Problem Base learning in the nursing.pptx

Problem based learning (PBL) was pioneered in the medical school program at McMaster University in Hamilton, Ontario, Canada in the late 1960s by Howard Barrows and his colleagues. The PBL curriculum was developed in order to stimulate the learners, assist the learners in seeing the relevance of learning to future roles, maintain a higher level of motivation towards learning,
and to show the learners the importance of responsible, professional attitudes. PBL was adopted by the medical school programs & other health sciences, math, law, education, economic, business, social studies & engineering.

PBL is a method in which students work collaboratively to solve real- world problems. A students- centered approach, PBL encourages critical thinking as students investigate issues, gather material, analyzes & evaluate information & develop solutions to problems.
To gain an understanding of principle that underlines phenomenon.
Help to aim at problem analyzing skills training in particular professional situation.
To exercise that students learn to take decision independently.
Help to activate prior knowledge & to integrate that knowledge.
Student- centered & experiential
Inductive
Problems are complex & ambiguous & requires meta- cognition
Collaborative & interdependent.


Understanding comes from our interaction with the environment.
Cognitive conflict stimulates learning.
Knowledge evolves through social negotiation and evaluation of the viability of individual understanding
A) Role of the group leader
Keep discussion goal oriented
Guiding the PBL steps
Clarifying discussion
Stimulation participation
Guiding documentation
Argument mediator
Motivator
Equal participation
Complete record
Time gate keeper
B) Role of the scribe:
Records points
Helps group to order their thoughts
Participates in discussion
Records resources used by the group
Making clean and short notes
Summarizing information
External memory
Not to be selective

C) Role of the tutor:
Encourages group members to participate
Assist chair with group dynamics and keeping to time
Plays a key role in PBL
Is the back bone of PBL
Makes learning student centered
Facilitates learning instead of dispensing knowledge
Guides never directs
Committed to the groups learning
Active listening
Must keep the process alive and on the track by non directive stimuli.
Should be able to handle small group dynamics
To allow the group to take over, manage and encourage students to attain a deeper level of understanding.
Ability to asses students ability and problems
To ensure all students are involved.
D) Role of chair man:
Heads the group through the process
Encourage all group through the process
Maintain group keeps to task in hand
Ensure group keeps to task in hand
Ensure scribe can keep up & is making an accurate record

E) Role of the group members:
Follow the steps of the process in sequences
Participates in discussion
Listens to & respect contribution of others
Shares information with others

1. MR. ABHINAV BHATT PROBLEM BASED LEARNING

2. HISTORY: Problem based learning ( PBL) was pioneered in the medical school program at McMaster University in Hamilton , Ontario , Canada in the late 1960s by Howard Barrows and his colleagues. The PBL curriculum was developed in order to stimulate the learners, assist the learners in seeing the relevance of learning to future roles, maintain a higher level of motivation towards learning,

3. cont… and to show the learners the importance of responsible, professional attitudes. PBL was adopted by the medical school programs & other health sciences, math, law, education, economic, business, social studies & engineering.

4. PROBLEM BASED LEARNING

5. DEFINITION : PBL is a method in which students work collaboratively to solve real- world problems. A students- centered approach, PBL encourages critical thinking as students investigate issues, gather material, analyzes & evaluate information & develop solutions to problems.

6. REAL LIFE SITUATION COMPETENT MAKING DECISIONS PROBLEM

7. SUBJECT BASED LEARNING CLASS ROOM REAL LIFE INCOMPETENT CONFUSION PROBLEM

8. PURPOSES: To gain an understanding of principle that underlines phenomenon. Help to aim at problem analyzing skills training in particular professional situation. To exercise that students learn to take decision independently. Help to activate prior knowledge & to integrate that knowledge.

9. CHARACTERISTIC OF PBL: Student- centered & experiential Inductive Problems are complex & ambiguous & requires meta- cognition Collaborative & interdependent.

10.   PRINCIPLES: Understanding comes from our interaction with the environment. Cognitive conflict stimulates learning. Knowledge evolves through social negotiation and evaluation of the viability of individual understanding

11. MEMBERS: The group leaders The scribe The group members Tutor The chair man

12. ROLE OF THE MEMBERS: A) Role of the group leader Keep discussion goal oriented Guiding the PBL steps Clarifying discussion Stimulation participation Guiding documentation Argument mediator Motivator Equal participation Complete record Time gate keeper

13. CONT… B) Role of the scribe: Records points Helps group to order their thoughts Participates in discussion Records resources used by the group Making clean and short notes Summarizing information External memory Not to be selective

14. CONT… C) Role of the tutor: Encourages group members to participate Assist chair with group dynamics and keeping to time Plays a key role in PBL Is the back bone of PBL Makes learning student centered Facilitates learning instead of dispensing knowledge Guides never directs Committed to the groups learning

15. CONT… Active listening Must keep the process alive and on the track by non directive stimuli. Should be able to handle small group dynamics To allow the group to take over, manage and encourage students to attain a deeper level of understanding. Ability to asses students ability and problems To ensure all students are involved.

