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• Implementation of PBL in
• Kabul Medical University

Assistant prof. Dr Zaman member of Physiology
department Assistant Prof. Dr Nejrabi member of
Orthopedic department Assistant prof. Dr Halimi
member of Histology Department
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PBL

• Definition
• Small discussion group of students
• Realistic problem is presented (scenario)
• Focused round clinical, community or scientific
  problem
• Principle idea behind PBL is
• Starting point for learning should be a problem
• Solution of problem and learning related to the
  problem

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(No Transcript)
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Background

• Preclinical subjects
• PBL focus mainly in Basic sciences
• Mainly taught in the 1st - 2nd Classes of Medical
  school
• Anatomy, Physiology, Histology, Biochemistry, and
  Embryology depts.
• Because of weak management and motivation PBL
  implementation was postponed.

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Goals

• Implementation of PBL as an effective method of
  active learning in KMU , motivation of the KMU
  teaching staff for implementation of PBL and
  Integration between clinic and preclinical
  departments

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Objectives

• Introduction of a new teaching method to KMU
• Provision of effective learning processes for the
  students
• Improvement of students communication skills
• Clinical context to learn basic sciences
• Learn basic science ideas through clinical cases

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Cont

• Enhance the students motivation to learn on
  their own.
• Develop students ability to recognize what they
  need to learn.
• Assist students to gain basic and clinical
  science knowledge.
• improvement of students oral presentation skills.

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Resources

• PBL tutors (16)
• Space for PBL classes (4)
• Equipments for a PBL class
• Chairs and tables
• stationary
• Whiteboard
• text books

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Target groups

• Direct
• KMU students (1st and 2nd class 240 students)
  Curative , Pediatrics and Dentistry (30 group)
• Indirect
• Patient
• Society

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Schedule

• April - June 2008 (1st semester) 12 4 weeks
• One session (100 mins) for each class in a week
• Each class includes one group (8 member)
• 6 case scenarios (12 weeks) in a semester
• Orientation for new PBL tutors
• Aug Oct 2008 (2nd semester)
• One session (100 mins) for each class in a week
• Each class includes one group (8 member)
• 6 case scenarios (12 weeks) in a semester
• Orientation for new PBL tutors

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Schedule for the 1st 2nd classes
Week days 1st hour 8 850 AM 2nd hour PBL 900 1040 2nd hour PBL 900 1040 2nd hour PBL 900 1040 2nd hour PBL 900 1040 3rd hour PBL 1050 1230 3rd hour PBL 1050 1230 3rd hour PBL 1050 1230 3rd hour PBL 1050 1230
Week days 1st hour 8 850 AM Rooms A B C D A B C D
Saturday Lecture First class 1 2 3 4 5 6 7 8
Sunday Lecture First class 9 10 11 12 13 14 15
Monday Lecture
Tuesday Lecture
Wednesday Lecture Second Class 1 2 3 4 5 6 7 8
Thursday Lecture Second Class 9 10 11 12 13 14 15
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The PBL process

• Group receive the written problem scenario
  without opportunity to study it beforehand
• The student group define the problem
• The study group identified the learning goal
• Students work independently to achieve the
  learning outcomes
• The group synthesizes and summarizes their work

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The PBL process
First session Problem or Case scenario
Research
Feed back session Response
Giving report to the Toturs
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Strength

• Extrainees commitment
• Support of KMU leadership (Chancellor, Academic
  affairs Deputy and educational affair deputy)
• Support of EDC

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Assessment

• Attendance
• Participation
• Giving report to the Tutor
• Adherence to the process
• Communication skills
• Respect to the others
• Individual contribution
• The PBL classes should be assessed by EDC

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Name X Class 1st semester 1st 2007
No Subjects Date (april, May , June) Date (april, May , June) Date (april, May , June) Date (april, May , June) Date (april, May , June) Date (april, May , June) Date (april, May , June) Date (april, May , June) Date (april, May , June) Date (april, May , June) Date (april, May , June) Date (april, May , June) Date (april, May , June)
No Subjects 1 2 3 4 5 6 7 8 9 10 11 12
1 Attendance 1 1 1 1 1 1 1 1 1 1 1 1
2 Participation in scenario reading 1 1 1 1 1 1 1 1 1 1 1 1
3 Ability to analysis the scenario 1 1 1 1 1 1 1 1 1 1 1 1
4 Participation in discussion 1 1 1 1 1 1 1 1 1 1 1 1
5 Attention to discussion 1 1 1 1 1 1 1 1 1 1 1 1
6 Using of available text books 1 1 1 1 1 1 1 1 1 1 1 1
7 Preparing of report 1 1 1 1 1 1 1 1 1 1 1 1
8 Respect to class and classmates 1 1 1 1 1 1 1 1 1 1 1 1
9 Communication 1 1 1 1 1 1 1 1 1 1 1 1
10 Uniform (white coat) 1 1 1 1 1 1 1 1 1 1 1 1
Total (Daily assessment) 10 10 10 10 10 10 10 10 10 10 10 10
Grand Total (total 12 weeks) 120 120 120 120 120 120 120 120 120 120 120 120 120
Final score (Grand total /12 weeks ) 10 10 10 10 10 10 10 10 10 10 10 10 10
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Strategy

• Conduction of workshop and seminars for tutors
• Discuses with KMU leadership and EDC for
  technical support
• Establishment of specific committee for scenario
  writing
• One member from each clinic and Preclinical
  department
• Discuss with elders for acceptance of PBL

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Suggestions

• PBL should be accepted as a permanent and
  standard teaching methodology by KMU
• Strengthening and empowering PBL committee in KMU
  

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• Any question??

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• Thank you