PBL

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Teaching Standards Using
PBL
Health Services Career Pathway Summit April 29,
2004 Office of Medical Education John A. Burns
School of Medicine University of Hawaii
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Agenda for today

1. What is PBL?
2. A hands-on experience with PBL
3. What comes next?
4. The role of the PBL facilitator
5. PBL and the DOE Health Content Standards

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What is PBL? A Brief Introduction to
Problem-Based Learning
Office of Medical Education University of Hawaii
John A. Burns School of Medicine
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back in school as a student again...
Imagine yourself...
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Traditional education

• Many hours of lectures each week.
• Examinations that emphasize the memorization of
  facts

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Traditional education

• In a given day students could have separate
  classes on many different disciplines
• No clear connections made between coursework and
  life or their future careers

Welcome to Health Education
English
Social Studies
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Educators have been looking for a better way

• Create more meaning to the student
• Better develop students learning skills and
  habits
• Encourage students to be more active in their
  learning
• Encourage students to seek out more of the
  resources that are available to them
• Emphasize understanding and application rather
  than just memorization of facts

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Now imagine an educational experience where...

• You are learning about various disciplines
  through the study of cases or stories.
• You are learning primarily via active,
  small-group methods rather than large group
  lectures.
• The emphasis is on learning and understanding,
  not just memorizing facts.

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Welcome to PBL!
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At the School of Medicine

• Weve been using PBL as our primary method of
  education since 1989. We are one of the few
  medical schools in the country that can make this
  claim.
• We have graduated over 500 physicians using this
  method.
• Were always excited about sharing what we can to
  help others develop their own PBL curricula!

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PBL in a nutshell...

• Primary use of small-group discussions about
  patient stories rather than large group
  lectures
• Emphasis on having students identify their own
  learning needs and interests
• Emphasis on understanding and applying, rather
  than just memorizing

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Educational paradigms
Teacher-Centered
Vs.
Student-Centered
Subject-Based
Vs.
Problem-Based
Passive
Vs.
Active
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What are the steps of the PBL process?
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Keeping it simple...

• Step 1 Working through (new) pages of a case in
  small groups with the goal of identifying shared
  learning priorities
• Step 2 Independent research of identified
  learning needs and preparation of presenting what
  is learned to others
• Step 3 Sharing what is learned with group
  members and applying new understanding back to
  case

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Step 1

• Facts
• Problems
• Hypotheses
• Need-to-know
• Learning Issues

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An example Sadie

• Sadie is a fellow student in your freshman
  school health education class. Bright and
  generally outgoing, you notice that she is
  unusually quiet and withdrawn today as your class
  discusses domestic violence, especially during
  the part on date rape. You find her crying in
  the bathroom after class.

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Facts

• What are the key facts provided in the text
  provided on each page of the case?
• This step helps the small group create a shared
  group memory on the board.

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Facts
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Problems

• Which of the facts identified are areas of
  concern or potential issues to pursue further
  from your perspective as a student in your
  respective class?
• Think broadly, include all possibilities

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Problems
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Hypotheses

• What are possible explanations for the set of
  facts and problems youve identified?
• Think at various levels
• mechanisms or causes
• associations or relationships
• personal motivations

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Hypotheses
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Need-to-know

• What other specific information do you want or
  need to help you understand the case
  better?
• Another way of looking at this
• If this were a mystery novel, what would you
  hope is written on the next page?

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Need-to-Know
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Learning issues

• What specific things do you feel you need to
  study or learn more about to better understand
  this case?
• This list will become the basis for what students
  go out and learn about between class/PBL sessions.

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Learning Issues
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Reviewing Step 1

• Facts
• Problems
• Hypotheses
• Need-to-know
• Learning Issues

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Onwards...

• Hands-on PBL Experience
• What comes next?
• The role of the PBL facilitator
• PBL and the DOE Health Content Standards

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Lets experience some PBL for ourselves...
Introduce tutors
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Our tutors for today

• Mr. Michael Fukuda
• Dr. Walter Imai
• Dr. Joshua Jacobs
• Dr. Richard Kasuya
• Dr. Kenton Kramer
• Dr. Ivy Lee-Nip
• Dr. Winnie Mesiona-Lee
• Dr. Damon Sakai
• Dr. Gwen Naguwa

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Outbreak!
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So, how was it?
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What happens next?
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Step 2

• Research and synthesis through
• discussions with teachers
• reading textbooks and journal articles
• using the internet
• discussions with community resources
• discussions with other students
• reflection and self-assessment preparation of
  learning issues to teach peers

World Wide WEB
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• Reconvene (? in small group)
• Review learning issues through interactive,
  dynamic peer teaching
• Re-analyzing the case
• Confirm understanding of key principles
• Summarizing key points learned

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Presenting learning issues
Hollywood Squares
X
O
X
O
O
O
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Presenting learning issues

• Learning games
• TV Scripts
• Build Models

• Role playing
• Make a Movie
• Food and Music

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Large Group PBL
-Adaptation of process to larger group, such as a
class room where there is only one
teacher -Takes time initially while students
learn the process and acquire skills in
fulfilling various roles -Has worked in various
settings
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Large Group PBL
-Process 1. Break class into smaller groups
with students rotating role as facilitator 2.
Teacher announces topic(s) for discussion
brings class back together for feedback 3.
Teacher circulates and helps facilitate small
group discussion
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Large Group PBL...
Questions? Discussion?
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PBL
and the
Health Content Standards
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The General Learner Outcomes

• The ability to be responsible for ones own
  learning.
• The understanding that it is essential for human
  beings to work together.
• The ability to be involved in complex thinking
  and problem-solving.
• The ability to recognize and produce quality
  performance and quality products.

Health Content Standards Department of Education
August 1999
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PBL
Promoting Healthy Behaviors

• Injury and Violence Prevention
• Alcohol and Other Drug Use Prevention
• Sexual Health
• Tobacco Use Prevention
• Nutrition Physical Activity
• Mental and Emotional Health
• Personal and Consumer Health

Standard 1 - Core Concepts
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PBL
Access Valid Health Information

• Access a variety of health information
  resource(s), products, and services.
• Provide complete and accurate citations.
• Evaluate the validity of resources

Standard 2 - Accessing Information
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Teaching Standards Using
PBL
Student-Centered Problem-Based Active Life-Long
Learning
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Teaching Standards Using
PBL
Thank you for your participation!