??????????????????????? PBL ????????????????????????????????

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General concepts and principles of PBL
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Average Retention Rate
The Learning Pyramid
Lecture
5
10
Reading
Audiovisual
20
Demonstration
30
Group discussion
50
Practice by doing
75
Teach others
80
National Training Laboratories, Bethel, Main,USA
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????? Clinical
Clinical science
Basic science
Premed
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History of PBL

• 1950s Case Western Reserve University (USA)
• 1969 Med School of McMaster (Canada)
• Maastricht (Netherlands)
• Newcastle (Australia)
• Ismailia (Egypt)
• Harvard (USA)
• Sains (Malaysia)

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• Thailand
• 1987 Chulalongkorn
• Thammasat
• Khon Khaen
• 1990 Prince of Songkla (Modified)
• Prince of Songkla (Full)
• 2005 Chiang Mai
• etc

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• Other Health Sciences
• Environmental Sciences
• Economics
• Law
• Engineering
• etc

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Traditional PBL Teacher-centered
Student-centered Transfer of knowledge Acquisiti
on Giving answers Asking questions Listening
to teachers Interacting Building
blocks Holistic Departmental
control Integrated
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Systemic approach

• Intro.to medical science
• (Celltissue, Embryology,Genetics)
• Basic Medical Science
• (Immunology,Infection,Inflaammation)
• Hematopoietic and Lymphatic System
• Nervous System and special sense
• Musculoskeletal System

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Systemic approach

• Gastrointestinal System and Nutrition
• Cardiovascular System
• Respiratory System
• Endocrinology System
• Integumentary System
• KUB System
• Reproductive System

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Weekly Schedule
Mon Tue Wed Thu Fri
8-9 Lect Lect
9-12 PBL SDL SDL SDL SDL
13-16 SDL SDL Lab Clin practice PBL
Faculty of Medicine ,PSU
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PBL is the learning that results from the process
of working toward the understanding or solution
of a problem. (Barrows and Tamblyn,
1980)
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PBL ?

• Problem-Based Learning
• Clinical Reasoning Process
• Self-Directed Learning
• Small Group Learning

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Problem
Self-directed
Small group
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What is a Problem/case?
A series of phenomenon in relation one to the
other that demand explanation
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You have been playing a game of tennis. Youve a
red face and are wet all over your body. How
can these phenomena be explained?
The heat-regulating mechanism of the human
body
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Characteristics of Problems

• Relevant, realistic, logical
• An appropriate level of complexity
• Stimulate thinking and discussion
• Interesting
• Well-organized and accurate

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Characteristics of small group

• 7-8 students
• Actively participate in discussion
• Commit to self-directed learning
• Interpersonal behavior
• co-operative
• equal distributed function
• accepting,non-threatening

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SDL is

• Self study
• ..Assignment
• ..Teacher way out
• ..Do whatever students want

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Key elements of SDL

• The learner takes initiative for
• Diagnosing learning needs
• Formulating goals
• Identifying resources
• Implementing appropriate activities
• Evaluating outcomes

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Role of facilitator

• Acknowledge the process of PBL
• Understand the course objectives
• Commit to student-directed learning
• Facilitate discussion and critical
• thinking to identify learning objectives
• Process rather than content expert

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PBL Process
Step 1 Clarify terms and concepts Step 2
Define the problem Step 3 Analyze the
problem Step 4 Make various explanations/hypothe
sis Step 5 Formulate learning objectives Step 6
Independent study Step 7 Synthesize and test
acquired information (Schmidt and
Bouhuijs, 1980)
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During a hard cough this morning I suddenly
tasted blood in my mouth. As this has occurred
more often these past few weeks, Im become a bit
anxious.
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Draught
Irritated or inflammed mucous membrane
Smoking
An obstruction
CA lung
Tuberculosis
Coughing reflex
Blood vv rupture
Explosive expulsion of air causes damage
Blood in the mouth
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Traditional teacher PBL facilitator
Enjoy authority mastery Discard
authority Center on contents On students
need Value achievement Process and end
goal Privilege theory Value application
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Factor affecting the quality of PBL

• Quality of problems
• Group function
• Tutor performance
• Skills training
• Learning resources

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Student Assessment

• Students performance in small group
• MCQ
• Extended matching item
• Modified essay question (MEQ)
• Objective structured clinical exam (OSCE)
• Triple jump
• Progress test
• Portfolio assessment

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Advantage of PBL

• Acquiring knowledge that can be retrieved and
  applied
• Learning to learn (self-directed)
• Learning to analyze and solving problems
• 
  (Barrows,1984)

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Advantage of PBL

• More enjoyable for students and teacher
• Learning environment is more stimulating and
  humane
• Promote deeper rather than superficial learning
  
  

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Advantage of PBL

• Promote interaction between students and faculty
  
• Promote interdepartmental collaboration
• Improve motivation to learn
  

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Disadvantage of PBL

• Teachers roles
• Depend on students disciplining themselves
• Detriment of learning in the basic science
• Stress on problem-solving skill, not
  acquisition of knowledge
• Require considerable time to understand the
  terminology, sign symptoms, anatomy,
  physiology etc
• 
  (BarrowsTamblyn,1980)

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Disadvantage of PBL

• Difficult for students to identify with a good
  teacher
• Dose not motivate faculty to share knowledge
• Cost of implementing

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?????,???????,????????,2001
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Teaching Load of PBL facilitators for hybrid PBL
curriculum
80 PBL 20 lecture Sem1 13 wks in yr 2 9 wks
in yr 3 Sem2 8 8
Staff Semester1 Semester2 Non-clinician 25.9
25.0 hr/person/sem Clinician 11.2 9.2
hr/person/sem Haadyai 6.9 6.0
hr/person/sem
Arnuparp Suwannapa,2001
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Impact of training PBL facilitators and
perception of facilitatorsroles
Perception -Effective in helping students attain
the learning objective -Valued the
effectiveness of PBL as a teaching
paradigm -Positive for facilitators roles
Concern -Lack of knowledge of specific clinical
problems -Relationship between teachers
and students
Arnuparp Rasikorn,2001
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Thank You