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--- instructional_design:problem-based_learning [2011/05/09 09:46]
jpetrovic [What is the practical meaning problem-based learning?]
+++ instructional_design:problem-based_learning [2023/06/19 18:03] (current)
@@ Line 4: / Line 4: @@
 ===== General =====
-Problem-based learning is a constructivist instructional strategy. One of the first and most commonly cited examples of problem-based learning was introduced in **1960s** medical education in Canada. It suggests learning will be more effective if **learners are faced with a real-life practical problem** they need to solve and
+Problem-based learning is a constructivist instructional strategy. One of the first and most commonly cited examples of problem-based learning was introduced in **1960s** medical education in Canada. Problem-based learning approach suggests learning will be more effective if **learners are faced with a real-life practical problem** they need to solve and
   * "//... empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem.//"(([[http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl&sei-redir=1#search=%22Problem-based+learning+in+medicine+and+beyond:+A+brief+overview%22|Savery, J. R. Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning 1, no. 1: p9. 2006.]]))
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 ===== What is the practical meaning problem-based learning? =====
-An example of problem-based learning from an introductory course in psychology((Example borrowed from: [[http://www.cogtech.usc.edu/publications/schmidt_etal_ep07.pdf|Schmidt, H. G, S. M.M Loyens, T. Van Gog, and F. Paas. Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist 42, no. 2: 91–97. 2007.]])):
+An example of problem-based learning from an introductory course in psychology((Example borrowed from: [[http://facultydevelopment.med.ufl.edu/files/2009/02/19-comparing.pdf|Srinivasan, Malathi, Michael Wilkes, Frazier Stevenson, Thuan Nguyen, and Stuart Slavin. Comparing problem-based learning with case-based learning: effects of a major curricular shift at two institutions. Academic Medicine: Journal of the Association of American Medical Colleges 82, no. 1: 74-82. January 2007.]] For comparison see: [[instructional_design:Case-based learning]])):
-^  PBL: Little Monsters  ^^^
-|**The problem**: //Coming home from work, tired and in need of a hot bath, Anita, an account manager, discovers two spiders in her tub. She shrinks back, screams, and runs away. Her heart pounds, a cold sweat is coming over her. A neighbor saves her from her difficult situation by killing the little animals using a newspaper. Explain what has happened here.//| |**PBL activities**: Activities begin with a discussion where unknown terms are clarified and students use their prior knowledge to describe processes underlying described phenomenon and develop theories. Issues that arise will be dealt with during individual learning. For example, students will learn about the nature of phobic fear, classical and operant conditioning in fear development, biological basis and evolutionary reasons for such responses, or treatment of phobic fears. Group will meet two or three times a week to discuss and see if students' understanding of the problem has deepened due to individual research. The tutor will stimulate discussion and monitor students' activity and contributions. Between group meetings individual learning and discovery takes place.|
 ^  Instructional element  ^  Problem-based learning activity  ^
@@ Line 53: / Line 50: @@
 |  Student use of additional resources during the session  |The students generate questions during session. Students are given time to look up articles, Web sites, and references based on discussion by the group.  |
 |  Student additional work after the session  |The group assigns individuals homework assignments between sessions, because the same case will continue over several sessions. These PBL assignments would require obtaining information about the topic. These assignments would take about the same preparation time as the CBL student pre-session preparation for reading one to two articles.  |
-|  Case continuity  |The same case will continue over several consecutive sessions. For instance, a patient presents with abdominal bloating, is found to have a testicular and abdominal masses, is treated for a mixed germ cell tumor, and suffers multiple chemotherapy complications before recovering. In session 1, the students may discuss any number of issues around approaches to abdominal pain. In session 2, the students may discuss any number of issues around testicular cancer (breaking bad news, sexuality, prognosis). In session 3, students may discuss issues surrounding
+|  Case continuity  |The same case will continue over several consecutive sessions. For instance, a patient presents with abdominal bloating, is found to have a testicular and abdominal masses, is treated for a mixed germ cell tumor, and suffers multiple chemotherapy complications before recovering. In session 1, the students may discuss any number of issues around approaches to abdominal pain. In session 2, the students may discuss any number of issues around testicular cancer (breaking bad news, sexuality, prognosis). In session 3, students may discuss issues surrounding chemotherapy and clinical trials (informed consent, health status measurement, economic impact, stigmatization).  |
-chemotherapy and clinical trials (informed consent, health status measurement, economic impact, stigmatization).  |
@@ Line 82: / Line 78: @@
 [[http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl&sei-redir=1#search=%22Problem-based+learning+in+medicine+and+beyond:+A+brief+overview%22|Savery, J. R. Overview of problem-based learning: Definitions and distinctions. The Interdisciplinary Journal of Problem-based Learning 1, no. 1: 9–20. 2006.]]
-[[http://www.pbli.org/pbl/medical_pbl.htm|Roberts, N. Problem Based Learning: Generic Problem Based Learning Essentials.]] Retrieved April 20, 2011.
 [[http://www.google.hr/url?sa=t&source=web&cd=1&ved=0CBoQFjAA&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdownload%3Fdoi%3D10.1.1.169.8810%26rep%3Drep1%26type%3Dpdf&rct=j&q=Why%20minimal%20guidance%20during%20instruction%20does%20not%20work&ei=yvSuTaKGCoySOuetze4B&usg=AFQjCNGIE4wsl4Fg5fVtGlt3UdZOoLrP2A&cad=rja|Kirschner, P. A, J. Sweller, and R. E Clark. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational psychologist 41, no. 2: 75–86. 2006.]]
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 [[http://docs.lib.purdue.edu/ijpbl/|The Interdisciplinary Journal of Problem-based Learning (IJPBL).]]
+[[http://www.rp.sg/symposium/2012/|International Problem-based Learning Symposium.]]
 [[http://books.google.hr/books?id=9FS-jgG-9YkC&printsec=frontcover&dq=problem-based+learning&hl=hr&ei=m9ivTZXbHYWhOrCg0YoJ&sa=X&oi=book_result&ct=result&resnum=6&ved=0CEIQ6AEwBTgK#v=onepage&q&f=false|Barrett, Terry, and Sarah Moore. New Approaches to Problem-Based Learning: Revitalising Your Practice in Higher Education. Taylor & Francis, 2010.]]

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