning which allows students to discover : what they know what they dont know what they need to know

Use of Learning Problems

Focal for organizing new knowledge Provide space for inquiry and discovery with no single correct answer Develop students to be real work ready via authentic learning environment Develop students to be change ready via reasoning, problem solving, selfdirected learning and team skills

Each Problem is Multidimensional...

Create a knowledge base rich in connections Integrate important knowledge in a professional context close to actual conditions for use Encourage elaboration of prior knowledge Wider perspectives

How to write effective learning problem?

PBL Case Development Process

Macro Planning Dealing with overall curriculum integration among all contributing departments Micro Planning Writing cases for specific PBL tutorials

Macro Planning Steps

Appoint a steering committee Designate a gold standard content outlines as the reference point Design a comprehensive blueprint which maps the entire PBL curriculum Appoint interdisciplinary planning teams Designate learning issues Write cases Create within-phase and between-phase case review teams to provide feedback

Problem Framework
When in the unit sequence should the problem be presented? What is the level of the students? How much time will be allowed for independent study? What concepts should the student discover? What would be the most appropriate and stimulating format for the problem?

Micro Planning - Case Writing (1)

Identify the curricular phase in which the case will appear Choose a central idea, concept and principle Formulate the objectives to be achieved by students Identify priority problems or situations Think of the real world context for the concept

Problem 1 Problem 2 Problem 3 Problem 4 Problem 5

3 Outcome

Teachers

Students

Problems
Objectives Learning issues

Essential Values of PBL and Implication on Designing Problem

Values Constructivism Meta-cognitivism Implication Builds on prior knowledge Engages inquiry learning and deep thinking Presented in the same format as in the work place

Authenticity

Essential Values of PBL and Implication on Designing Problem

Values Integrated knowledge base Student-centered Learning Learning in small groups Implication Cut across disciplines Develops self-directed learning skills Complex enough to enable students to work in collaboration with one another

Justification Criteria for Problem Selection

Prevalence Updated and timely Urgency or emergency Intervention Gravity Educative example/prototype Prevention Authentic/Real situation

Micro Planning - Case Writing (2)

Further details sub-topics if necessary Designate context issue Assemble and master checklist of the learning objectives (LO) identified Rough outline a scenario in which the designates LOs can be embedded Choose the presentation of problem

Presentation of Learning Problems

Paper cases Description of phenomena Video (audio) triggers Models or 3D triggers Photographs/pictures Graph/curve Live client interview Simulated client Facilitator role play client

Micro Planning - Case Writing (3)

As you write the case, specify which LOs are embedded in each page Circulate the completed case to reviewers in appropriate disciplines If feasible, try-out the case with students Prepare a detailed tutor guide that will allow someone other than yourself to conduct the tutorial Identify resources

Problem Worksheet
Facts
List facts from the given cases to support your ideas

Ideas
Possible ideas that you can generate List as many as you can

Learning Learning issues resources

What you need to learn in order to solve the problem. Assess what you do not know and what you need to know Identify the possible sources of information

Problem Format
Consistent format Title and picture Problem pages Tutor guide References and resources List of associated sessions

Checklist - Does the problem...

allow the students to problem solve or reason in order to deal successfully within the problems? fit at the right level and sequence? allow sufficient time to think? have a steady pace through the objectives? have the appropriate resources? need more expert consultation? have the best format/presentation style?

What are the characteristics of an effective problem?

Characteristics of PBL Cases

Relevant, realistic, logical An appropriate level of complexity Mirror real work demands and relevant to the course of study

Multi-disciplinary
Refer to previous knowledge

Characteristics of PBL Cases (2)

Lead to the discovery of all concepts Enough issues for analysis and in-depth study Motivating and interesting Updated and timely Enough time available to study issues

Characteristics of PBL Cases (3)

Well written, clear and concise Normal reference values are included Not too many distractors or red herrings Avoid overlap with other sessions Confine second session to discussion and wrap-up - no new issues

Problem Emphasis - Early Years

Introductory concepts, vocabulary Build knowledge base in basic course elements Integrate knowledge and concepts Apply knowledge base in solving problem Stimulus to professional skills Stimulus to other perspectives

Problem Emphasis - Later Years

Revision of core subjects Increased critical appraisal Current literature and practice Increased links to integrated professional practice More complex

7 Principles of Effective Case Design

Adapt well to students prior knowledge Stimulate students to elaborate Relevant context Integration of knowledge Stimulate self-directed learning Enhance students interest in the subject matter Match the faculty objectives

Four Common Pitfalls

Too many objectives Distant links to objectives Inadequate consultation Too difficult for student level

How to assess the quality of problem?

Evaluating the Problem

Objective checklist Student feedback Tutor feedback Review and refinement is usually necessary

Problem Effectiveness in PBL Objectives not identified

Faculty objectives related not to so much to problems
Objectives broadly defined and requiring an extensive search Psychological and social issues

Problem Effectiveness in PBL Unexpected issues

Related to prior knowledge deficiencies

Patient management and medical intervention

Associated by faculty with additional curricular activities Students personal interest

Conclusion

Stages in Problem Writing

Determine learning outcomes Content Selection Problem Evaluation Problem Implementation Problem Review Writing Problem

Problem Selection

There is an art to develop effective problems for PBL which requires team effort, dedicated time and rigour