16. CONT… D) Role of chair man: Heads the group through the process Encourage all group through the process Maintain group keeps to task in hand Ensure group keeps to task in hand Ensure scribe can keep up & is making an accurate record

17. CONT… E) Role of the group members: Follow the steps of the process in sequences Participates in discussion Listens to & respect contribution of others Shares information with others Asks open questions Research all the learning objectives Active participation Answering questions Make decisions

18. STEPS: Problem based learning consists of 2 sessions. Session I: The group selects a group leaders and a scribes. Both group leaders & the scribes rotate among members during the study block. This session is known as the brain storming session . The group leader co-ordinates the session activities. The session has 7 jumps.

19. CONT… 7 steps of PBL: Clarity Defining Analyzing Shift & sort Identify learning objectives Go & learn Come back & talk

20. CONT… Session II (presentation): Regroup, synthesize new information & agree on whether item identified & can be explained to the satisfaction of all members. If not, return to 5, review what has been learned during study of the problem. Begin new problem when group is satisfied with solutions for previous problem.

21. CONT… Evaluation: Students will be evaluated on the basis of their performance & placed in one of the following categories: E- Excellent D- Distinction P- Pass F- Fail A- Absent

22. Original problem statement Redefine problem Develop general specifications Brain storm alternatives Select most viable alternatives Check problem definition Redefine & add sepcification Brain storming again if necessary Untill problem is appropriately solved SOLUTION

23. ADVANTAGES: Higher comprehension Critical and creative thinking Self directed learning Project management Problem solving skills Interpersonal skills & team work Self motivated attitude Good mastery of content Develop analytical thoughts

24. CRITICAL AND CREATIVE THINKING ..

25. CONT… Increased clinical skills Bridges the gap between theory & practice Fosters concretively in learning Able to adapt to rapid changes in the world Continue to be useful in the professional life

26. DISADVANTAGES: Transition is difficult for students and faculty Increased time to teach content -increased prep time Finding problems- writing problems Faculty lack of skills as facilitators

27. LIMITATIONS: Designing a good problem is difficult & require time. Valid assessment of the program may not be always available. Tutors role is to guide the student to meet the objectives set for the students learning. PBL sessions are time consuming As far as academic achievement is concern traditional method serves better & it is impossible to cover whole syllabus by means of PBL. It is difficult to generate appropriate problems.

28. CONT… Changing role of the student that is previously students were accustomed with traditional method of teaching & sudden change to PBL leads the students to "simple wonder around something". This usually happens in first year students who often express difficulty with self directed learning.

29. JOURNAL: Albanese, Mitchell, Norman, Schmidt, Vernon & Black (1993) conducted a study on case- method in the teaching of medical ethics using PBL which clearly indicates that learners prefer this method to the conventional, lecture based method. It had a significant increase in the development of moral reasoning & decision making about value issue in medical students.

30. CONT… Problem based learning - Five easy steps (according to Queen's University) 1.Read the problem 2.Brainstorm 3.Identify/ discussion/ assign 4.Individual reading- research- preparation 5.Return review case so far Report and discuss Assess progress- continue page/ next Self- evaluation- how did things go? Any suggestions for next time? Next problem

31. CONT… The first group session - Be sure you have the necessary information - Seating arrangements - Tutor introduction - Student information -Review the objectives of PBL and the evaluation process. - Choose a "secretary" - Starting the case - By the end of the session

32. CONT… Before the end of the session, the students in the group need to clarity their plans for their own learning between session by: First: Identifying all of the significant issues arising from the hypothesis. Second: Settling on a "do- able" list of learning tasks for the next session, deciding which issues everyone will tackle and which will be divided up. Third: Decided what specific questions individuals will try to answer. Fourth: Deciding on the "enquiry strategy"- how they will address these learning issues.

33. CONT… Question tutors may ask during PBL Appropriate question is one of the most important means of facilitating learning Question may elicit a students reasoning process The tutor encourages students to make connections Tutors emphasize open- ended questions Questions can direct Tutors should emphasize mechanisms & causes of patients problems. Tutors should periodically ask students to explain & define medical terminology used.

34. CONT… Tutors should ask higher order questions. Some other helpful questions are: Why is the mechanism action of this drug? What is the evidence that treatment makes any difference? How do you decide which lab tests to do?

35. THANK YOU